We hope you may have heard by now about the , a devolution initiative of the West Midlands and Warwickshire Combined Authority, funded by the Department for Education. What we鈥檙e attempting is a paradigm shift – for a new green mindset and a way of working in FE which carries momentum within it.

At , which has hosted the programme, we have trained 40 Green Changemakers from Colleges across the region – with 20 more to come in Summer 2024. The imperative for the work is clear. No serious research now disputes the crisis we鈥檙e living through, a dangerous entanglement of climate change and global loss of biodiversity. And there can be no environmental justice without social and economic justice.

Green Jobs need Green Skills and no one is better equipped than us to teach!

As FE Colleges, we鈥檙e in the business of skills and that puts us at the heart of a green economy – if we can grasp the opportunity. The future needs green jobs and green jobs need the green skills that no-one is better equipped than us to teach. Yet as a sector we are also exhausted by change and disconnected even from ourselves, fast-paced as our daily working lives seem always to be. Momentum is hard to sustain, good intentions fizzle out and sustainable change seems out of reach.

Generic approaches to professional development around green skills are falling short of what teachers need – self-belief in their own green expertise as subject experts and the autonomy to be accountable for making their classrooms 鈥�radical spaces for possibility鈥�, to quote social justice educator bell hooks. For this to be possible, teachers need subject-specific green skills training (including learning that they are best placed to do for themselves).

Potentia

Teachers also need to feel powerful again. That鈥檚 why we designed a changemaking-first approach to the Green Changemakers programme. We worked with the concept of potentia, a definition of power that was lost to us 400 years ago with the death of the philosopher Baruch Spinoza. Writing in Latin, Spinoza had two words for 鈥榩ower鈥� at his disposal. Potestas is what we know as power-as-usual – hierarchy, clout. Potentia is different – a changemaking energy, a determination to survive, joyfully, against all the odds, that feels right for our times.

Green Changemakers support their organisations to address the systems, structures and processes that block momentum and stifle change. They work collectively to overcome the silos which hinder communication. Put simply, they enable potentia to ripple out, working up, down and across hierarchies. Around them, colleagues wake up and step into their own power.

Changemaking Skills and curriculum design

Enabling this is a curriculum design which focuses on changemaking skills. Green Changemakers, being curious and determined people, are accountable for developing (and sharing) their own knowledge bases – and we have a Virtual Green Skills Hub in development (due March 2025) which will help disseminat knowledge across all the corners of FE. Realising that the changemaking process would be different in each College and that Changemakers have to lead as they see fit, we developed an architecture for the programme based on three framings:

Three Framings for the Green ChangeMakers:

AimHi Earth鈥檚

Out of all the green skills definitions we researched at the start of the programme, AimHi Earth鈥檚 15 Green Skills provided us with an expansive provocation. Vocational education鈥檚 technical focus hides from view the fact that people thinking, systems thinking and nature thinking are equally essential for human and non-human survival. The 15 Green Skills expanded our thinking into new possibilities. We took on board concepts such as 鈥榮eventh generation thinking^[1]鈥� from indigenous wisdom. Skills around 鈥榥ature centrality鈥� were engaging for many. And we learned to use the term 鈥榤aven鈥�, to honour and respect educators as subject specialists with knowledge, discernment and the curiosity to learn more.

FE Constellations鈥�

Our second framing was the Four Seasons of Changemaking, developed over a number of years through my work with Joss Kang on the Education and Training Foundation鈥檚 Advanced Practitioner programme and beyond. Momentum needs potentia, and it also needs pause; working through practical and reflective activities for each of the four seasons, enabled Green Changemakers to know when to push and when to rest:

Getting Unstuck – figuring out what needs to be done

Releasing Potentia – influencing others to step into their own power

Gaining Clarity – pausing, reflecting, marshalling energies

Co-creating Unimaged Futures – moving forwards with momentum

Without our third framing, the Green Changemakers Programme could have been just another CPD. Based on the work of Nancy Kline, the Thinking Environment is slowly gaining traction in FE, where people want to think together with independence, clarity and radical candour. It provided us with a space to compost all that we were learning, disagree with respect, figure out what to do next and learn from each other.

Adventure Ready Squad

Together, we have formed an Adventure Ready Squad (another of the 15 Green Skills), a constellation which is open-bordered and welcoming to all. And if you think that all the above sounds fanciful – because it鈥檚 different, it鈥檚 not 鈥楩E Speak鈥� – I promise you that it鈥檚 working. Only a few weeks after the end of phase one, we have a growing catalogue of impact evidence which we are beginning to share with the rest of FE on publicly available social media (not just hidden in reports). And we鈥檙e agile. For example, the Adventure Ready Squad pulled off a brilliant conference for just under 100 people in three weeks using a WhatsApp group back in March!

For more about Green Changemakers follow the hashtag #GreenChangemakers and check out our .

^[1] Defined as, 鈥渃onsidering the benefit to our great, great, great, great grandchildren, as our ancestors considered us.鈥�

By Dr Lou Mycroft, Co-Director FE Constellations, a nomadic educator, writer, and Green Changemaker.

Green Changemakers – A Paradigm Shift in FE was published on 91自拍 by Lou Mycroft

At a time when technology increasingly touches every aspect of our lives, the need for diverse voices in cyber security has never been more important. Claire Vandenbroecke, a seasoned Cyber Security Specialist with a rich background spanning film, media, and law enforcement, has turned her focus to nurturing the next generation of female talent in STEM. With over two decades of experience in roles that require quick thinking and innovative problem-solving, Claire now channels her expertise into advocating for greater female representation in tech. In this article, she discusses the importance of breaking down barriers and laying down pathways for young girls in STEM, reflecting on her own journey and the transformative initiatives she’s supporting with non-profit InnovateHer. Join Claire as she explores how established figures in STEM can inspire, mentor, and drive change for aspiring young women entering the field. 

A less than linear journey 

From the creative industries to cyber security, my career trajectory has been anything but conventional. After an experience in film and media that I found enriching, my (unexpected) transition to law enforcement opened my eyes to the mission critical role that cyber security, plays in the world of today. My career journey has certainly not been linear 鈥� but it鈥檚 a path that ultimately led me to specialise as a Cybercrime Officer, where I鈥檝e been able to really deepen my understanding and skills in safeguarding digital landscapes. Over the years I鈥檝e had the privilege of collaborating with many amazing initiatives and organisations that specialise in making the cyber world a safer and more inclusive place 鈥� particularly advocating for young girls 鈥� encouraging them to break down the doors of the digital career world.  

So, when I was introduced to the team at InnovateHer, I quickly realised that I鈥檇 found a platform that not only values, but actively promotes the integration of diverse female voices in tech. 

Breaking down barriers together 

Despite progress in many areas, STEM fields remain largely male-dominated, with significant underrepresentation of women, particularly in cyber security. This disparity begins in education and is perpetuated by a lack of female role models and mentors in these areas as girls move through their formative learning years. The stereotypes and biases that suggest STEM is 鈥榥ot for girls鈥� are barriers that discourage young women from pursuing these careers. I know this because it鈥檚 a glass ceiling I feared of coming up against myself. Instead, I chose to address these challenges head on 鈥� working hard to turn myself into a female leader in my field that would be visible, and actively advocate for and support structures that will guide young girls through their own STEM journeys, leading by example. 

My belief that education is the cornerstone of empowerment led me to offer my cyber skills to InnovateHer鈥檚 latest , developed alongside industry giants like BAE Systems and fellow digital experts like Honey Williams. The programme has been designed to inspire, educate, and empower young women in tech, uniquely combining practical learning with real-world application, making it a vital tool for encouraging young girls to consider careers in STEM. 

Unlike traditional cyber courses, it presents students with real-life scenarios and problems encountered by actual professionals in the field. This hands-on approach means that learning becomes about so much more than just theoretical knowledge, but actually serves to empower students to tackle practical challenges. The course is also specifically designed to be inclusive, encouraging participation from all genders, but with a particular focus on inspiring young girls. We鈥檝e carefully created interactive elements and scenario-based learning to make the content engaging and relatable – demystifying the field of cyber security and throwing the doors open to all walks of aspiring talent.  

By introducing young girls to cyber security, we provide them with the information and foundational knowledge that they need to succeed in a technical specialism, while also giving them the confidence to overcome stereotypes. The curriculum is enriched with contributions from current professionals and offers insights into the daily realities of a cyber security expert, making the field accessible and interesting. The involvement of female professionals as role models and instructors such as myself in the course is critical in showing students – especially girls – that these careers are not only totally achievable, but seriously fulfilling. 

Investing in the next generation of innovators 

As well as individual advocates and independent initiatives, bigger businesses also have a fundamental role to play in supporting the next generation of tech leaders. By offering internships, mentorship programs, and entry-level roles that are designed to grow with young people, companies can bridge the gap between theoretical knowledge and practical expertise. These opportunities are essential for building confidence and skills, allowing young professionals to transition smoothly from academic environments to the workplace. 

As industries and technologies evolve, so must our approach to integrating young talent. Companies should view hiring young graduates not as a risk but as an investment in the future of technology 鈥� a safe bet, not a risky gamble. After all, these individuals bring fresh perspectives, eagerness to learn, and a readiness to tackle the technological challenges of tomorrow. By shifting cynical perceptions and recognising the potential of these young minds, we can foster an industry culture that values growth, innovation, and diversity. 

The path ahead 

The cyber security field offers endless opportunities for innovation and impact. By supporting initiatives like the InnovateHer course and advocating for greater diversity in STEM, we can ensure that the next generation of women is empowered to navigate and succeed in these crucial fields. So, let us continue to mentor, inspire, and lead by example, showing that the path to success in STEM is open to all, regardless of gender. Together, we can build a more inclusive, dynamic, and innovative future in cyber security and beyond. 

To any young woman eyeing a future in cyber security, I would say start your journey first by engaging deeply with your current educational opportunities. Explore online resources, join cyber security clubs at school, and participate in local and national competitions designed to hone your skills. Also, search for communities and educational platforms that offer workshops and seminars designed to introduce young people to cyber security, such as InnovateHer.  

Remember, the journey into cyber security doesn’t require you to fit a mould; it really only needs curiosity, passion, and resilience. 

By Claire Vandenbroecke, Ambassador at InnovateHer

Cracking the code: How to get girls into STEM was published on 91自拍 by leila-jonesactiveprofile-co-uk

Welcome to FE Soundbite Edition 746, 18th May 2024: Have you heard about the ‘Off the Job’ and Level 3 changes?

This is the weekly e-newsletter and e-journal by 91自拍: ISSN 2732-4095. We know life is busy, so here is a snapshot of the latest announcements and epic thought leadership articles, from sector influencers and cool thinkers across FE and Skills this week on 91自拍

Gavin鈥檚 Reflective Perspective

What a big load of announcements this week. I mean, big ole changes… where to start?

The Level 3 defunding is a big one! Skills Minister Luke Hall announces De-funding of 318 Level 3 qualifications. Here is the sector reaction. Luke Hall also announced 74 new Alternative Academic Qualifications (AAQs) and Technical Qualifications (TQs) for public funding at level 3 starting from 1 August 2025. Yep a year and a bit away.

The jist from the sector stake holders is.. erm bad idea Luke, and if you do persist… give us more time…. or what happens if there is a change in Gov in the upcoming election? A lot of ifs… buts and not much BTEC in this statement. What do you think about all of it? Here is Luke’s statement in full if you want to look over in detail.

Been a busy one… as literally the day before there was the ‘Off the Job’ training changes for Apprenticeships. If you don’t know about this… well here is a break down and well done to AELP for campaigning for this long term.

We also had two interesting reports launched on the same day by EDSK and R2L (on the same day as the Level 3 defunding reforms were announced). Can you pick up the theme?… all change! Or change is coming.

EDSK launched the Evolution and revolution report recommending SATs and GCSEs should be scrapped in favour of regular online tests from ages 5-14 along with a new four-year 鈥楤accalaureate鈥� for 14 to 18-year-olds

R2L launched the Future Priorities for Lifelong Learning, Skills and Tertiary Education report. Cool quote from that Cool Cat Lord Blunkett in here as well (just in case you are of the opinion that Labour might win the next election, this could be worth a read).

Jisc launched an interesting report: Students want to see generative AI integrated throughout curriculum, despite increased concerns around ethics and equity.

The latest ONS labour market figures came out… we are out of recession, but these figures are still pretty startling: UK Claimant Count at 1.579 Million and Economic inactivity at 22.1%. Sector Reaction. Wow, no wonder there are all these people wanting to mix things up!

….and let’s not forget the Sector Reaction to the MAC Rapid Review of the Graduate Route which backed up the Government鈥檚 International Education Strategy, particularly in Higher Education. You may have missed this one, but it is very important for the UK economy and all of Higher Education. Worth a read!

This week was Mental Health Awareness Week and AoC released a really interesting report: Poor mental health is the top reason for student absence, say colleges.. as well as the cost of living crisis!

Told you it was a full on week!

Exclusive thought leadership articles this week:

This week was Mental Health Awareness Week… so let’s kick off with Scott Parkin’s cool article: Mental Health and Well-being in Remote Work Environments.

Sarwar Khawaja’s article was well received on social media: Building Bridges: Strengthening Relationships between Higher Education Institutions and Local Communities.

Gregor M眉ller shares some insights from some recent major AI developments at GoStudent: Balancing Innovation with Human Touch: Lessons from Building AI Learning. Continuing the theme about knowledge share on AI and AI best practice, Julian Mulhare wrote about the Future of work: key skills for businesses to optimise AI integration

Dame Julie Mellor from FISSS wrote a cool article: Navigating the future: a collaborative approach to meeting the UK skills challenge

Sorry to hear of the passing of David Price

I was really sad to hear that David Price passed away. Anyone who met him, will only tell you positive things, I had the privilege to meet him a couple of times. He was a genius, down to earth and funny. Here is a link to a video, podcast and article from David on the day he launched the Power of Us. Such a shame, such a genius.

I off to the OneFile Conference next week… loved it last year. So if you are around… say hi!

Anyway, I hope you enjoy FE Soundbite this week.

Gavin O’Meara

CEO and Founder

91自拍 and (a new FE Careers job site is coming very soon)!

Have you heard about the ‘Off the Job’ and Level 3 Defunding changes? FE Soundbite Edition 746 was published on 91自拍 by Gavin O

Reed Global (@reedglobal)鈥� the family run group of companies committed to improving lives through work 鈥� has acquired Code Nation, one of the UK鈥檚 fastest-growing independent digital and technical training providers.

The acquisition will complete Reed鈥檚 total tech talent solution 鈥� streamlining the process for businesses to find the technology talent they need in a competitive recruitment market.

Addressing the tech industry鈥檚 widening skills gap, the acquisition will enable Reed to offer specialised tech training. This will help to widen the talent pool available for businesses, by reskilling those with an interest in the sector, as well as offering opportunities for businesses to upskill their current employees to support talent retention and development.

It will also allow the company to drive better inclusivity in the technology sector. Reed will be able to use its recruitment expertise to source underrepresented talent, including women or those from disadvantaged backgrounds, and tap into Code Nation鈥檚 technology experts and industry knowledge to reskill such talent.

James Reed CBE, Chairman and CEO of Reed, commented: 鈥淭he stark gap in digital technology skills is a known, wide-scale problem. The pace of change and fierce competition for technology and digital skills is far outstripping the workforce.

鈥淲e realised that partnering with a training provider wasn鈥檛 enough. We needed to be able to recruit and reskill new talent, or upskill existing employees, at a pace that matches market demands. Acquiring Code Nation allows us to do just that.鈥�

The acquisition will also benefit Reed Talent Solutions 鈥� a contingent and permanent workforce solutions provider 鈥� greatly strengthening its 鈥榬ecruit, train and deploy鈥� solution for clients.

