Jess Flack FHEA

If you would like to compare your apprenticeship ED&I approaches to others in the sector, measure your progress and hear about ideas for development - take our short survey today! We've partnered with D&I experts, Inclusion 365, to create a short 20-question benchmarking survey for apprenticeship practitioners - the deadline has now extended to the 24th May. All participants will receive a copy of the benchmarking results, to be published in Summer 2024. The survey is aimed at in-house apprenticeships and early talent managers and leaders, diversity and inclusion leads and team members, along with executive sponsors and employee resource group leaders. https://lnkd.in/eK4abFiw #apprenticeships #earlycareers #EDI #diversityandinclusion #apprentices #socialmobility #inclusion

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Lots of discussion around Skills England, lots of it focusing on independence and 'clout'. I actually think there are other more fundamental challenges - and opportunities - for Skills England. More here, with thanks to Campaign for Learning for inviting me to capture my thoughts: https://lnkd.in/exv-sNkY

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New Social Housing Qualifications: Collaborative Workshop for Training Solutions https://lnkd.in/e4VaJXih The recent Social Housing (Regulation) Act 2023 introduces mandatory qualifications for senior staff. South Devon College is here to support a smooth transition for your organisation. Join our FREE collaborative 1hr online workshop to: Understand the Act's requirements for qualifications ✅ Collectively assess your training needs ✅ Explore potential solutions, including curriculum and delivery options ✅ Workshop Details: Date: Friday, May 17th, 2024 Time: 10:00 AM - 11:00 AM BST Platform: Microsoft Teams Workshop Highlights: 📑 Senior Housing lawyer Richard St. John Smith from Trowers & Hamlins will unpack the Act's requirements for qualifications. ⚖️ 🔭 Gain insights from Kate Philp (South Devon College) on relevant training options and delivery models. 💪 Facilitate discussions to identify your organisation's specific needs and explore collaborative solutions. Benefits of Attending: Gain clarity on the Act's impact on your training needs. Shape solutions to meet regional qualification requirements. Network with colleagues and build partnerships. Gain insights into potential training providers (neutral perspective). Don't miss out on this crucial first step! Register now to secure your spot and ensure a smooth transition for your staff. https://lnkd.in/e4VaJXih #SocialHousing #Qualifications #Training #Workshop #Collaboration P.S. Please share this post with your network!

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Unlocking compliance and efficiency in apprenticeship funding is essential in today's fast-moving education sector. The updated Evidence Requirements for Apprenticeships Funding (2023-2024) from ESFA emphasise the importance of following a clear process to secure and retain funding. Having managed large-scale apprenticeship programs and supported organisations through audits, I understand that compliance processes drive growth and success. Here are three key skills I've developed to help navigate ESFA and audit requirements effectively: 1. Strategic planning for compliance: Planning upfront improves resource management, delivery quality, and prevents funding risks. 2. Collaborative engagement with stakeholders: Clear communication aligns stakeholders, mitigates risks, and ensures smooth operations. 3. Data-driven audit readiness: A data-driven approach not only ensures readiness but also informs program improvements. As organisations gear up for the 2023-2024 funding claim, remember that meeting audit and compliance requirements showcases excellence and delivers impactful learning experiences. By planning strategically, engaging stakeholders, and leveraging data, apprenticeship programs can thrive in meeting standards and delivering quality outcomes. Let's connect: At MH&A, we are committed to ensuring compliance, efficiency, and impact in apprenticeship programs. Reach out to discuss audit readiness, funding compliance, or the latest education sector developments. MH&A

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#Computerscience is the fastest-growing #STEM subject, but, girls are consistently outnumbered by boys. In 2023, only one in five GCSE Computer Science and 15% of all A level Computer Science entries were from female students in England. #Ibelong aims to help teachers and leaders understand the barriers to girls’ participation in computer science and make a plan to overcome them. Find out more https://bit.ly/4d9gVd8