鈥淚n order to overcome chronic skills shortages, Reed Talent Solutions鈥� 鈥榬ecruit, train and deploy鈥� solution is designed to attract, reskill or upskill, and deploy new talent,鈥� adds James.

鈥淏y having Code Nation鈥檚 expertise on side, we will be able to offer more bespoke solutions for training to help resolve any particular, unique pain points that businesses are experiencing and begin to narrow the persistent skills gap the technology industry is battling.鈥�

Code Nation was founded in 2018 and quickly became one of the fastest growing and award-winning digital and technical training providers with a pioneering ethos around 鈥榗reating employable talent鈥�.

By combining forces, the companies aim to work with clients to make sure they are keeping abreast of current market needs, by understanding specific technology developments to ensure training curriculum matches demands. The current training programmes offered will focus on four core subjects that are strongly in demand: software engineering, data, cyber security and robotic process automation.

David Muir, Code Nation鈥檚 Founder, who will continue to be involved in the business as Managing Partner, shared his enthusiasm about the acquisition, stating: 鈥淭his acquisition represents a pivotal moment for our colleagues at Code Nation, our learners, our funding partners and our employers, as well as Reed.

鈥淲e are excited to see this merging of complementary strengths and resources to create something quite unique in the market. We will be able to offer a comprehensive suite of solutions to employers struggling to fill those technical roles and for job seekers struggling to find their footing in the competitive tech space.

鈥淏y joining forces with a well-established and renowned company like Reed, with a mission of 鈥榠mproving lives through work鈥� we can continue to fulfil our mantra of creating work-ready, employable talent.鈥�

James Wright, Primary Investor and Owner of Code Nation, said: “I’m proud to have been with Code Nation from the outset of its journey through the pandemic and to securing an Ofsted Grade 2 rating recently. This acquisition will see Code Nation flourish with expanded reach and conversations with employers and extended solutions for employers and learners.鈥�

David Muir will be taking the post of Managing Partner and will be joined by Michele Smith, Managing Director of Client Services at Reed Talent Solutions, who will be taking on the additional role of Managing Director of Code Nation.

Reed Global acquires Code Nation to tackle the rising tech skills gap was published on 91自拍 by annette-coylemccann-com

On Monday, 13th May, the Office for Students (OfS) authorised ESCP Business School to grant Taught awards, as the School satisfied all criteria for the Full Degree Awarding Powers (Full DAPs) in accordance with section 42(1) of the Higher Education and Research Act 2017 (HERA).

This new power allows ESCP Business School to grant awards for subjects related to Business and Management on qualifying programmes taught at its London campus. This power extends to undergraduate and postgraduate degree awards up to and including Level 7, as set out in the Framework for Higher Education Qualifications (FHEQ).

Leon Laulusa, Executive President and Dean of ESCP Business School, says:

鈥�The Full Degree Awarding Powers in the UK reward ESCP鈥檚 commitment to academic excellence. This exemplifies the essence of what our school stands for today: a unique model of distinction as a multi-campus Pan-European institution. This is an incredible accomplishment for our London campus and fantastic news for the entire ESCP community鈥�.

As regulator for higher education in England, the OfS protects the interests of students by supporting a diverse and independent higher education sector. Over the years only a few international institutions have successfully obtained Degree Awarding Powers, with ESCP Business School being one of the first European institutions to pass this threshold

Francesco Rattalino, Executive Vice-President and Dean for Academic Affairs & Student Experience, says:

“Thanks to the ESCP community, especially the London Campus, for their invaluable role in reaching this milestone. This achievement seamlessly aligns with our mission to enhance our student multi-campus experience and further positions the School as the frontrunner in the global higher education landscape.”

ESCP Business School’s DAP authorisation commences on 2 September 2024, meaning that the next intakes of ESCP’s Bachelor in Management, Master in Management, MSc in Energy Management, MSc in Digital Transformation Management & Leadership, MSc in Marketing & Creativity, and MBA in International Management who will study at ESCP London Campus will be able to benefit from an additional UK degree upon graduation, allowing students to graduate with at least two internationally recognised degrees.

Kamran Razmdoost, Dean of ESCP Business School London Campus, says:

鈥�The news brings immense pleasure and joy. This achievement shows ESCP鈥檚 unwavering agility, dedication and adaptability in adhering to multiple standards and regulatory requirements across our different European countries. The UK Degree Awarding Power not only enhances our educational offering but also affords us greater flexibility in meeting student expectations and catering to their different needs. It is an important step towards ESCP’s deeper integration within the UK鈥檚 academic and business ecosystem. A special thank you goes out to Florence Mele, UK Director of Student and Academic Services, who led the UK Degree Awarding Powers application process on behalf of the School. Congratulations to the entire ESCP community, and the London campus, for this great achievement.鈥�

This year, the London Campus marks ESCP Business School’s 20th year in London, 50th year in the UK, and 205th year since its founding.

After opening its UK campus in 1974, ESCP Business School has experienced a remarkable growth in student numbers, available degree programmes, and facilities in the UK. In 2023/24, ESCP London Campus welcomed over 1100 students from 70+ nationalities in its Bachelor, Master and MBA degree programmes, and hosted over 1,200 participants in Executive Education, marking its student number record.

ESCP Business School is ranked 4th in Europe and 2nd in the UK by the Financial Times (2023), with its Master in Finance ranked 1st worldwide, Executive MBA 3rd worldwide and Master in Management 4th worldwide in their respective categories.

ESCP Business School’s London Campus has embarked on a 10-year estate development masterplan to upscale its premises and provide new working and teaching space to the growing cohorts of undergraduate, postgraduate and executive education students.

ESCP Business School Granted Full Degree Awarding Powers in the UK was published on 91自拍 by open2europe

The Henley College (@henleycol) proudly announces the remarkable success of its elite football team, who are partnered with Wycombe Wanderers in the National Football Youth League (NFYL) Final. The team secured a resounding 3-0 victory against Swindon Town Procision in a thrilling match held on 30th April at Sixfields Stadium, Northampton Town Football Club.听

Under the expert guidance of Head Coach Tom Guy, the Henley College footballers demonstrated exceptional skill, determination, and teamwork throughout the season, culminating in this extraordinary championship win. 

Key highlights of the match included goals scored by Seb D鈥橝versa, Connor Jackson, and George Walker, showcasing the team’s offensive prowess and ability to capitalise on scoring opportunities. 

Captain Seb D鈥橝versa, recognised for his leadership on and off the field, played a pivotal role in securing victory and was honoured with the National Football League Trophy Player of the Match award. 

“This achievement is truly fantastic for the players, the college, and our staff,” commented Head Coach Tom Guy. “In just our third season as an elite performance program, surpassing expectations against more established teams is a tremendous feat. The players have faced significant challenges this season, making this victory even more meaningful for everyone involved.” 

Principal and Chief Executive Satwant Deol expressed profound pride and gratitude for the team’s accomplishment, underscoring the college’s dedication to nurturing growth and excellence among its students. 

“I am incredibly proud of our coaches and players, and immensely grateful to our dedicated staff and supportive parents who have played pivotal roles in this journey,” said Principal Deol. “At The Henley College, our motto of ‘Question, Seek, and Grow’ guides our approach, motivating us to challenge our students and unleash their full potential. Achieving top national standings in both rugby and football this season reflects the spirit of our community, and I couldn’t be more delighted and prouder of their achievements.” 

The Henley College extends heartfelt appreciation to all supporters, sponsors, and stakeholders who contributed to the success of the football program. The college looks forward to building on this achievement and continuing to excel in youth football development. 

Henley College Football Team clinches victory in National Football Youth League Final was published on 91自拍 by The Henley College

The Henley College (@henleycol) elite Rugby team, in partnership with Ealing Trailfinders, has triumphed in the highly esteemed AoC Sport Men鈥檚 U18 Premiership Final 2024. Demonstrating exceptional prowess and unwavering determination, the team emerged victorious against Senior Bishop Burton College with an impressive final score of 33 – 12.

Captain Dylan Walters expressed his pride in the team’s achievement, stating, “I鈥檓 really proud of what the boys have achieved this year, and winning in the final I feel was well deserved after all our hard work and preparation for it.”

Head Coach Josh Barlow commended the team’s dedication, remarking, “The boys applied everything we spoke about in the build-up to this final, and they performed superbly throughout to get the win. Well done to everyone for their hard work throughout the season.”

Led by captain Dylan Walters and the forward pack, The Henley College delivered a stellar defensive performance, resulting in numerous breakdown turnovers and strategic scoring opportunities.

In a display of dominance, Henley College secured an early lead with Mason Jones scoring in the corner within the first five minutes. As the game progressed, fly half Will Hibberdine’s precise conversions and strategic kicks further solidified Henley College’s advantage, culminating in a halftime lead of 19-0.

The second half saw Bishop Burton College mounting a spirited comeback, but Henley College remained resolute. Intercepting plays and sustained pressure led to additional scores, ultimately sealing the victory at 33-12 and marking a historic moment as Henley College was crowned AoC U18鈥檚 Premiership Champions 2024 for the first time.

Principal & Chief Executive Satwant Deol stated, “This achievement is a testament to the dedication and hard work of not only our talented players but also the entire support network behind them. I extend my congratulations to all the coaches, nutritionists, occupational therapists, physiotherapists, and staff who have played integral roles in this success. Special recognition goes to Head Coach Josh Barlow and Captain Dylan Walters for their inspiring and professional leadership throughout the tournament. This is the first time in our history that we have won this prestigious trophy. Our amazing Rugby team beat some exceptionally high-ranking teams on their way to the final.

The game attracted over 350 spectators and delivered thrilling moments that captivated us all. I must admit, I found myself at the edge of my seat, personally cheering them on throughout the match! I am confident that our team has a bright future ahead.

We look forward to organising celebrations soon to honour our team’s accomplishment and continue to support and encourage our students as they pursue excellence both on and off the field.鈥�

The Henley College Rugby Team win the the U18 Men’s AoC Sport Premiership Final 2024 was published on 91自拍 by The Henley College

Burton and South Derbyshire College (BSDC) is now the first education provider in England to offer level 3 hydrogen fuel cell training as part of its strategy to futureproof the skills requirements of the automotive industry.  

The college鈥檚 speed in curriculum design and development and responsiveness to market demand has made it the first provider in the country to offer level 3 hydrogen fuel cell training, accredited by City & Guilds. BSDC鈥檚 commitment to excellence is highlighted by this prestigious accreditation, ensuring learners and employers receive industry-recognised qualifications that open doors to exciting career opportunities in the rapidly evolving field of hydrogen fuel cell technology. 

The college recently acquired a Toyota Mirai from Toyota, made possible through the Government鈥檚 Strategic Development Fund. This funding aims to equip colleges and the motor vehicle industry for decarbonisation and the rise of hybrid, electric and hydrogen vehicles. The Toyota Mirai, now integrated into the college鈥檚 Motor Vehicle Academy, serves as a key training tool for delivering a suite of innovative hydrogen vehicle courses for technicians. The College also offers a range of courses covering electric and hybrid vehicles, and has a fleet of hydrogen fuel cell, electric and hybrid vehicles.

Paul Tunnicliffe, Technical Advisor, from City & Guilds recently visited Burton and South Derbyshire College to inspect the college鈥檚 latest industry-standard equipment and to discuss BSDC’s role in shaping the future training needs of the automotive industry. He said: “Burton and South Derbyshire College stands at the forefront of future training needs. The College has got an incredible set up for offering hydrogen and electric vehicle qualifications with us at City & Guilds, and its initiative in offering level 3 hydrogen fuel cell courses in England underscores its commitment to industry-aligned education.”

The Toyota Mirai converts hydrogen into electricity in an advanced fuel cell, leaving clean water as the only exhaust pipe emission. Unlike battery-powered electric vehicles, hydrogen fuel cell electric vehicles generate electricity through a chemical reaction between hydrogen and oxygen in a fuel cell stack. With refuelling taking less than five minutes at a pump, drivers benefit from emission-free journeys.

John Beaty, Principal of Burton and South Derbyshire College said: 鈥淲e are extremely excited about our innovation and expertise in hydrogen fuel cell, advanced driver assistance system (ADAS) and electric vehicle training. Investing in advancing technology will put the College at the forefront of the motor industry, allowing us to deliver industry leading training courses. Those undertaking our courses can be assured that engaging with BSDC trainers is currently the only route in England to secure this level 3 training and that we are leading the field in training to decarbonise the motor vehicle industry鈥�. 

To learn more about the new hybrid/electric vehicle maintenance, ADAS, and hydrogen vehicle courses available at BSDC and to join the waiting list for the next cohort of training sessions, please contact marketing@bsdc.ac.uk. Course information can also be found on the college website – .

College gains status as leading innovator in hydrogen fuel cell听training for the Motor Vehicle Industry was published on 91自拍 by Burton and South Derbyshire College (BSDC)

Business leaders from the North West of England, North Wales and beyond are invited to a sustainability-boosting event this June, to take inspiration and practical tips from a panel of experts.

Organised by the University of Chester, it aims to help businesses thrive, as forces for good that people want to work for, buy from, and invest in.

The event is being held, in partnership with UK for Good, at the University鈥檚 Riverside Innovation Centre, on Tuesday June 4. It has been planned by staff from and the (SERKEI) at the University.

It is hoped that the day will see businesses and organisations from across the region immerse themselves in a day of positive sustainability and be inspired by meaningful networking, discussions and practical tips. They will also be treated to a plant-based lunch made by the University鈥檚 award-winning catering team.

As organisers Louise Goodman and Dr Rebecca Collins explain, the event looks to be a catalyst for collaboration in a world of rapidly-changing business where the impact of enterprises on people, communities, and the planet has never been more important.

Louise Goodman, Knowledge Exchange Manager at Chester Business School, said: 鈥淭o thrive – rather than just about survive – businesses need to proactively generate profit with purpose. In collaboration with UK for Good and supported by a diverse and exciting line-up of contributors, this conference will inspire, inform and challenge us all to think about how courageous leadership can deliver impactful and enduring business as a force for good.鈥�

Dr Rebecca Collins, Deputy Head of Division, Humanities, Cultures and Environment and Director of the SERKEI, added: 鈥淭he University of Chester鈥檚 Sustainability and Environment Research and Knowledge Exchange Institute (SERKEI) exists to build relationships between the University and other organisations that enable knowledge-sharing for positive societal and environmental impact. We are looking forward to the Survive or Thrive conference acting as an important catalyst for new collaborations around sustainability in business across the region.鈥�

The exciting line-up of speakers will share their own experiences of tackling sustainable business challenges, related to environment, climate and nature; people and culture; inclusivity and social value and resources, and waste and circularity:

• Donna Okell, Founder and Co-CEO of UK For Good, a business enabling businesses to understand, improve, and embed social and environmental impact into their organisation.

• Andrew Ashford, CEO of The Bren Project, an award-winning charity which supports and inspires people with learning disabilities and autism to gain experience in the workplace.

• PK Whalen and Andrea Wood, ofPositive Planet, helping organisations tackle their environmental impact and embed sustainable working practices.

• Julieanna Powell-Turner, Professor of Environmental Sustainability, University of Chester,with more than 20 years鈥� experience in environmental management and protection.

• Simon Pringle, Visiting Professor at the University of Chester andan independent coach and management consultant with a passion for supporting leaders to enable change. 

• Dr Matthew Watkins, a Senior Lecturer in Sustainable Product Design Engineering in the Wolfson School at Loughborough University.

• Elliot Kilbride, accomplished ESG (Environmental, Social and Governance) professional, who has built a reputation for success in the financial services and energy sectors.

• Chantal Davies, Professor of Law, Equality and Diversity in the School of Law and Social Justice at the University of Chester.

All businesses and organisations, large and small are welcome, and can sign up and find out more on . The event runs from 10am to 4pm at the University of Chester, Riverside Innovation Centre, 1 Castle Drive, Chester, CH1 1SL.

All income generated from the event will be used to support sustainability projects and activities developed and delivered by University of Chester students.

Sustainability conference helps businesses thrive as forces for good was published on 91自拍 by University of Chester

The call for nominations is open! The Awards organisers, Lantra and Landex, are actively encouraging college tutors, lecturers, and teachers, as well as, apprenticeship supervisors, assessors, and employers, to nominate their leaners for a prestigious award. The deadline for entries is 11 June 2024.

The winners will be announced at a genuine celebration of talent on the 21 November 2024 at the centrally located, National Conference Centre in Birmingham. The ceremony will be hosted by Danny Clarke, who changed from a career in sales to horticulture in his early forties.

Danny Clarke, who trained as a garden designer at Hadlow College said: 鈥淚 am thrilled to be hosting this year鈥檚 ceremony to recognise the talent and dedication of people in education who are taking care of and creating green spaces and looking after animals.鈥�

鈥淎lthough I didn鈥檛 change career until I was middle-aged, my love of the outdoors started early on in my life. I can鈥檛 wait to hear the stories behind the nominations, some of whom I expect will be career changers, like me, or young people embarking on their career. Either way, it looks set to be a memorable date in the calendar!鈥�

Dr David Llewellyn CBE, Lantra鈥檚 Chair of Trustees commented:
鈥樷�橶e were overwhelmed by the 120 nominations that were received in the first year of the Awards. The LBEL Awards already play a key role in celebrating hard-work and success and in this second year, we are urging employers of apprentices to put their best candidates forward. In this way, we can recognise and reward the very best of our developing workforce.鈥�

Marcus Clinton, Chair of Landex commented:
鈥淟andex is calling on the network of land-based colleges and universities to identify outstanding learners who have the talent and drive to push the industry forward. We want them to take some time to nominate these fantastic individuals and join us in giving them the recognition they deserve.鈥�

The annual awards are open to individuals on a full-time or part-time Land-Based and Environment course or Apprenticeship in England between September 2022 and September 2024. The award categories include Agriculture; Aquaculture and Fisheries, Arboriculture; Forestry and Woodland Management; Equine and Farriery; Floristry; Landscape and Horticulture; Land-Based Engineering; Animal Care and Management; Veterinary Nursing; Environmental Conservation, Game and Wildlife; and Sports Turf and Greenkeeping.

Prizes for the above categories apply across Private Training providers, Further Education (FE), Apprenticeships Awards (Level 2-3), Higher Education (HE) and Higher Apprenticeship Awards (Level 4-7). This year we will be introducing a new category: Research Student of the Year, where supervisors are encouraged to nominate a student studying a post-graduate level either for a master鈥檚 degree or a Doctoral Degree.

There are overall prizes for: Research Student of the Year; Apprentice of the Year; Overall Winner; and Runners Up. Online entries are being encouraged, as the quicker and more sustainable option, and can be submitted through the . Guidance on how to complete the nomination can also be found on our website.

Nominations are now open for the national education awards for the Land-Based and Environment sector was published on 91自拍 by Lantra

Students from Barking & Dagenham College and Waltham Forest College battled it out in a day of competitions.

With 70 students from both colleges were involved, the competitions spanned subject areas from beauty to cookery to health and electrics.

Learners from both colleges went head-to-head, either as part of a team or as an individual, in the competitions held at Barking & Dagenham College, judged by industry experts.

Hospitality competitors tested their knife skills doing chicken butchery and fishmongering. The students then cooked and served a delicious two-course lunch to around 70 special guests in the Chef鈥檚 Hat, the college鈥檚 public restaurant.

Over in the hair and beauty department, students had their hairdressing skills put to the test with competitions to create stunning hair styles.

Barking & Dagenham College Level 1 hairdressing student Debora Arthur, age 33, from Dagenham won the competition to create a hair up design incorporating plaiting and twisting. Debora said: 鈥淪uccess can be achieved by ordinary people with perseverance and determination

鈥淥ne thing I have learned is, if you dare to challenge, you possess a chance of winning. It was a great opportunity to showcase my skills  in front of an industry professional and I am so excited my teacher chose me to be part of this challenging program鈥�.

Fellow student Hanah Teklu, age 44, from Romford won the Level 2 competition to create an avant-garde hair up design with ornamentation.

Special judge, Danielle Everitt of Final Checks Makeup and Hair Academy in Romford said: 鈥淚t was great to see all the students鈥� hard work and dedication to the competition. Some amazing hairstyles were showcased!鈥�

The beauty therapy competition, sponsored by Clarins, saw students take part in a variety of challenges including performing a luxury manicure, leg wax, full body massage and facial.

Kristian Stepanou, age 16 from Romford and Gabrielus Liutkus, age 17 from Dagenham worked as a team to win the electrical wiring competition, judged by housebuilders and urban regenerators Countryside Partnerships. They bagged prizes including gift vouchers and work experience opportunity.

Kristian and Gabrielus said: 鈥淚t was a great day and opportunity to compete against Waltham Forest students, especially in front of industry judges. It was really tense, but a great experience. We were proud to win and are excited about the work experience opportunity the company have offered.鈥�

Mackenzie Ayres, 19 from Romford clinched victory in the plumbing competition, which was judged by Countryside Partnerships and Orchard Plumbing, who provided tools and gift vouchers for the winner.

The final medal tally was 9 wins to Barking & Dagenham College and 6 wins Waltham Forest College students.

Zoe Richardson, Skills Events and Development Manager, Barking & Dagenham College  explains: 鈥淚t was a great opportunity for learners from both colleges to put their learning into practice and network with industry professionals. Well done to the students from both colleges for their fantastic attitude and hard work.鈥�

Battle of the colleges was published on 91自拍 by Barking & Dagenham College

Ofsted: Teachers鈥� access to high quality training variable and reliant on access to 鈥楪olden Thread鈥� reforms听

• Early Career Framework (ECF) generally being implemented successfully, with training having a noticeable impact on pedagogy and behaviour management
• National Professional Qualifications (NPQ) highly valued by those who undertake them
• Evidence that not all teachers are benefitting from the 鈥楪olden Thread鈥� reforms, and some are receiving more varied and sometimes low-quality development opportunities

Ofsted has today published the findings from phase 2 of its independent review of teachers鈥� professional development in schools.

The report finds that the ECF is generally being implemented successfully, with early career teachers agreeing that their training is effective and having a noticeable impact on their career, particularly in the areas of pedagogy and behaviour management. High quality mentoring and investment from their school and from Trust leaders were found to be essential factors in an early career teacher鈥檚 success.

NPQs are also largely seen as relevant and high-quality. In the most effective schools, the learning from NPQs is being used more widely as a tool to improve staff retention and make whole-school improvements. Teachers and leaders value the new range of available NPQs and leaders told Ofsted that they are keen for the funding to continue so that more staff can have access in future.

However, , Ofsted found that less than half of those surveyed who were not on an ECF or NPQ pathway thought they were benefiting from a high quality and relevant teacher development programme. In several schools visited for the research, the teacher development offer was piecemeal and not strategically aligned with school improvement or teacher development priorities. School leaders told Ofsted that workload pressures, and the cost of providing cover while teachers attended training, were long term barriers to teacher development.

The report also highlights some innovative ways that the most effective schools are providing staff with high-quality teacher development, including flexible formats and methods, and networking and partnership working.

Ofsted Chief Inspector, Sir Martyn Oliver said:

鈥淚 am pleased to be able to report that the Early Career Framework and National Professional Qualifications are providing teachers with well-constructed and effective development opportunities.

鈥淗igh-quality teaching has a long-term positive effect on pupils鈥� life chances, particularly for children from disadvantaged and vulnerable backgrounds. So it is important that all teachers benefit from development opportunities, based on the best available evidence.鈥�

Ofsted: Teachers鈥� access to high quality training variable and reliant on access to 鈥楪olden Thread鈥� was published on 91自拍 by Ofsted

18-year-old Karys sought to enhance her skills and gain practical work experience to bolster her CV for future job prospects. However, she grappled with uncertainty about the right path forward, compounded by anxiety and low self-esteem.

Karys found her solution with through the Jobs Growth Wales+ programme. Karys received tailored assistance from Itec鈥檚 team, including Employability Officer Donna Britton and Learner Coach Courtenay Phillips.

Under their guidance, Karys excelled in her studies at Itec鈥檚 facility, diligently following the curriculum and performing admirably in various tasks, signalling her readiness to embark on her employment journey. Embracing the opportunity, she accepted a work placement at McKenzie鈥檚 Caf茅 in Blackwood, continuing her skills development and immersion into the working world.

Donna and Courtenay provided continuous support to Karys, maintaining regular communication with her employer to ensure seamless integration into the workforce. Thriving in her placement, Karys experienced a significant boost in confidence, acquiring valuable skills in hospitality such as waitressing and cashier responsibilities. Displaying maturity and a strong work ethic, she forged connections with customers and felt a sense of belonging within the team.

Furthermore, Karys successfully completed her Customer Service and Hospitality qualifications, affirming her readiness for full-time employment. Recognising her contributions, her employer said:

鈥淜arys works extremely hard and has earned employment at our Caf茅. I would go as far as saying she could run the place in my absence鈥�.

Karys shared her thoughts on her experience by stating 鈥淚 enjoy working here and I like the fast-paced environment. I have learned every role in the Caf茅 and it has given me confidence.鈥�

Support leads to Success: Karys Stephens鈥� Story was published on 91自拍 by National Training Federation for Wales

Singer songwriter Ed Sheeran has performed with music students during a surprise visit to in South Yorkshire.

The global superstar, who is one of the world鈥檚 bestselling musicians, met students, music lecturers and senior staff at Hillsborough Campus on Livesey Street.

Ed Sheeran arrived just as Lol Bailey, 19, was performing Shape of You in a workshop to develop students鈥� professional skills held in the college鈥檚 drama and music theatre.

The four time Grammy Award winner also took to the stage to perform Castle on the Hill and shared industry insights with students during a question and answer session.

Earlier in the day, he visited Red Tape Studios on Shoreham Street and spoke to young musicians completing the Tracks course run by Sheffield Music School.

The surprise visit was organised in partnership with Sheffield City Council and took place on 16th May 2024.

Angela Foulkes, Chief Executive and Principal, The Sheffield College, said: 鈥淚t was fantastic to welcome Ed Sheeran to the college.

鈥淲e are used to offering students access to some fantastic industry experts as part of our new Skills Guarantee – but this is on another level!

鈥淚t鈥檚 not every day that a global singer songwriter drops by to share their talent, knowledge and expertise with students to help them go further in their careers.鈥�

Matthew Henley, Curriculum Manager for Music, The Sheffield College, added: 鈥淲e are really proud of our diverse student community, some of whom have gone on to earn success as performers, DJs, composers, promoters and producers.

鈥淚t was an honour to meet Ed Sheeran. The students couldn鈥檛 believe it when he walked into the room and joined in with their rehearsal of his song. It was an inspirational experience that they will never forget.鈥�

Ian Naylor, Head of Music Education, Sheffield City Council, said: 鈥淪heffield has a rich musical heritage and is committed to developing homegrown talent and seeing our creative industries thrive.

鈥淚t鈥檚 been a pleasure to host Ed today and see first-hand his commitment to using his global platform to champion the importance of music education.  

鈥淭here is real alignment with our own ambitions here in Sheffield where, despite a challenging funding environment, our commitment to a future where music is at the heart of our plans for the city is unwavering, most notably the development of the 拢15 million Harmony Works project.

鈥淢ost importantly, Ed鈥檚 visit has been a brilliant experience for Sheffield music students and showcases what our wonderful city has to offer.鈥�

Student Lol Bailey, 19, who was performing 鈥楽hape of You鈥� when Ed Sheeran walked onto the stage, is completing a Music Performance and Production Extended Diploma at the college.

鈥淚t really threw me off when Ed Sheeran walked on stage but it was brilliant,鈥� said Lol, whose ambition is to make it big in the music industry.

Alongside studying, Lol is in a band called Shabbah and is doing paid gigs in Sheffield and London after developing a love for music during the Covid-19 lockdown.

Student Brad Lyne, 18, who is also completing a Music Performance and Production Extended Diploma, had the chance to rap with Ed Sheeran.

Brad, whose performance name is Cheatcodez, said: 鈥淚t was so cool. He鈥檚 a global superstar and an absolute legend but he was a normal dude who gave us some great advice. It made me think if he can achieve success, we can too.鈥�

Music student Wisdom Ohue, 19, who performs by the name Wisdom-Wizzystar, added: I was really shocked when he walked on stage. I wasn鈥檛 expecting it at all.鈥�

Wisdom added: 鈥淢y experience at the college has been great. My confidence and performance skills have got way better.鈥�

Equipped with the latest industry standard music facilities, the college has a strong reputation for training the next generation of musical talent.

A range of music qualifications are offered by the college ranging from diplomas through to degrees.

It also launched its own record label FiveBySeven, a nod to Sheffield鈥檚 five rivers and seven hills, to support upcoming student talent.

The college鈥檚 Hillsborough Campus has a professional recording studio, production rooms, rehearsal rooms, and a range of performance spaces.

Students develop their career skills on a wide range of equipment including guitars, bass, keyboards, drums, DJ decks, mics and PA systems.

Students also access music production programmes from Logic to Ableton ensuring they stay up-to-date on the latest cutting edge equipment.

The college has launched a new to ensure that its study programmes for young people enable them to be career ready.

The guarantee outlines the support that students aged 16 to 19 completing full-time study programmes can expect when they sign up for education and training.

Pictured: Ed Sheeran performs 鈥楽hape of You鈥� with music student Lol Bailey, 19, during a visit to The Sheffield College.

Global superstar Ed Sheeran performs with music students during surprise visit to The Sheffield College was published on 91自拍 by The Sheffield College

HIT Training Ltd (@HITTraining) was announced the winner of 鈥楤est Training Provider鈥� in the Apprenticeship Guide Awards.

Recognised for spearheading ground-breaking initiatives such as the Government SEND pilot, HIT impressed judges with its dedication to advancing accessibility to apprenticeships and creating life-changing opportunities for vulnerable learners where other training providers see barriers.

They were also praised for their work in bridging skills gaps and providing meaningful learning journeys for every individual, whatever their background or needs. This included a pioneering partnership with The Clink Charity to launch an apprenticeship programme for serving prisoners, providing hospitality training and a path to employment upon release.

HIT also demonstrated its strong partnerships with sector bodies like Care England, UKHospitality (UKH), the Institute of Hospitality, as well as collaborations with the British Institute of Innkeeping, the Hospitality Professionals Association, British Culinary Federation, the National Association of Care Catering and The Springboard Charity to tackle labour shortages and address employer needs.

HIT Managing Director Mike Worley said:

“We are honoured to receive this award and celebrate HIT鈥檚 relentless dedication to apprentices and their continuous learning journey. Our mission is to change lives through learning and awards like this remind us of the transformative power of apprenticeships and the impact they have on careers and life chances.

“Following the huge success of our SEND exemption pilot over the last year, this award recognises our passion for breaking down barriers to learning and improving social mobility through apprenticeships. Now that the Government has announced the pilot will be a permanent initiative, we鈥檙e delighted to be able to take this work forward and continue to provide additional support for anyone with low English and maths levels.”

The awards night, a black-tie ceremony and dinner hosted by TV star and comedian Lucy Porter, was held at the Hilton Manchester Deansgate on Friday 10th May where finalists were able to network and celebrate.