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Being regulated is not always a positive experience for different industry and organisational sectors. It is also not always welcomed. How regulatory purpose and approaches are enshrined in primary legislation often dictates the scope and intention of the regulatory approach- the ‘what’. It does not dictate the ‘how’. I know there will be many in the HE and tertiary sector who will continue to have their #OFS wish list. I would like to commend Susan and her team for their willingness to take feedback, their intention to act upon it, and the steps they are taking to see better regulation through the lens of better engagement. Since I returned to the UK in 2021 I have seen a step change in the tone and approach to engagement by the OFS. There is always much more to do as Susan says. Acknowledging the progress so far is important. We can’t criticise a regulator for the legislation that formed them. We can acknowledge the steps taken by them when they adapt the approach to how that regulation is undertaken. Every conversation creates a better way forward. Let’s keep talking. Whilst I still believe the regulatory intention needs refining, I commend the steps taken to enhance the approach within the intention and purpose that has been created for the Office for Students. John Blake Susan Lapworth Dr Brooke Storer-Church Office for Students GuildHE Harper Adams University Jacqui Smith

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With the dawn of a new government, there are many opportunities for our sector. Ensuring that every individual thrives at work and has opportunities for learning and career progression across their lifetime is key to the success of the UK economy and to sustaining a fair and inclusive society. This is our focus at the Education and Training Foundation In my article in FE News I discuss the following areas: * Quality initial teacher education * Embedding professional status and recognition nationally * Ongoing professional development * Investment guided towards quality education and training Now is the time. As the dust settles in Whitehall, Department for Education minds will be turning from the whirlwind of campaigning to the seriousness of government and policy making. What we do know is that improving the quality of technical and vocational education and training, and the futures of its learners, requires a focus on high quality teaching and learning – and this ultimately rests upon the shoulders of policy makers, teachers and education leaders.

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56% of SMEs use degree apprenticeships to address skills gaps. Our 2021 Force for Change impact report highlighted how degrees help to improve social mobility and increase opportunities for learners from diverse backgrounds. Our follow-up report, the Force for Impact goes one step further demonstrating the impact for individuals, employers and the wider economy. Read about the impact on apprentices, employers and the economy here ➡️https://lnkd.in/eNiq3y-m

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As many others have shared, a stimulating week in Exeter for #THEDigitalUK. A great programme and excellent discussions with some key themes: ⭐️ Digital transformation remaining a strategic priority with a sub-theme of how to deliver with the constrained resources arising from the funding crisis facing the UK HE sector. ⭐️ Efforts to grow online learning increasing across a wider range of institutions, promising potential returns but requiring investment to get off the ground. ⭐️ GenAI as a potential solution to the challenge of achieving more with less. But with many many caveats… ⭐️ User-centered design, digital upskilling and effective stakeholder engagement as key enablers for the work we want to get done. ⭐️ The ongoing importance of maintaining commitments to inclusivity and sustainability despite pressures from shorter-term concerns. Now just to try and get home through landslips on the cross country train line!

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I believe this decision reflects a strategic approach by the government, demonstrating that they are not merely establishing new departments without purpose, but rather aligning their objectives effectively. If anyone wants to share their perspectives on this matter then feel free. Additionally, I'd be interested to know, do you think the Apprenticeship Levy should be transformed into a 'Skills and Growth Levy,' enabling businesses to support primary and secondary education as well? #apprenticeshipLevy #DfE #Education #Skills #LabourParty

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Guide to refurbishing your D&T space 🛠️ Refurbishing your learning environment can have a profound effect on how students absorb, react to, and analyse information! Learn more about transforming your existing D&T space... Download today 🔽 https://lnkd.in/e7DbxiAw