The Apprenticeship Guide Awards 2024 not only celebrated the successes of individuals and organisations but also underscored the significant impact of apprenticeships in shaping skilled professionals across various industries. They also celebrate employers and training providers who enable their apprentices to flourish, highlighting the diverse and dynamic nature of apprenticeship programmes in the UK.

Categories are designed to cover the full spectrum of apprenticeship sectors and were judged by an independent panel of experts from across the apprenticeship sectors, including representatives from UCAS, NHS England, AELP, the Gatsby Charitable Foundation, and many more. Their rigorous and fair evaluation process ensured that the awards were a true testament to excellence in the field.

HIT Training Ltd scoops the award for Best Training Provider at the prestigious Apprenticeship Guide Awards was published on 91自拍 by marketinghittraining-co-uk

Baking and British Sign Language (BSL) courses are booming at a Warwickshire college (@WCollegeGroup) as it continues to expand its adult-learning offering.

WCG (Warwickshire College Group) has seen a waiting list for both courses since they launched at Royal Leamington Spa College last year.

The courses are returning for a second year after thriving and form part of the college group鈥檚 programme of courses for adult learners.

Other courses across the college group鈥檚 six colleges include creative writing, floristry, art, crafts, bookkeeping, vehicle maintenance, English, maths and many more.

The baking and BSL courses are both led by non-teaching members of staff who have been given the opportunity to pass on their skills to learners.

Jessica Mooney, who works as a marketing officer at WCG, has been leading the three-hour evening baking classes 鈥� guiding people through how to make stollen, sweet dough, sourdough, French pastries and Indian breads.

The classes are set to return in September after a successful first set of workshops earlier this year.

She said: 鈥淚鈥檓 a self-taught baker, so when the opportunity arose to deliver these courses at the college it was something I definitely wanted to do.

鈥淲e have been running the courses once a month on a Thursday evening and we鈥檙e looking to expand it again when it returns in September.

鈥淚 won Best Food Experience 2021 at the Foodie Awards, and think it鈥檚 great that the college is open to offering courses which provide something a little bit different and help adults to develop new skills.鈥�

Meanwhile Renata Conduit, Sensory Impaired Specialist Lead at WCG, is already delivering British Sign Language (BSL) classes to a second set of students.

Renata started working in the role after studying BSL following a career in research.

She decided to run the course to pass on the benefits which she has seen from learning sign language and both iterations of the nine-week course have been fully-subscribed.

Renata said: 鈥淚 had been working in research for 15 years and as part of my redundancy package I was given a small retraining budget. I decided to study a BSL evening course and by the second week I knew that I wanted to pursue a career in that area and worked my way up.

鈥淭here has been huge interest in the course since we launched it, which reflects the growing desire from people to learn sign language. I think this has been fuelled by TV and popular culture where sign language is more visible now than ever before.

鈥淚 really love delivering this course, passing on my passion for sign language and helping others to learn this important language.鈥�

British Sign Language courses booming at a Warwickshire college was published on 91自拍 by WCG

A UK scholarship designed to help young people learn a range of environmental skills and explore future career opportunities in the natural world is .听

The is looking for 75 young people aged 16 to 25 to take part in its 2024 Young Darwin Scholarship programme and those interested have until June 2nd to apply.听

The annual scholarship helps those with an interest in the environment to gain practical skills and understanding of a wide range of field techniques including biodiversity identification and recording skills. 

Mollie Clay, learning and development officer for the charity, which has its headquarters based in Shropshire, said the scholarship had been designed to help young people develop the skills and knowledge they might need to access a range of potential green careers. 

She said: 鈥淭he Field Studies Council has been running the Young Darwin Scholarship for more than 10 years now and we have awarded scholarships to more than 300 young people in that time. 

鈥淭he scheme is always very popular so we would urge anyone who is interested in taking part this year to get their applications in by the June deadline.鈥� 

The scholarships are funded through grants and donations to the charity and each year they start with a residential trip, or series of day trips, at various locations across the UK. 

During these trips scholars practice a wide range of field identification skills, gain practical, observational and recording skills, explore landscapes and meet a range of inspirational expert speakers. 

After the residential trip or day visits, scholars will receive exclusive support from tutors dedicated staff who will help advise on further environmental study and career pathways.  

Scholars will also have access to professional webinars covering career and academic advice and follow-on sessions relating to current environmental topics, as well as a free youth membership to the Botanical Society of Britain and Ireland. 

Charlie Lawler, 26, was among the first cohort of Darwin Scholars back in 2014 and could not rate the programme more highly. 

Now working as a Geographic Information System (GIS) consultant for Salford-based Urban Green 鈥� a multidisciplinary environmental consultancy working on projects UK-wide 鈥� he urged other young people to get involved. 

He said: 鈥淚t鈥檚 a brilliant way for anyone interested in the natural world, geography and science to get a better insight into how professionals use these subjects and to learn a range of applicable field skills. 

鈥淧eople often think if you do a geography degree, you鈥檒l go onto be a geography teacher but that isn鈥檛 the case at all 鈥� there’s lots of opportunities out there. 

“The scholarship was my first real experience of undertaking proper fieldwork and it was great to learn and understand how different methods are applied in the real world.鈥� 

The 2024 Young Darwin Scholarship will take place at several locations across the UK including Rhyd-y-Creuau in North Wales, Slapton Ley in Devon, Doddington Hall in Lincoln and sites in Birmingham and London. 

The scholarship covers 90 per cent of the programme fees, leaving applicants to pay just 拢45 or 拢90 depending on which location they visit. Extra support might be available for individuals who would financially struggle to cover the remaining 10 per cent of the fees.听听

Young environmentalists wanted for 2024 Darwin Scholarship听听 was published on 91自拍 by Lorna

Skills and training are vital to powering UK growth and productivity, to greening the economy, addressing the needs of an aging population and making the UK agile in response to rapidly changing technology.

Yet for over a decade, the Government鈥檚 approach on skills has more or less disregarded the invaluable perspectives of those at the forefront of understanding the skills that we need to meet the challenges of the future. 

But they have had no consistent way of feeding their insights into government policy on skills. Similarly, those best placed to see what is working and what is not 鈥� the college and training providers, trade unions and local and regional governments engaged in the day-to-day job of matching skills with market need 鈥� have had no consistent role in shaping the country鈥檚 approach.

Unified framework for collaboration

We welcome the House of Lords Committee Inquiry on Skills and Training Policy as an opportunity to kickstart a conversation about the skills policy we need for the future. That conversation needs to start now by setting out what a unified framework for dialogue and collaboration might bring to the UK鈥檚 skills ecosystem.

By coming together, we can put an end to the fragmented, short-term approach that has characterised the last decade and more. This collaborative approach starts with industry working with government at national and regional levels to agree a long-term national industrial strategy. Then we need to bring together the insights and analysis of employers to the table, via the 19 sector skills bodies, to understand the skills needed to deliver that strategy. 

Crucially, we need to ensure that all those key institutions with a stake in skills development 鈥� trade unions, trade associations, college and training providers and regional economic development partnerships 鈥� are round the table when it comes to evaluating how our skills plans are working out in real-time. These are the institutions that will be able to tell us what is actually working, and what is not, and to ensure that plans are not a one size fits all, but are continuously evaluated, refined and evolved based on feedback from stakeholders. 

This social partnership must be maintained into the future. We cannot hope to write down a skills plan at one moment in time, and assume it will be valid a year or two years later. Things are moving too fast for that. Our skills system needs to be able to move with the times, and to be flexible to the different needs of different industries so that all those with a stake in developing skills in Britain can stay flexible and agile enough to meet the need in front of them.

Responsive and agile skills strategy

In recent years, skills policy has focused on how to transition learners from school to the workforce. Of course, we have to get careers, technical qualifications and apprenticeships right. At The Skills Federation we believe it鈥檚 time for a new approach that listens to what businesses need and can respond to the real and fast-changing needs of industry. We want to see school leavers enter the workforce with internationally recognised qualifications that provide the foundation for their future careers. We also want increased flexibilities in apprenticeships so they work better for small businesses and are relevant to the sectors that increasingly dominate the 21st century UK economy (for example, creative, digital and public services).

But we can鈥檛 just think about school leavers. By supporting the existing workforce to develop new skills we can ensure UK industries keep pace with fast-changing technology, a rapidly aging population, and grasp the opportunity to become a leader in the low-carbon jobs of the future.

That鈥檚 why we need proper industry skills frameworks. Developing the workforce well requires understanding how individual employees can be motivated to fit training and upskilling into their complex lives. They need to know what qualifications and courses are available to them, and why it is so important to take these up.

And employers, particularly smaller firms, need the right set of incentives in place to play their part. A more flexible skills levy, including but not exclusively focused on apprenticeships, would allow employers to continually update their training offers to meet the real needs of the moment.

All this is possible, as long as policymakers recognise both the urgency of meeting the skills challenge so the UK can thrive in a rapidly changing context; and the need to bring those with the best insight round the table.

Exciting times lie ahead for the skills sector as we look ahead to the next general election. Working together, we can tackle the scale of the skills shortage and set out a vision for a world leading skills eco-system to meet current and future skill needs and fuel UK growth and productivity.

Dame Julie Mellor, Chair of The Skills Federation (also known as the Federation for Industry Sector Skills and Standards ()

The Skills Federation brings together the shared perspective of different industries on how the UK can build a workforce able to meet our skills needs. It represents 19 employer led sector skills bodies, encompassing more than 150,000 employers across the UK.

Navigating the future: a collaborative approach to meeting the UK skills challenge was published on 91自拍 by The Skills Federation

It is now widely recognised that doctoral and postdoctoral research programmes encompass not only a diverse range of participants, but also a cornucopia of potential outcomes. The stereotype of the monk-like researcher whose sole focus is an academic career is perhaps not so prevalent today as a result. And in some cases, an academic career might be the least likely of these potential outcomes, as researchers go on to deploy their skills in broader education and industry settings. Consequently, preparing researchers for a range of post-programme trajectories has become common practice in universities and their faculties and schools.听听

The importance of the development plan 

This preparation ideally starts at the beginning of a research programme, with reflection and planning. Analysing the results of a 2005 survey of 7,500 US postdoctoral researchers, Geoff Davis notes that: 鈥楾he results are striking: Postdocs reporting the greatest amount of structured oversight and formal training are much more likely to say they are satisfied, to give their advisors high ratings, and to be more productive.鈥� Of all the factors surveyed, 鈥榦nly one鈥� contributed to every success measure outlined in the analysis: 鈥榳hether the postdoc and his or her advisor put together a plan at the beginning of the appointment鈥�.¹  

Our understanding of the nature of the plan that a researcher and their supervisor or advisor should produce has become clearer since Davis鈥檚 observations. In a report entitled Strengthening the Role of Training Needs Analysis in Doctoral Training, published in 2022, Elizabeth Adams and Joanne Neary conclude that such plans should incorporate consideration of the requirements of the research programme plus preparation for whatever comes after:  

A robust development needs analysis process is of critical importance [鈥 in terms of enabling the supervisor and student to identify gaps in knowledge and skills required to fulfil their PhD requirements, but also to ensure the student cohort are ready for their post-PhD careers.² 

Their conclusions resonate with Davis鈥檚 analysis, and in the UK, the 鈥楧evelopment Needs Analysis鈥� (DNA) has become embedded in the practice of funding and training researchers, to the extent that completing a reflection and planning exercise is compulsory for funded researchers across many programmes funded by the UK鈥檚 Research Councils. 

Technology for planning  

Another indicator of the increased importance of development planning is the establishment of technological platforms to support the planning process. In the US, for instance, cross-institutional tools such as for STEM researchers and for Humanities researchers have been developed and launched through collaborative projects involving multiple partners. These tools (and similar projects elsewhere such as in the UK) offer researchers a standardised route into reflection and planning of the type which will help them consider eventual career outcomes and the steps they need to take to get there, inviting them to develop their 鈥榞ame plan鈥�³ and execute it.听

The counterparts to these national-level tools are more localised development planning tools, most often taking the form of paper pro forma and online webforms, provided by university departments and schools, usually alongside a training and development programme and associated resources. These tools are normally tied to institution-specific programme progression requirements. That is, in order to progress through your research programme, you must make a form submission and complete your Individual Development Plan (IDP 鈥� in the US) or Development Needs Analysis (DNA 鈥� in the UK).  

In and out of context 

These two approaches 鈥� national and local 鈥� have their advantages and disadvantages. Where completion of a 鈥榣ocal鈥� IDP is mandatory, the university can wield a policy 鈥榮tick鈥� to ensure planning is integrated into the beginning of programmes, and can track form submissions to measure completion statistics. Local tools also benefit from being situated in the context of their institution, employing the institution鈥檚 terminology, making the links between professional development and the local institutional context clearer. As part of this, they may refer to the specifics of that institution鈥檚 training offering or other opportunities to address skills gaps highlighted during the planning process. 

But these advantages may also become disadvantages: an IDP completed when immersed in a university setting might not be transferable outside it, to a broader professional context. And if IDP completion is obligatory (and no completion equals no progression), it risks a potential perception problem: researchers might begin to perceive the planning exercise as something contrived for the benefit of their institution and its policy indicators rather than conceived for the individual researcher and their lifelong professional development. 

The 鈥榥ational鈥� IDP platforms such as MyIDP and ImaginePhD establish a different type of dynamic with researchers. The profiles researchers create and the plans they produce are not tied to any specific university: they are persistent and remain accessible regardless of the career stage of the user. The plans and goals a researcher sets while using them transcend the specifics of the institutional contexts in which they find themselves.  

Again, the advantages of this approach are also disadvantages: these platforms lack the institutional policy 鈥榮tick鈥� which compels researchers to conducts their planning at the beginning, and if researchers engage with them too late, they risk becoming exercises more focused on job outcomes than on the process of becoming a more proficient professional. They are also not linked to a researcher鈥檚 local institutional context, and (of course!) were not designed to be. So, their suggestions for next steps and activities for researchers to pursue naturally and understandably may not include activities and opportunities occurring close to them. 

The best of both worlds 

The challenge, therefore, is to apply a MyIDP and ImaginePhD national way of thinking at local level. If we were to take the best aspects of the national and local approaches and incorporate them together in a technology-based approach, researchers would ideally be: 

• Encouraged to start early on their planning, and to iterate their plan as they progress; 
• Able to build a lifelong, persistent profile of their continual development; 

• Focused on professional development as well as career outcomes; 
• Encouraged by institutional policy (with their engagement tracked), but clear that the exercise is primarily for their personal benefit; 
• Able to access local and generic opportunities and events relevant to the path they have identified via the planning process. 

No time like the present 

When working with universities in the UK, Australia and the USA, I have encountered many different approaches to developing researchers鈥� professional profiles and careers. They all share a common goal, however: to help their researchers shape themselves into flexible, resilient professionals ready to deploy their singular skills and research knowhow to make a difference in a range of career contexts.  

They acknowledge that, as Adams and Neary put it, career planning for researchers is 鈥楢 continuous process that is student-centred, promotes engagement with and reflection on a range of research and professional development opportunities and enables the student to be aware of their own skill sets.鈥� At Inkpath we have worked with universities and researchers to produce an always-evolving platform which aims to provide the best of both worlds as explored. 

Together, we aim to inspire researchers to think about their development early, and to start shaping their approach to the opportunities around them as soon as they begin their programmes. This way, researchers can put themselves in the best possible position for whatever their next step will be, whether they stay on an academic trajectory, or go beyond it. 

By John Miles, Founder and CEO of Inkpath.听听

What鈥檚 next for researcher career planning?听 was published on 91自拍 by Caitlin

The impact of declining mental health and the cost-of-living crisis on student attendance has been laid bare in new research published by the Association of Colleges (AoC).

The survey, conducted by AoC in March, asked English colleges to select the top three reasons for poor student attendance in the 2023 autumn term. Around 68 colleges responded to the survey 鈥� representing a third of all colleges in England.听

The majority (88%) of respondents selected poor mental health, almost double the percentage (50%) which chose it as one of the top three reasons pre-pandemic in 2019/20.

Other than general illness (62% of colleges selected this for 2023/24, and 60% for 2019/20), students prioritising paid work was the other most common reason for student absence from college. This, too, has increased from pre-pandemic numbers: with 50% of colleges selecting engagement with paid work as a reason in 2023/24, almost double the 26% that selected it for 2019/20.

Other issues listed as contributing towards student absence were transport challenges and caring responsibilities. Around 29% of colleges selected transport challenges in 2023/24, compared with 12% in 2019/20, and 12% of colleges selected caring responsibilities in 2023/24 compared with 15% in 2019/20.

Education secretary听following stagnating numbers since the pandemic. The Department of Education (DfE) introduced new data collection and attendance hubs for schools in January 2024, but there is no specific focus on further education.

On mental health, the DfE appointed Polly Harrow as the first Further Education Student Support Champion in November, provides guidance for colleges through听听and is proving grant funding for colleges to train senior mental health leads, among other pockets of support. There is a 16-19 bursary in place designed to support disadvantaged students.

However, there is no specific focus from the government on mental health, cost-of-living or transport support for college students as an approach to improving attendance.

Research shows that听young people鈥檚 mental health took a hit during the pandemic and continues to decline. An听听found that 20.3% of eight to 16-year-olds had a probable mental disorder in 2023. Among 17 to 19-year-olds, the proportion was 23.3%, while in 20 to 25-year-olds it was 21.7%. Data from the听听in November 2023 found that almost three out of five (57.6%) therapists working with students in further and higher education reported an increase in stress related to study over the past year.

There is other evidence which also shows the cost-of-living crisis is having an impact on attendance. A report published by the APPG for Students,听听found that one half of those in paid employment surveyed increased their hours due to cost-of-living pressures.

Train strikes and cuts to public transport are thought to have had an impact on students, as public transport is key for students who can鈥檛 drive or don鈥檛 have access to cars. Analysis from听The I听in March听found that 16 million miles of England’s bus routes have been axed. In a bid to balance their finances, councils across the country are cutting SEND funding, which often includes subsides to local transport which supports vulnerable students to get to college.听

Colleges are experts in student support, and the survey shows that leaders are responding with a shift in who monitors attendance. Many colleges indicated that attendance is the responsibility of all staff, while others have increased the number of staff with specific responsibility for attendance. In 2022/23, 35% of colleges said they had 11 or more staff with responsibility for attendance, compared to 25% in 2018/19.

The majority (93%) of colleges utilised existing college behaviour and attendance policies to tackle poor attendance, 90% phoned students, and 76% used counselling services.

Overall, attendance has remained relatively stable over the past four years at around 85%, though 16 to 18 and adult attendance has dropped slightly. In comparison, the attendance rate across all schools in the week commencing 25 March 2024 was 91.7%.

Catherine Sezen, Director of Education Policy at Association of Colleges, said: 鈥淭his data is alarming, but sadly, unsurprising. It shows the perfect storm of a number of听things in our society which are then impacting on our students: the increasing number of college students who are dealing with ill mental health, pressures from the cost-of-living crisis which sees them need to prioritise paid听work, and cuts in public services like transport which students rely on to get to college.听

鈥淟ike school, attendance at college is vitally important to ensuring students have the best chance of succeeding both at college and in life beyond it. There are things that could be put in place to better support students who are facing these barriers to good attendance.

鈥淚t can be simple things like information sharing: for example, if schools shared information with colleges about attendance as students move from one to the other, it would enable colleges to support students appropriately from day one.

鈥淗owever, there are also systematic changes needed: we have urged the government to fund colleges to develop and deliver a whole-college approach to mental health and wellbeing, ensuring services are inclusive and sustainable, as well as aligning the systems and partnerships within education, health and employment to support the transition and experience of students throughout education into work. We have also repeatedly called for the pupil premium to be extended to 16 to 18-year-olds to support those who are disadvantaged.

“Without additional funding for mental health services in colleges, and cost of living support, colleges will be limited in what they can do to support students who are facing barriers to attendance.鈥澨�

Poor mental health is the top reason for student absence, say colleges was published on 91自拍 by Association of Colleges (AoC)

The Association for Consultancy and Engineering (@ACE_Updates) is calling for Government to lower the financial sponsorship conditions for employers in the built environment sector needing to recruit overseas graduates to fill skill shortages. This action by is in direct response to members feeding back that the new immigration Visa sponsorship salary level of 拢38,000 is too expensive, with some firms already deciding to stop sponsoring overseas graduates altogether.

Kate Jennings, ACE鈥檚 Chief Executive Officer said

鈥淏y creating expensive barriers to recruitment, the Government is reducing the competitiveness of our sector. While our members welcome the continued and planned increase in funding for UK home-grown upskilling through training schemes and apprenticeships, there is a lead time for their impact to be felt and more still needs to be done to address current short-term skills shortages. Reducing the visa sponsorship salary level and continuing to support UK training and apprenticeship initiatives will lay the foundations for the skilled workforce needed for the future.

鈥淭his is an important issue for our members because with less UK students choosing to go to University and staying for the full course and similarly the completion rate on apprenticeships being 13% lower than Government expectations, there is still a short-term shortage of skilled talent needed to deliver the UK鈥檚 infrastructure plans for growth,鈥� Kate added.

The Association for Consultancy and Engineering requests a redress on New Graduate Visa Salary Sponsorship Costs was published on 91自拍 by mgalalacenet-co-uk

Mullan from Ipswich recently represented Team GB with Olympic hopefuls in Finland

A welding lecturer continues to pack a punch when it comes to boxing as he steps up his bid to referee at the Olympics.

Simon Mullan, 47, from Ipswich started out as a boxer himself, where he fought the likes of Joe Calzaghe as an amateur.

Since hanging up his gloves, he has ironed out a career for himself as a welding lecturer at Suffolk New College.

Aside from family time, the Welshman dedicates most of his free time to boxing as a referee.

He has caught the eye of Team GB officials and is regularly asked to attend high standard European competitions as a referee and judge.

He often gets to travel with Team GB boxers and most recently he visited Finland last month with two female British hopefuls called Rosie Eccles and Cindy Ngamba.

And whilst attending the Paris Olympics as an official is a bit too soon, his lifetime ambition is to ref on the biggest stage of all 鈥� possibly in Los Angeles.

Mullan 鈥� who also trains Lewis Richardson 鈥� a former Olympian who is still in the mix to go to Paris 2024 and who also won a silver medal at European Championships is 2022 – reflected on his recent trip and his hopes for the future.

He said: 鈥淚t was an international box cup tournament where ten countries came together to compete against each other in Finland.

鈥淚t was a big tournament – it鈥檚 been running for 42 years 鈥� and it was a pleasure to be involved.

鈥淚 was lucky enough to travel with Rosie and Cindy who have qualified for the summer Olympics. They both got medals (Rosie got a bronze and Cindy got gold) in Finland and I鈥檒l be following them closely in Paris.

鈥淥verall it was a brilliant spending time with elite athletes and officiating at a top contest and it has whetted my appetite even more to referee at a future Olympics.  That is my dream and I鈥檓 optimistic that I can fulfil it.鈥�                                                                                                

After Finland, Mullan travelled to Derby where he met up with another former Olympic medallist called Ben Whittaker who is currently making waves as a professional boxer.

Whittaker was commentating at this elite event with Fabio Wardley鈥檚 most recent opponent Frazer Clarke.

Mullan 鈥� who had come across Whittaker many times over the years because of his association with Lewis Richardson 鈥� said: 鈥淏en is a great talent and I think he is destined for the top. I talked to him about how people are going to want to knock him out because of his antics inside and outside the ring 鈥� but he knows what he is doing.

鈥淚鈥檝e known him since he was a kid he has always been special – I think he will follow in the same footsteps as people like Prince Naseem and Chris Eubanks.

鈥淗e might be controversial 鈥� but he can back it up 鈥� he will definitely be a world champion in my opinion.鈥�

But does he ever mention his passion for boxing in the classroom at Suffolk New College?

Mullan added: 鈥淚 talk to students all the time. To be great at boxing you have to be hard working, committed and dedicated to your craft. And it鈥檚 the same with welding 鈥� so there is definitely an overlap 鈥� and I try and instil these positive characteristics during lessons all the time.鈥�

Welding lecturer solders on with Olympic ref dream was published on 91自拍 by John Nice

At (@talent_foundry), we’re collaborating with Mace Group, a global leader in shaping the built environment, on Bridge to a Career in Construction.

Fresh insights from听听highlight a promising trend: young people are increasingly seeing the construction industry as a top career choice.

The Bridge pre-apprenticeship programme serves as the launchpad for aspiring professionals, offering bespoke training and coaching to Year 12 students, ensuring they鈥檙e equipped with the skills needed to secure an apprenticeship with Mace.

We have kicked off this year鈥檚 programme with skills workshops and an onsite visit to a central London Mace site (pictured).

During the workshop, students had the opportunity to:

• Explore the site with a guided tour
• Meet Mace employees and apprentices
• Gain insight into the roles available at Mace and what it鈥檚 like to work in the industry
  

We鈥檙e excited to follow the journey of this group of students. Three students from last year鈥檚 programme have secured an apprenticeship with Mace, with others finding success throughout the construction sector.

鈥淭his programme is probably the most important thing I鈥檝e done. I wouldn鈥檛 have got the help and guidance I鈥檝e had from anywhere else. I wouldn鈥檛 have been as successful in my apprenticeship application if I hadn鈥檛 completed Bridge to Construction.鈥�

Former Bridge student and Mace apprentice

鈥淲e love connecting young people to promising career options and our programme with Mace Group is helping students to realise their full potential and go onto achieve success in an industry which is open to diverse talent. 

鈥淕iving young people the chance to develop their essential skills, while being supported by industry volunteers who value their potential not only helps to level the playing field for those from underserved backgrounds, but is also helping to reduce skills gaps across the economy.鈥�

Jenni Anderson, Chief Executive at The Talent Foundry

Our drive to support young people into this industry aligns with the latest report from听 which shows the construction sector needs to recruit nearly 50,000 new entrants each year to maintain output.

Building bridges between students and employers in construction was published on 91自拍 by Talent Foundry

New analysis of ONS data has revealed the jobs with the most full-time employees in the UK.

There are now more people working full-time as programmers and software development professionals than any other occupation type, according to a new study by HR software provider based on the ONS鈥� latest Annual Population Survey estimates.

In the year to December 2023, there was a 14% increase in the number of programmers and software development professionals 鈥� an umbrella term that includes over 120 job titles, such as software engineer, machine learning engineer, app developer, games designer, computer programmer, IT analyst and software architect 鈥� employed in the UK.

It鈥檚 now the most popular, or widely held, full-time occupation 鈥� accounting for 2.5% (531,600) of the UK鈥檚 estimated 21.6 million full-time employees (not including self-employed workers). It also pays a higher-than-average median salary of 拢49,430. Notably, over half (56%) of employees in these roles are based in the south and east regions of England, including London.

Other IT jobs that have seen their full-time workforces grow by at least a quarter in the last few years include cybersecurity professionals (up 58% to 63,300 estimated employees); IT professionals n.e.c., such as IT contractors, DevOps engineers, SAP consultants and web managers (up 28% to 139,400); and IT business analysts, architects, and systems designers (up 26% to 180,300).

The number of people employed as care workers and home carers may have shrunk by 10% in 2023, but its workforce is still nearly half a million strong (437,300) 鈥� making it the second most common full-time occupation in the UK. It鈥檚 among one of the UK鈥檚 lowest-paid jobs, however, with typical median pay coming in at just two-thirds of the UK鈥檚 average salary (拢23,409 vs 拢34,963).

The job type with the third largest number of full-time workers is administrators and clerical/admin assistants (other administrative occupations n.e.c), with 378,800 estimated employees.

There are also over 300,000 people currently employed as secondary school teachers, financial managers and directors, and warehouse operatives.

The top 20 most common full-time occupations in the UK 鈥� and what they pay:

1. Programmers and software development professionals: 531,600 estimated employees (拢49,430 per year)
2. Care workers and home carers: 437,300 (拢23,409)
3. Other administrative occupations n.e.c: 378,800 (拢25,808)
4. Secondary education teaching professionals: 356,300 (拢42,818)
5. Financial managers and directors: 313,600 (拢70,000)
6. Warehouse operatives: 305,400 (拢24,945)
7. Other nursing professionals: 298,000 (拢37,960)
8. Sales accounts and business development managers: 291,300 (拢52,495)
9. Business and financial project management professionals: 276,600 (拢52,896)
10. Sales and retail assistants: 273,700 (拢21,530)
11. Book-keepers, payroll managers and wages clerks: 273,200 (拢28,000)
12. Primary education teaching professionals: 272,600 (拢40,059)
13. Managers and directors in retail and wholesale: 246,400 (拢33,121)
14. Finance and investment analysts and advisers: 236,100 (拢40,629)
15. Large goods vehicle (LGV) drivers: 229,900 (拢37,256)
16. IT managers: 223,700 (拢50,880)
17. Higher education teaching professionals: 207,200 (拢47,726)
18. Production managers and directors in manufacturing: 205,900 (拢51,469)
19. Customer service occupations n.e.c: 196,200 (拢25,000)
20. IT business analysts, architects and systems designers: 180,300 (拢51,698)

Based on the latest employment estimates, the top five jobs with the most full-time female employees in the UK are care workers and home carers, administrative and clerical assistants (other administrative occupations n.e.c), other nursing professionals (including nurses, sisters and matrons), and primary and secondary education teaching professionals.

The five jobs with the most full-time male employees are programmers and software development professionals, warehouse operatives, LGV drivers, financial managers and directors, and sales accounts and business development managers.

What jobs are the most common in different parts of the UK?

While there are more programmers and software development professionals in the UK as a whole than any other job, it鈥檚 not the most popular job in every part of the UK.

In the northern regions of England, as well as in Scotland and Wales, there are estimated to be more full-time care workers and home carers than programmers and software development professionals.

The West Midlands has a similar number of full-time warehouse operatives, as it does care workers. The East Midlands has more LGV drivers. In Northern Ireland, the data shows that there are more people employed as administrative and clerical assistants than any other job.

Revealed: Most common occupations in the UK was published on 91自拍 by Emma-Louise Jones

@srcinfo: Performing on the National Theatre (@NationalTheatre) stage is the ultimate ambition for any actor, but it鈥檚 a dream that鈥檚 about to come true for performing arts students at Stockton Riverside College.

The team has been selected from more than 250 theatre groups nationwide to be one of just ten to perform at the National Theatre鈥檚 Connections Festival in London.

With their performance now on the lineup at the Dorfman Theatre this summer, Stockton Riverside College鈥檚 acting for stage and screen course leader, Kelly Fairhurst, said: 鈥淚t doesn鈥檛 get more prestigious than this. This is as big as it gets and so, for our students, well, it means a lot.鈥�

Showcasing future talent, each year the National Theatre commissions professional playwrights to create ten new scripts for UK youth theatre groups to perform. Of all the theatre groups that take part, just one production of each play is ultimately selected to be performed at the national festival.

鈥淭he aim is to bring together some of the most exciting writers with future actors and theatre-makers,鈥� said Kelly. 鈥淚t is very much about connecting people. For our students the whole process offers the chance to perform something brand new, work with industry mentors and opportunities to perform on the professional stage.鈥�

Stockton Riverside College鈥檚 up and coming young actors worked on their take of Shout by Alexis Zegerman, a play that resonated with the group due to its underlying messages around neurodivergence.