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Fabulous day at Blackpool Children’s Education Conference yesterday, delivering my CLPE (Centre for Literacy in Primary Education) workshop. Thank you Dr Elaine Allen OBE and mark cowell. I only had to contend with a few hours of failing trains but these headteachers have had to contend with years of their schools and seaside communities being neglected and left behind through lack of regeneration and austerity. And yet, what struck me was the energy in the room. An absolute determination to ensure their children thrive. Can’t think of an attitude more closely aligned to CLPE’s core value. Every child deserves to be literate and to be literate they deserve the same access to resources as everyone else. In this case, we explored key principles we need to consider when teaching children using English as an additional language; children who are literally learning to learn in another language. And we explored how to put these principles into practice in the classroom and through high-quality texts and non-reductive teaching approaches - drawing on established research (of course!) and what we know that works in the classroom right now, particularly for schools supporting educationally vulnerable children and disadvantaged communities. Our Power of Reading English curriculum offers all our children a rich and cohesive curriculum with teaching sequences carefully designed to scaffold language development from reading into writing. The approaches are utterly steeped in evidence and rigorously reviewed with real children in mind through our CLPE community. We know it has been designed to work for children who are using English as an additional language as well as other educationally vulnerable children. We know it is adaptable to suit the needs and interests of different children. And it brings the joy back into teaching, which surely matters in these times. Encouraging teachers to reflect on why and how their practice works (or doesn’t) with the children they have before them isn’t loose, it’s essential for them to really have an impact on each child. And, of course, it’s essential for a teacher’s professional development and status. We’re proud to have held Early Career Teachers to develop best practice as well as helped retain some wonderfully experienced but disillusioned teachers because of this agency and knowledge that they are making a difference in joyful ways. If you are in Blackpool or anywhere in the North West, we are bringing Power of Reading to you in Manchester! Join our CLPE community and let us help you and your teachers to make a difference.

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Guide to refurbishing your D&T space 🛠️ Refurbishing your learning environment can have a profound effect on how students absorb, react to, and analyse information! Learn more about transforming your existing D&T space... Download today 🔽 https://lnkd.in/eM5BjN6m

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Bravo to the International Higher Education Commission (IHEC) Oxford International Education Group Rt Hon Chris Skidmore & all those involved in this report. It is worth noting that there has been no, Non-EU #graduateoutcomes data from HESA: Higher Education Statistics Agency since 2019, & at that point knowing how critical this data would be to the sector Asia Careers Group SDN BHD stepped in immediately to fill this significant data gap. Since then ACG has collected over 70,000 UK international graduate’s #career journeys, for over 60 UK universities & has undertaken this work unfunded by government &/or sector bodies. This data is now readily available to all UK #universities committed to “investing in international #futures” & data can be collected retrospectively for institutions if needed. The annual institution subscription cost is £9,950. Alternatively a report on the entire data set 70,000+ UK Non-EU graduates, could be made available to government &/or sector bodies for £350,000, if there is in fact a appetite to invest on behalf of a UK #highereducation sector under significant financial pressure at the present time. As one can imagine this has been a significant financial undertaking & one #hesa has been unwilling to take on. Let us hope the UK sector is now truly committed to understanding Non-EU #graduateoutcomes & supporting the transition of their #overseasstudents to the workforce both in the UK & even more importantly back in their home countries. Data also exists for all 40 #Australian universities should governments & or sector bodies wish to benchmark UK graduate outcomes against another English speaking study destination. “Graduate outcomes data was also a big part of the report – or the lack of it, which has been highlighted before by other organisations. “HESA stopped calling international students to save costs; the UK government mandated a 10% efficiency saving for HESA, & telephone follow-up… was a significant expense,” the report said, adding that such a decision was a concern for institutions & student bodies. Low response rates also mean a lack of evidence of the #employability of the UK’s #internationalstudents, – a critical decision-making factor for #students who are looking to the UK as a #study destination.” A Universities UK International report found just 3% of international student’s said they’re university #careersservice helped them find a job, up from just 2% in 2019. We all have to do a far better job in making good on our promise to international students & their successful transition to the workforce. Asia Careers Group SDN BHD AGCAS AUIDF British Council BUILA Education New Zealand | Manapou ki te Ao International Education Association of Australia (IEAA) Jisc Office for Students National Association of Graduate Careers Advisory Services (NAGCAS) Russell Group of Universities UCAS UKCISA Universities Australia Universities Scotland Universities UK

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Guide to refurbishing your D&T space 🛠️ Refurbishing your learning environment can have a profound effect on how students absorb, react to, and analyse information! Learn more about transforming your existing D&T space... Download today 🔽 https://lnkd.in/eB6TYjwW

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