Kelly said: 鈥淪hout is a funny, moving play about anxiety, celebrating differences, and finding your voice.

鈥淚n our group we have students who are neurodivergent, so this opened up discussion and the chance to learn from each other, and all of this fed into the performance.鈥�

First performing at the college and then taking the play to the York Theatre Royal, as part of the Connections partner-theatre showcase, offered students an insight into life on a professional stage.

When that all-important call came to say they had been selected for London, Kelly admitted she cried, as did the students when they heard.

She said: 鈥淚 am just over the moon for them, they have worked so hard, and the effort and dedication have paid off.

鈥淭his is such an incredible experience and the learning opportunities from it, for all of us, will be immense.

鈥淪ince finding out we have been selected it has been like a whirlwind.  We aren鈥檛 being treated like a youth group, but like a member of the National Theatre team.鈥�

Acting student Adam Levick, 17, from Thornaby, said: 鈥淲hen I found out we had been selected to perform in London I was speechless. This will be a huge step in my career. Not only will it stand out on my CV, it will also give me a once in a lifetime experience.鈥�

Elliott Rumbold, 18, also of Thornaby, said: 鈥淚t is an amazing and life changing experience to perform on a National Theatre stage, it is many actors鈥� top dream.  I am scared to perform on such a prestigious stage but at the same time excited.鈥�

Playing the lead role, Lola Smith, 17, from Billingham, added: 鈥淭his whole experience has helped me to gain confidence as an actor and in general, especially with it being my first lead role.  I have enjoyed the whole process from the very first script read through to our performance in York. We are all so excited to perform at the Dorfman Theatre.鈥�

With a bumper cast of 42 members, and two further students helping cover the tech behind the scenes, Stockton Riverside College鈥檚 acting for stage and screen students will perform Shout as part of the at the National Theatre鈥檚 Connections Festival at the Dorfman Theatre, London, on June 26. Tickets are available from Thursday May 23 from the National Theatre website.

Making Connections – Stockton Riverside College students selected to perform at the National Theatre was published on 91自拍 by Marie

Statement from Skills Minister Luke Hall: Post 16 Qualifications review update
Statement made on 16 May 2024

Today we are publishing the list of new Alternative Academic Qualifications (AAQs) and new Technical Qualifications (TQs) that will be publicly funded at level 3 from 1 August 2025. This follows the first cycle of our post-16 qualifications reform at level 3. We have approved 74 new qualifications for public funding in Construction and the Built Environment, Digital, Education and Early Years, Engineering and Manufacturing and Health and Science. In assessing these qualifications, we looked at evidence from employers, higher education institutions and colleges about the value these qualifications would bring to young people, adults and our economy. Technical qualifications have also been approved by the Institute for Apprenticeships and Technical Education (IfATE) against the level 3 occupational standards.

The aim of the Post-16 Qualifications reform at level 3 and below

The aim of the Post-16 Qualifications reform at level 3 and below is to streamline the qualifications landscape, simplify choices for students, and only fund qualifications that are high-quality and lead to good progression outcomes. By ensuring that approved qualifications meet new, more rigorous criteria for public funding, young people can be confident that they will be able to progress to university and higher technical education, and directly into apprenticeships and skilled employment. In future, students will be able to study technical qualifications based on occupational standards that have been codesigned with employers, enabling young people to develop skills needed for the future. New alternative academic qualifications must demonstrate clear progression to related higher education and will be approved in a range of subjects in areas where there are not A Levels.

Our reforms place world class A levels and T Levels at the heart of level 3 study programmes for 16- to 19-year-olds

Our reforms place world class A levels and T Levels at the heart of level 3 study programmes for 16- to 19-year-olds, paving the way for the introduction of the Advanced British Standard. We know that students who take A levels have better outcomes overall in terms of progressing into, and staying in, higher education (HE) than those who study Applied General Qualifications (AGQs). A 2022 Nuffield Foundation report found that students who enter higher education with BTECs are almost twice as likely to drop out before their second year when compared to A level students, even after controlling for differences in background characteristics.

T Levels will also ensure that young people can feel confident that they are studying technical qualifications which will prepare them for jobs in their chosen field.

T Levels will also ensure that young people can feel confident that they are studying technical qualifications which will prepare them for jobs in their chosen field. T Levels equip students with a thorough understanding of their chosen sector and the skills needed to work in specific occupations, with the 45-day industry placement providing valuable workplace experience.

Last summer鈥檚 T Level results show students are succeeding in these new, high-quality qualifications. Over 90% of T Level students passed their T Level in summer 2023, with over two thirds of the cohort achieving a merit or above. Students have gone on from T Levels to outstanding destinations, including moving directly into employment, undertaking higher apprenticeships, or progressing into higher education. Almost a third of the first cohort of T Level students who completed their course and progressed into employment and apprenticeships, were employed by their industry placement organisation 鈥� proving the worth of T Levels to both students and employers. Over 30,000 students have started a T Level since 2020, including over 16,000 students who started a T Level course in September 2023 鈥� almost as many students as in the first 3 cohorts combined, and an increase of almost 60 per cent from September 2022.

Remain confident that numbers will continue to grow as more providers deliver T Levels

We are pleased to see this growth and remain confident that numbers will continue to grow as more providers deliver T Levels. There are now 18 subjects available at over 250 providers across England, with a further 3 being rolled out this September. The latest T Level Action Plan sets out how we will continue to improve access to T Levels, ensure quality delivery, and support providers and employers as we move into the fourth year of delivery.

DfE have published a list of 318 qualifications which will have public funding removed on 31 July 2025

Alongside approving new qualifications for public funding at level 3, we have also published a list of 318 qualifications which will have public funding removed on 31 July 2025 due to being in the cycle 1 routes listed above and which have not been reformed. Where awarding organisations told my department that existing qualifications would be replaced with newly reformed alternative academic or technical qualifications, these qualifications do not appear on this list. They will also have a public funding end date of 31 July 2025. This will be reflected in DfE鈥檚 database of qualifications approved for public funding on gov.uk.

The government is also investing around an additional 拢300m over two years to support those who need to retake their English and Maths.

The qualification reforms also include reforming level 2 qualifications to ensure they are high quality, have a clear purpose, and lead to better outcomes. Reformed level 2 qualifications will either support progression to reformed L3 study, for example via the T Level Foundation Year, or enable students to move directly into skilled employment in occupations at level 2, or via apprenticeships. The government is also investing around an additional 拢300m over two years to support those who need to retake their English and Maths. I will update the house on the outcomes of cycle 1 of the qualification reforms at level 2 in July, following a similar approvals and review exercise at that level for technical qualifications in Construction and the Built Environment, Education and Early Years, Engineering and Manufacturing and Health and Science routes.

Removing funding from 5,500 qualifications with low and no enrolments and the removal of funding from technical qualifications that overlap with T Levels

This latest update builds on the work we have already done to streamline the qualifications landscape, including removing funding from 5,500 qualifications with low and no enrolments and the removal of funding from technical qualifications that overlap with T Levels from 31 July 2024 in Construction and the Built Environment, Digital, Education and Childcare, and Health and Science. It will ensure that learners studying level 3 qualifications can be confident that their studies are equipping them to progress into higher education and employment in the future.

The range of qualifications that will be available at level 3 for public funding from 2025 will shortly be updated on the DfE database鈥� of qualifications approved for public funding on gov.uk, to reflect these changes. It will be updated again in July, following the opportunity for awarding organisations to request a procedural review.

Luke Hall statement in full on new Alternative Academic Qualifications (AAQs) and new Technical Qualifications (TQs) Level 3 Qualification reforms was published on 91自拍 by Department for Education (DfE)

An independent analysis from the Office for Students (OfS) has found increased pressure on higher education sector finances, and cautioned universities against being too optimistic about future student growth. In its annual review of financial sustainability, the regulator has found a decline in financial performance in 2022-23, with declining surplus levels, cash flow and net liquidity. A significantly higher number of providers expect to fall into deficit in the coming years. While net liquidity has fallen, there is evidence of the sector adjusting to protect its cash flow in the face of financial challenges.听听听

While an improved outlook is predicted by providers from 2026-27, the OfS has warned that much of the projected additional income throughout the period comes from anticipated growth in both UK-based and international students. Uncertainty about the ability to recruit significant numbers of extra students means that there is significant risk that the actual financial challenges facing the sector in the short, medium and long term are greater than providers are forecasting.  

In response to its analysis, the OfS is calling on all universities and other higher education providers to look carefully at the credibility of their forecasts, and to identify the steps they will take if future growth is not achieved. 

Universities and other higher education providers submit detailed financial information to the OfS, alongside forecasts for future years on both finances and student numbers. This information helps the OfS to understand and report on the financial sustainability of the sector, and for individual providers. The OfS engages with providers where potential financial weaknesses are found. It can increase monitoring and reporting requirements for those in difficulty, and works to protect the interests of students in these cases.  

The report highlights five key risks affecting the sector. These are: 

• Continuing decline in the real-terms value of income from UK undergraduates combined with inflationary and economic pressures on operating costs.
• A recent, apparent reduction in applications from UK and international students after years of strong growth, especially from international students.听
• A higher education financial model that has become reliant on fee income from international students, with a particular vulnerability where recruitment is predominantly from a single country.
• The affordability of necessary estates maintenance and development and the significant cost of investment needed to reduce carbon emissions as part of providers鈥� commitments to achieve net zero.听
• Cost of living difficulties for students and staff, which challenge both student recruitment and the support needed by students during their time in higher education.

The report, and an accompanying Insight brief, 鈥楴avigating financial challenges in higher education鈥�, set out some of the steps universities and other higher education providers are taking to address financial challenges.  

Commenting, Susan Lapworth, chief executive of the OfS, said:听听

鈥淢any universities continue to manage their finances well. Many have built a strong asset base to allow them to weather financial storms. But the picture across the sector is becoming increasingly challenging. 

鈥淔inancial performance and strength vary significantly for different institutions and our analysis shows that an increasing number will need to make significant changes to their funding model in the near future to avoid facing a material risk of closure. 

鈥淢any universities have already started this important work to secure their long term sustainability. They are taking difficult, but necessary, decisions about the shape and size of their institution. They are working with others on mergers or centralised services. And they are doing all of this while protecting the quality of their courses and the interests of their students. 

鈥淭oday鈥檚 report is a signal to all institutions to re-test their assumptions about increases in UK and international students 鈥� the numbers reported to us for the sector as a whole are just not credible. Some institutions will certainly be able to grow. But in a competitive market 鈥� and with some evidence that applicant numbers are falling 鈥� others will struggle to expand. 

鈥淥ur modelling suggests that no growth across the sector could leave nearly two-thirds of institutions in deficit by 2026-27, with 40 per cent facing low liquidity at year end. For the reasonable worst case scenario we have modelled 鈥� which assumes a significant reduction in international student numbers and no cost cutting activity 鈥� over 80 per cent of institutions would be in deficit and nearly three quarters would face low levels of liquidity. 

鈥淭hat is why universities should redouble their efforts to avoid optimism bias and identify now the actions they will take to ensure they remain on a sound financial footing. 

鈥淭his report sets out our impartial analysis of the current financial position of the higher education sector. We will continue to expand our work in this important area, seeking to understand sector trends and intervening in individual cases where there is the greatest risk to students. We continue to encourage any institution with financial concerns to come and talk to us at an early stage.鈥� 

Increased pressure on Higher Education finances 鈥� OfS was published on 91自拍 by Office for Students (OfS)

@IFAteched: Five eco apprenticeships hand-picked by industry experts to celebrate the King鈥檚 Coronation continue to grow England鈥檚 green workforce.听听

Over the last four years (since 2020/21), they have amassed over 27,000 starts and data for the first two quarters of 2023/24 compared to 2022/23 shows a 7% increase. 

Table shows combined starts on the five apprenticeships marked with the official Coronation emblem in recognition of their sustainability credentials:

Apprenticeships to train countryside workers (level 2), forest craftspersons (level 3), installation and maintenance electricians (level 3), sustainability business specialists, and corporate responsibility and sustainability practitioners (level 4) were marked with the Coronation emblem (pictured below) last May.  

They were selected by industry experts from a list of over 200 green apprenticeships developed by panels of expert employers with the Institute for Apprenticeship and Technical Education (IfATE). 

The list, which continues to grow as more businesses work with IfATE, supports the work being led by the Department of Education and Department of Energy Security and Net Zero to make sure the right skills are in place to achieve net zero. 

Jennifer Coupland, chief executive of IfATE, said: 鈥淲e are delighted to see these Coronation apprenticeships blossoming. They are leading examples of the many apprenticeships now supporting green careers. We urge more employers to consider how they can make their industries more sustainable through skills training and join IfATE on this trailblazing journey to achieve net zero by 2050.鈥�  

Andrew Eldred, chief operating officer of the Electrical Contractors鈥� Association, said: “As system designers and installers, electrical professionals are in the vanguard of the shift to low-carbon buildings and net zero. These complex challenges make it vital we attract and retain high calibre entrants. Recognition through the Coronation emblem has helped the Installation & Maintenance Electrician apprenticeship to serve as a launchpad to further grow the pipeline of apprentices and professionals joining our sector.鈥�

Steve Young, apprenticeship supervisor at North York Moors National Park Authority, said: 鈥淲e have been running green apprenticeships now for over 20 years and it is wonderful to be able to continue to do so. With Countryside Worker being chosen for recognition as a flagship green apprenticeship it makes us all very proud to be involved in training our future countryside custodians.鈥�

A sixth Coronation apprenticeship, for (level 3), launched last September and 60 people applied straight away for a place with Vaillant Group UK Ltd in Derbyshire.

Gemma Shaw, HR Director at Vaillant Group, said: 鈥淚n the heating industry, we are experiencing a huge skills shortage, so we were so impressed with the turnout at the career fairs to help promote the new low carbon technician apprenticeship. Straight away, we had over 60 applicants, which is fantastic.

鈥淭he people signing up have a lot more awareness of the need for green jobs 鈥� they understand the importance when it comes to the future climate. As part of this apprenticeship, we get them involved in all areas of the business to become great advocates of low carbon technology. We are really embracing the new apprentices that we have onboarded so far and look forward to seeing the number of low carbon technicians grow, contributing to the skills shortage moving forward.” 

The six sustainable apprenticeships were chosen because of the expected impact of the occupations on the environment and future workforce. They also reflect His Majesty鈥檚 longstanding commitment to ensuring natural assets endure for future generations, integrating renewable energy sources into our everyday lives, and applying sustainability into every aspect of our economy. 

Tobias DeSouza, a Corporate Responsibility & Sustainability Apprentice at Weil, Gotshal & Manges (London) LLP met with the Education Secretary last year to celebrate the impact these green apprenticeships are set to make.  

He said: 鈥淟ooking back on the past twelve months gives me so much energy and enthusiasm for the future! Nearing the end of my studies, it鈥檚 great fun to look back on the contributions I鈥檝e been able to make to social impact and sustainability programmes at Weil such as helping long-term jobseekers back into employment and finding ways to reduce our carbon emissions in London. It鈥檚 exciting to see so many new CR&S apprentices have an impact across the country, and I can鈥檛 wait to work with them in the fast-growing world of sustainability.鈥� 

Apprenticeships chosen to mark Coronation blossom one year on was published on 91自拍 by The Institute for Apprenticeships & Technical Education (IFATE)

A TV actor and dementia advocate has sent a message of support to the University鈥檚 Nursing students to thank them for their performances as a choir. 

Vicky McClure MBE, star of BBC鈥檚 Line of Duty drama and presenter of Our Dementia Choir sent a video to students taking part in the University鈥檚 Creative Health placement. 

In the message, Vicky said: 鈥淗ello to all you Nursing students at the University of Chester. I have been hearing about your creative health placement and it is exciting to hear you have the opportunity to explore singing and music and its role within health care during your first year of nurse training.

鈥淗ere at Our Dementia Choir we see the impact singing has not only on our choir members living with dementia but on their carers and the wider community also. We get to see first-hand the positive impact that singing in a choir can have on physical, mental and emotional health. 

鈥淪o, I hope you feel these benefits too when you come together as a group and sing. Thank you for all the work you are doing as student nurses and I wish you the best in your future careers.鈥� 

The University first piloted a Creative Health placement in 2022 and now all first-year student nurses undertake a four-week placement. As part of this placement, the students work with many artists, including forming and singing in a choir. Creative health is an important part of the 21st Century health system and the National Centre for Creative Health (NCCH) has recommended that all clinicians and healthcare practitioners have education and experience in this area. 

The choir then visits care homes and other public spaces to perform and inspire others with the positive and healing powers of music and coming together as a group. 

The placement at Chester won the Student Nursing Times Placement of the Year: Community in 2023 and is a case study in the published in December 2023.听

Vicky Ridgway, Professor of Nursing at the University of Chester, said: 鈥淲e are really proud of our creative health placement and how it is allowing students to see the importance of holistic care and how art, music and dance can aid wellbeing.鈥� 

Jess, from the Our Dementia Choir team, said: 鈥淲e’re honoured to be supporting such a great initiative! Music really is medicine and seeing that it’s part of training is such an important step forward into creating a dementia-friendly country! Good luck to everyone taking part and we hope you witness just how incredible the power of music truly is!鈥�

Dementia choir actor advocate praises University student nursing choir听 was published on 91自拍 by University of Chester

Government Approves New Qualifications for Public Funding Amidst Concerns Over Impact on Students

Skills Minister Luke Hall has announced the approval of 74 new Alternative Academic Qualifications (AAQs) and Technical Qualifications (TQs) for public funding at level 3 starting from 1 August 2025. This move is part of the post-16 qualifications reform aimed at streamlining the qualifications landscape and ensuring that publicly funded qualifications are high-quality and lead to good progression outcomes.

Minister of State for Skills, Apprenticeships and Higher Education, Luke Hall, stated that the reforms place A levels and T Levels at the heart of level 3 study programmes for 16- to 19-year-olds. T Levels are designed to equip students with a thorough understanding of their chosen sector and the skills needed to work in specific occupations. Over 90% of T Level students passed their exams in summer 2023, with many progressing into employment, apprenticeships, or higher education.

However, the Association of Colleges (AoC) has expressed concerns about the potential negative impact of these reforms on the life chances of tens of thousands of young people and adults. Catherine Sezen, Director of Education Policy at AoC said

鈥淭oday’s announcement heightens our concerns that elements of these qualification reforms could have a serious and negative impact on the life chances of tens of thousands of young people and even more adults. We once again call for the Department for Education to pause and review their plans to defund Level 3 qualifications until the full impact is clear. Until the new T Levels are fully established, it is reckless to defund qualifications that have been working well for thousands of young people and adults in the hope that the change will be positive. Without understanding the full impact and without a comprehensive impact assessment, ministers are simply risking too much. 

鈥淭he reforms affect 20% (250,000) of 16 and 17-year-olds on Level 3, and 20% (200,000) of 16 and 17-year-olds studying at Level 2 who鈥檒l find it harder to progress to Level 3 at the age of 18. The reforms also affect the 300,000 adults taking full Level 3 courses who cannot currently take T Levels.     

鈥淐olleges are extremely concerned about the high number of students who may not be able to find a course because T Levels are not suitable or accessible for them and the existing qualification is being defunded. Now that more information has been released, it is time for a pause whilst a proper impact assessment of this major multi-year reform of the education currently taken by more than half a million people.   

鈥淚t鈥檚 true that thousands of students are taking T Levels, managing to do the placement required, and going on to succeed. For many of them the T Level is a good programme of study. However, these qualifications are not suited to every student who wants to take a vocational qualification at Level 3 and the 45-day placement is stretching employer capacity. The modest total of 23,500 student enrolments on T Levels needs to be put into the context of 250,000 young people on current vocational technical qualifications. Even with rapid growth, we expect the total number of T Level enrolments to be less than 100,000.  

鈥淲e know that colleges will knit together brilliant study programmes using the menu of qualifications on the approved DfE lists, but we鈥檙e particularly worried about new obstacles in the route for young people to get jobs in health, construction and electrical. We also need more clarity on qualifications in subjects like sport, performing arts, business and agriculture, which are due to be defunded in 2026 but for which there are no details.鈥� 

Whilst the government remains confident in the growth and success of T Levels, the AoC emphasises that these qualifications are not suited to every student who wants to take a vocational qualification at Level 3. They urge for a proper impact assessment of this major multi-year reform to ensure that the life chances of students are not negatively affected.

As the reforms continue to roll out, it is crucial for the government to address these concerns and work closely with education providers to ensure that students have access to a range of high-quality qualifications that meet their needs and support their progression into further education and employment.

Sector reaction to the defunding of 318 Level 3 qualifications

Simon Ashworth, AELP Policy Director said:

“We鈥檙e disappointed at today鈥檚 announcement on which Alternative Academic Qualifications (AAQs) and Technical Qualifications (TQs) will receive public funding at level 3 starting from 1 August 2025. AELP remain concerned that this will restrict learner choice; and about the negative impact this will have on the life chances of tens of thousands of young people and even more adults. We once again call for the Department for Education to pause and review their plans to defund Level 3 qualifications until the full impact is clear.”

John McNamara, Interim CEO on behalf of FAB (Federation of Awarding Bodies) said:

鈥淔ollowing today鈥檚 announcement, the Federation restate our support for the government鈥檚 ambition to create a future qualifications landscape built on strong efficacy and high-quality provision.

“However, we fundamentally disagree with aspects of their current approach to reform, which will be detrimental to learners and the wider sector in both their scale and timeframes. A longer-term perspective which considers labour market requirements and future skills gaps is required.

“The Federation continue to recommend that qualifications reform be slowed down as part of maintaining the stability of the post-secondary education ecosystem in England, specifically in relation to a moratorium on the defunding of existing qualifications.

“Getting the level 3 vocational and technical qualifications offer right is essential for learners from all kinds of backgrounds, to enable their achievement in life, work or further study. Provision must meet the needs of all learners and industry, with T levels forming one part of a rich and diverse qualifications landscape. This announcement of the defunding of 318 qualifications, will have a direct adverse impact on thousands of young people and adult learners, who will find their options for progression and development severely curtailed.鈥�

James Kewin, Deputy Chief Executive of the Sixth Form Colleges Association, said:

鈥淢inisters made a commitment in Parliament that only a 鈥渟mall proportion鈥� of applied general qualifications like BTECs would be defunded through the Level 3 reform process. However, our analysis of the indicates that just 17 of 55 AGQs in scope have been reapproved. 

“Not content with scrapping popular BTECs, the government has also introduced a new suite of bureaucratic regulations that will remove the freedom of colleges and schools to combine different qualifications in students鈥� study programmes. But as we head towards a general election, many of these developments appear increasingly irrelevant.  The Labour party鈥檚 commitment to adopt the Protect Student Choice campaign鈥檚 recommendation to 鈥榩ause and review鈥� the scrapping of BTECs means that the government鈥檚 plan is increasingly unlikely to be implemented. Ministers should listen to colleges and schools, put students first and reverse their disastrous plan to scrap BTECs.鈥�

Skills Minister Luke Hall announces De-funding of 318 Level 3 qualifications. Sector Reaction was published on 91自拍 by Gavin O

Four subjects at Wrexham University (@WrexhamUni) have been ranked first for student satisfaction out of the whole UK, freshly-published higher education league tables.

The has rated Wrexham University first in the UK for student satisfaction in the Nursing subject 2025 league table. This is the third year in a row that Nursing has topped the table.

The University offers Nursing BN (Hons) courses in听Adult Nursing,听Children鈥檚 Nursing听and听Mental Health Nursing.

While in further good news for the institution, Sociology subjects 鈥� in which the University offers courses in听Criminology and Criminal Justice (BA Hons),听Law and Criminal Justice (BA Hons), and Health and Wellbeing (with Foundation Year) Diploma of Higher Education 鈥� were also ranked first in the UK for student satisfaction for the second year in succession.

At subject level out of Welsh universities, Wrexham University is ranked:

• First overall for the Forensic Science subject table. The University offers courses in BSc (Hons) in Forensic Science, BSc (Hons) Forensic Science (with Foundation Year) and BSc (Hons) Forensic Science (with Placement Year)
• First for student satisfaction in the Forensic Science, Nursing and Midwifery and Sociology subject tables.
• First for graduate prospects in the Counselling, Psychotherapy and Occupational Therapy, Forensic Science, and Nursing and Midwifery subject tables. For the Counselling, Psychotherapy and Occupational Therapy subject area, the University offers a course in BSc (Hons) Occupational Therapy.

At subject level across all UK institutions, the University is ranked:

• First for student satisfaction and joint first for graduate prospects in the Nursing and Midwifery subject table.
• First for student satisfaction in the Sociology subject table.
• Joint second for graduate prospects in the Forensic Science subject table.
• In the top 10 for graduate prospects and top 10 for student satisfaction in the Counselling, Psychotherapy and Occupational Therapy subject table.

Meanwhile, the University has also been ranked first in Wales for student satisfaction, scoring an impressive 83%.

And nd as well as topping the league table for Wales, the institution ranked joint second in the whole of the UK for student satisfaction.

The new league table ranking marks an improvement for the University, following on from Wrexham being ranked second for student satisfaction in Wales, and sixth in the UK in last year鈥檚 table.

Professor Maria Hinfelaar, Vice-Chancellor of Wrexham University, said: 鈥淲e are enormously proud of our consistent high rankings relating to student satisfaction and how satisfied our students are with the quality of teaching that they receive.

鈥淭his is an excellent set of rankings across a range of our subject areas, and especially pleasing that they relate to student satisfaction as well as graduate prospects.

鈥淭his performance is telling of our fantastic university community and certainly reflects the hard work of colleagues, who ensure that students thrive and succeed in their studies, here at Wrexham.

鈥淚鈥檇 encourage anyone looking to take their next steps and embark on higher education to come along to our next undergraduate open day, taking place on Saturday, June 8. Come along and see for yourself, and get a feel for life and study at Wrexham. We will look forward to welcoming you.鈥�

Every year the Complete University Guide releases UK university and subject league tables to support prospective students in making informed decisions about their future.

Wrexham courses rank first for student satisfaction in new league tables was published on 91自拍 by Wrexham University

@sunderlanduni Geordie icon Jimmy Nail has shared his experiences with students at the University of Sunderland to inspire the next generation of actors.

Jimmy, known for his role as Leonard “Oz” Osborne in Auf Wiedersehen, Pet, spoke to students about overcoming boundaries and embracing opportunities to their fullest.

Jimmy said: 鈥淚t鈥檚 been a pleasure. One of the pluses in getting older is that you can share with those starting out the benefit of your experience.鈥�

Jimmy鈥檚 career that has spanned music, TV, film and theatre, including most recently the staged readings of the play Seconds Away! at Live Theatre, Newcastle.

Jimmy added: 鈥淚t lets them know that success as an actor with a strong regional accent and working class identity can be achieved. It will likely be a long, difficult road but nothing worth having comes easy.鈥�

This was made possible through the partnership that the University has with Live Theatre which aims to bring acting professionals onto campus to inspire and advise students who wish to enter the industry.

Dr Adelle Hulsmeier, lecturer in Screen Performance at the University, said: 鈥淚t was an absolute privilege to have Jimmy visit the students this week, what an amazing talent and how encouraging he was of the student’s ambitions, we are very grateful.

鈥淎n absolute gentleman and really kind with the time spent giving advice and sharing his expertise.

鈥淣one of this would have been possible without Max Roberts, his knowledge of the industry is totally awesome and the spring talks have been a huge success due to his vision and understanding of the industry and knowledge of the type of guidance the Screen Performance students would benefit from.鈥�

Dr Hulsmeier added: 鈥淲e are endlessly lucky to be supported in this way and in line with our partnership with Live Theatre, Newcastle.

鈥淭o have such robust and long standing experts visit and influence the student’s practice makes for an exciting offer for the screen performance provision, with more exciting things ahead for the programme.鈥�

Max Roberts, former Artistic Director at Live Theatre, said: 鈥淚 believe that it鈥檚 an interesting and valuable experience for the students to meet and talk to professionals, many of whom have come from similar backgrounds to themselves and also have strong connections to the north-east of England.

鈥淭he students get to work with many of the artists I bring in, helping them enhance their own course work in terms of performance, experience and understanding of the arts and entertainment industry.鈥�

鈥溾�楤y bringing into the University a diverse array of talented arts professionals from many different disciplines with wide ranging skill sets to engage with the students, we aim to pointer vocational pathways into the arts and entertainment industries.鈥�

Max added: 鈥淚 like to think their presence at the University offers a ringing endorsement of the work of the performing arts department and the partnership.

What the next generation of actors have learned from north-east icon Jimmy Nail was published on 91自拍 by University of Sunderland

The Sheffield College (@sheffcol) has launched a new pledge to ensure that its study programmes for young people enable them to be career ready.

The new Skills Guarantee outlines the support that students completing full-time study programmes can expect when they sign up for education and training.

Around 13,000 young people and adults complete a wide range of academic and technical qualifications every year ranging from entry through to university level.

Of those, there are approximately 5,000 students aged 16 to 19 completing full-time qualifications as well as additional activities that comprise their study programme.

Dave Trounce, Deputy Principal, The Sheffield College, said: 鈥淲e are delighted to launch the Skills Guarantee to help our students become career ready.

鈥淲e are committed to supporting all full-time students on a study programme to gain the knowledge, skills and behaviours to go further in learning, work and life.鈥�

All full-time students aged 16 to 19 will be eligible for all aspects of the Skills Guarantee, which includes some new and revised study programme elements.

The guarantee will provide students with a range of support during their study programmes such as an induction, weekly group tutorials and one-to-one meetings.

It also covers enrichment opportunities to broaden students鈥� understanding of their subject area and work related activities that may include an industry placement.

Digital skills development is a key theme with students supported to develop a digital portfolio that can be used to showcase their work to prospective employers.

The guarantee pledges to provide careers education and a progression or exit tutorial offering independent advice and guidance, supporting students with their next steps.

In addition, it reinforces the college鈥檚 commitment to employer involvement in the curriculum, including through its award-winning employer skills academies programme, and support for students to continue to develop English and maths skills.

A wide range of employer and enrichment activities are offered to full-time students. These include hearing from experts via industry talks and learning on-the-job skills through placements as well as taking part in competitions, trips and sports clubs.

Beauty therapy student Ellie Corps recently took part in the trip of a lifetime to Thailand, which provided the chance to develop personal and technical skills.

The 10-day trip for beauty and catering students was funded by the Turing Scheme, which provides students with opportunities to study, work and train abroad. Colleges, schools and universities apply for funding on an annual basis from the government-run scheme on students鈥� behalf.

Beauty students completed a qualification in traditional Thai massage at the Chiva Som Academy in Bangkok. They also learnt about the use of herbs to soothe physical ailments.

Ellie said: 鈥淚t is not every day that you get to travel to Thailand as part of your course. I enjoyed everything about the trip. It was really good learning about Thai massage, which is very different compared to other styles.鈥�

Meanwhile, the college is also organising a series of international industry placements for T Level students to Indonesia and Fiji.

Other students such as those in catering and hospitality are supported to compete in high profile industry competitions to develop their skills.

This year, students Beth Brewster, Joe Defries and Phoebe Tuttle won Zest Quest Asia 2024 and a week-long trip to New Delhi in India.

Joe Defries said: 鈥淚 am really enjoying my course and have learned a lot. I think it鈥檚 good because it gives us skills that translate straight to industry. In the long term, I would like to travel and work abroad. The competition has really opened my eyes to other cuisines.鈥�

Skills Guarantee launches for students at The Sheffield College was published on 91自拍 by The Sheffield College

This article looks at the future of work, and adopting new technologies such as AI and the Cloud. Plus the changing job landscapes with AI, citing historical shifts from the internet era. It also anticipates new roles amid AI’s impact, emphasising cognitive, creative, and tech skills for the future.

It may seem though the future of work is changing, but it always has been. AI will replace some jobs, but it will also create new ones whereby people will be using AI to make their jobs easier.听

Let鈥檚 take a stroll down memory lane. The initial introduction of the internet in the 1990鈥檚 caused concern that jobs would be lost, specifically office jobs that relied on manual tasks. However, new jobs were created in areas such as web development, cybersecurity, and social media management. This resulted in . The future of work with AI will be similar, while some jobs will be displaced by technology and digitalisation the real disruption will be in the skills needed, requiring a focus on cognitive skills, creative thinking, and technology literacy. Employers estimate that , according to the The World Economic Forum.听

The important thing for people to do amidst this is figuring out how to take advantage of these changes and be ready when the future of work arrives.

Forecasting the job landscape

The International Monetary Fund鈥檚 (IMF) , which rises to 60% in advanced economies. The jobs likely to be impacted by AI tend to share some common characteristics. AI excels at handling predictable, routine tasks that follow clear rules, so jobs in data entry, bookkeeping, basic financial reporting, scheduling, and some assembly lines will be impacted.听

In addition, data analysis jobs like loan processors, insurance underwriters, and some market research analysts will be affected as AI can analyse massive datasets faster and more accurately than humans. AI-powered chatbots can handle basic customer inquiries, troubleshoot problems, and answer frequently asked questions. This could affect some call center representatives and customer service assistants. Even some legal research and medical diagnosis tasks could be affected by advanced AI.

Three essential skills for the AI era

So, are the clickbait headlines about 鈥楢I making all jobs redundant鈥� right? In short, no. We have been down this road before, as technology continues to change our world and change it for the better. The solution is the same as in all those other massive shifts from technology, we need to upskill cognitive skills, creative thinking, and technology literacy as we work alongside technology and AI.

The first step is to identify key roles and research how technology will impact them. What tasks change? What new skills are needed? From here we need to design upskilling programmes for specific skill gaps in each role. This can be delivered by offering a mix of online courses, workshops, and mentorship to address technical skills, soft skills, and digital literacy. 

To maximise uptake, promote the programmes, ensure accessibility, and offer ongoing technical help. Monitor participation, measure skill development, and adapt the programmes based on feedback. And finally, foster a culture that encourages continuous learning and skill development. Recognise and reward employees who actively participate in upskilling initiatives.

What work may look like in an AI powered world

Imagine a data analyst at a retail company is tasked with understanding customer buying habits. They would use critical thinking to define the problem and choose relevant data sources. They would then apply problem-solving skills to design queries and analyse the data. By recognising patterns in purchasing behaviour, they might identify trends or customer segments.听

Finally, they would use data visualisation skills to present their findings to stakeholders in a clear and concise way. Their attention to detail would ensure the accuracy of their analysis, and their learning agility would allow them to adapt to new data sources or analysis tools in the future.

Not every company will be able to navigate this transformation themselves. Companies can look to partner with technology experts who can not only advise, but build the technology uniquely required for your business purposes in the new age of AI. Specialist knowledge on AI and Data Analytics are key, as well as the foundational infrastructure and application modernisation skills.

Embracing Change

Each generation feels as though they are the ones moving at the fastest pace with the most change, and that previous generations had it easy. It appears that accelerating change is merely the status quo.

In the 2000鈥檚 Kofi Annan, the seventh Secretary-General of the United Nations stated that “the world is becoming increasingly complex and interconnected鈥�. Fifty years before that Eleanor Roosevelt said “the world is getting more and more complex each day. The things that were important to us yesterday are not important to us today.”

In addition to staying abreast of advancements in AI, reflect on the transformative impact of technology on productivity and quality of life. In the early 20th century, people typically worked 60 hours a week. This number significantly reduced to 40 hours in the early 1990s, solidified as the standard workweek in the UK by legislation.

Perhaps the future of work is actually less menial work and more impactful work?

Julian Mulhare, Managing Director 鈥� EMEA,

Future of work: key skills for businesses to optimise AI integration was published on 91自拍 by Searce

EDSK launch Evolution and revolution report recommending SATs and GCSEs should be scrapped in favour of regular online tests from ages 5-14 along with a new four-year 鈥楤accalaureate鈥� for 14 to 18-year-olds.

EDSK calls on whoever wins the next election to embark on a 10-year plan to reform primary and secondary education

With the Government planning to introduce the 鈥�Advanced British Standard鈥� and the Labour Party proposing a 鈥榗urriculum and assessment review鈥�, a new report from education think tank EDSK calls on whoever wins the next election to embark on a 10-year plan to reform primary and secondary education. The report – titled 鈥�Evolution and revolution鈥� – recommends that SATs and GCSEs should be scrapped in favour of regular online tests from ages 5-14 along with a new four-year 鈥�Baccalaureate鈥� for 14 to 18-year-olds.

The report identifies a number of strengths of the current approach to the curriculum, assessment and accountability that the next government should retain. The emphasis on academic rigour through the National Curriculum, GCSEs and A-levels has provided a strong backbone for our education system, as has the use of external exams in primary and secondary schools to avoid the plagiarism and bias frequently found in coursework-style assessments. Allowing students to specialise with three A-levels in their final year at school or college also allows them to study their subjects in considerable depth, which provides an effective foundation for attending university.

The Evolution and revolution report raises serious concerns of the current education system on students and teachers

However, the report also raises serious concerns about the impact of the current education system on students and teachers. The relentless focus on high stakes tests such as SATs in primary school and GCSEs in secondary school is encouraging schools to 鈥榯each to the test鈥� and narrow the curriculum to spend more time on exam preparation, which is undermining pupils鈥� enjoyment and their learning. In addition, the National Curriculum and GCSEs are overloaded with content, with over half of GCSE teachers saying they struggle to get through their course in time. The enduring obsession with pen-and-paper tests is also at odds with other countries such as Australia, Denmark and Wales, who have already dropped written exams in favour of national online testing.

380,000 technical qualifications were awarded to 16-year-olds in 2023 compared to more than 5.4 million GCSEs

In addition, the report finds that the continued dominance of GCSEs and A-levels has relegated technical courses and apprenticeships to second-class status. As a result, just over 380,000 technical qualifications were awarded to 16-year-olds in 2023 compared to more than 5.4 million GCSEs. Worse still, the disastrous rollout of T-levels coupled with the defunding of BTECs has reinforced A-levels as the default option for 16 to 18-year-olds even if many students would have preferred a different pathway. That the current government has excluded apprenticeships from their proposed 鈥楢dvanced British Standard鈥� illustrates how little value is placed on creating opportunities for young people outside of the traditional classroom.

The EDSK report concludes that the next government should set out a 10-year plan that preserves the most valuable aspects of the current primary and secondary education system but reforms those parts of the system that are holding back students and teachers. The report includes the following recommendations:

• SATs at the end of primary school should be replaced by regular online testing from the ages of 5 to 14, culminating in low-stakes 鈥榙igital SATs鈥� for 14-year-olds in almost all National Curriculum subjects to inform their future subject choices.
• From ages 14 to 18, GCSEs, A-levels, BTECs, T-levels and should be replaced by a four-year 鈥楤accalaureate鈥� that brings all academic, applied and technical courses into a single framework.
• The new Baccalaureate will require all students to study 鈥楥ore English鈥� (literacy) and 鈥楥ore Maths鈥� (numeracy) until age 18, bringing our education system into line with many other developed nations.
• Students will gradually specialise in their preferred subjects over the four-year Baccalaureate, dropping one subject a year (starting with six subjects alongside Core English and Core maths in Year 10, and typically ending with three subjects in Year 13 or two subjects if they are studying a large technical course or apprenticeship).
• To dramatically reduce the existing exam burden after age 14, students will only take a high-stakes external exam when they drop a subject or when they reach the end of the Baccalaureate at age 18.
• External exams within the Baccalaureate will be 鈥榙igital by default鈥�, meaning that students will take shorter digital tests rather than lengthy pen-and-paper tests in most cases.

Tom Richmond, director of EDSK and co-author of this new report, said:

鈥淲hoever wins the next election should aim to preserve those parts of our education system that contribute to higher standards such as rigorous courses and exams. However, many mistakes have been made over the last 14 years, not least the unacceptable bias against vocational and technical qualifications as well as the excessive burdens on students and teachers created by high-stakes written exams, and these issues need to be rectified through a gradual evolution over the next decade.

鈥淏y replacing SATs and GCSEs with regular online tests, slashing the amount of primary and secondary curriculum content and introducing a four-year Baccalaureate from ages 14 to 18, schools and colleges will finally be able to focus on giving students more time and space to enjoy their learning and progress as far as possible. Relieving some of the exam pressures on teachers could also be a critical component of tackling the recruitment and retention crisis in the coming years.鈥�

Sector Reaction to Evolution and Revolution

Responding to the EDSK’s new report, Baker Dearing Educational Trust chief executive Simon Connell commented:

“We welcome this new report from EDSK, which puts a welcome spotlight on how the current education system has severely discouraged schools from delivering technical subjects and has also disadvantaged students who do not fit the hyper-academic mould.

“The Upper Secondary Baccalaureate model that this report puts forward offers a viable means of improving the prospects of young people and widening access to technical education, while encouraging high-quality maths and English provision which we know helps students progress to advanced STEM education and careers.”

EDSK: Replace GCSEs with 鈥榙igital SATs鈥� for 14-year-olds and launch a new Baccalaureate was published on 91自拍 by EDSK

A group of 11 leading organisations from across the lifelong learning and skills sector have released their 10 policy priorities for the next government today. Produced by the Right 2 Learn (R2L) campaign 鈥樷�� outlines what the next government needs to do to harness the potential of post-16 education to break down barriers to opportunity and expand life chances across all ages as well as unleashing productivity and economic growth.

The 10 policy priorities are:

• Urgently review all current Department of Education policies on post 16 education, higher education and lifelong learning.
• Reform the Lifelong Learning Entitlement (LLE) enabling progression to support all who need it.
• Produce a sustainable long-term strategy for the post 16 tertiary sector.
• Ensure apprenticeships are available across all sectors and implement a new growth levy.
• Develop a comprehensive, national all-age Careers Information, Advice, and Guidance (CIAG) service.
• Assess and bring together investment related to skills, lifelong learning and post 16 education made by different government departments.
• Address the under-investment across post 16 learning, further, higher education and skills.
• Regional strategic planning for post 16 education to maximise the benefits of devolution in tandem with initiatives already being planned for skills, apprenticeships and adult education, by elected mayors, combined authorities and local government.
• Lift the current block on maintenance support for distance learners and other vulnerable groups.
• Review skills related tax relief entitlement for employers.

鈥�Future Priorities for Lifelong Learning, Skills and Tertiary Education鈥� is supported by Birkbeck University of London, Careers England, Career Development Institute, City and Guilds, DMH Associates, Learning and Work Institute, LTE Group, National Education Opportunities Network (NEON), University of Salford, Respublica, TechUK, Universities Association for Lifelong Learning (UALL) and Professor Deirdre Hughes OBE.

Lord David Blunkett, Chair of the Labour Council of Skills Advisors, also endorsed the report. As he states:

鈥楾his paper gives the next government a comprehensive programme of ideas, building on previous recommendations to the Labour Party, that can help transform the British economy and reduce inequality by improving the skills of the British people and putting lifelong learning at the centre of its priorities鈥�.

R2L advocates for a policy agenda that support the right to learn throughout life for all. Since 2020 we have engaged over 400 different organisations through our programme of events. R2L is supported by the National Education Opportunities Network (NEON).

R2L launch Future Priorities for Lifelong Learning, Skills and Tertiary Education report was published on 91自拍 by R2L

A triple book launch at the University of Chester showcased groundbreaking research and publishing success.

Members of the University鈥檚 Culture and Society Research, Knowledge and Exchange Institute (RKEI) recently joined together to celebrate the publication of new books from Dr Dawn Llewellyn, Associate Professor in Religion and Gender; Morven McEachern, Professor of Sustainability and Marketing Ethics, and Dr Ben Fulford, Deputy Head, Humanities, Cultures and Environment.

Covering themes from feminism and religion through to poverty and austerity, the three works share trailblazing research which Chester academics are bringing to the fore. Pushing disciplinary boundaries, each publication is international in both reach and outlook.

In (SCM Press), Ben argues that Frei鈥檚 theology and ethics offer unheralded but valuable resources for thinking about the social and political engagement of Christian communities in diverse societies.

(Routledge), co-edited and co-authored by Morven, brings together research addressing the challenges of poverty and austerity, and the political-economic measures that perpetuate them.

(Routledge), co-edited by Dawn, considers how women navigate and create spiritual and religious practices. The book also includes a chapter from Grace Thomas, a Professional Doctorate student in Theology and Religious Studies at the University.

Professor Tim Grady, Culture and Society RKEI Director said: 鈥淭hese three books cover very different themes, from gendered perspectives in everyday religious contexts, to the distressing impact of poverty, but they are united in a very visible activist spirit. Collectively they force us to think in very different ways about the political past and present.鈥�

He added: 鈥淭he book launch was a wonderful event; it was great to bring our researchers together to share in colleagues鈥� marvellous achievements.鈥�

The Culture and Society RKEI draws together researchers from the Arts, Humanities, Social and Natural Sciences. Spanning a breadth of disciplines allows the Institute to forge new research collaborations and to direct this expertise towards public projects in Chester, the North West and beyond. The Institute has a strong global presence and regularly works with partners on an international level.

For more on听, and for further details about听,wheremore can also be discovered on听.

University event celebrates triple achievements in research and publishing was published on 91自拍 by University of Chester

BMet (@BMetC) has revealed ambitious plans to transform the Greater Birmingham region with the construction of a state-of-the-art Inclusive Sports Centre based at Sutton Coldfield College.

At an inaugural fundraising event held last week, the college shared extensive plans and the vision for the centre with businesses from across the city.  

Commenting on the plans, Jason Allen, Department Manager at BMet, said: 鈥淲e have a vision.  By building this unique sports centre we will create a beacon of accessibility, where individuals of all abilities, across our city region can thrive in the world of sports and recreation. By creating a hub for community engagement, physical well-being and the development of aspiring athletes and sports people.鈥�

The state-of-the-art building designed by leading architects, The Space Studio, has been specially planned to cater for disability and neurodiverse needs, by creating invaluable career and wellbeing pathways. The centre will complement the already strong sporting vocational and university level courses delivered at the college.

The college is seeking funding opportunities to support their vision to create the multipurpose inclusive sports and recreation hub, for people in the region all year round.

Around 30 employer leads from key organisations across the west midlands came together last week to discuss and view BMet鈥檚 plans to develop the innovative centre and to pledge their financial and in-kind support for the initiative.

A tour of the pre-designed space, which is currently an old sports hall also took place during the event. To revamp the area to a new accessible and innovative space – which will include gymnasiums with specialist equipment (to cater for different needs), zoned areas, a caf茅, a learning space, a staff room, break out spaces and sensory spaces – works will cost circa 拢6.5 million pounds.

Here is what some employees had to say about BMet鈥檚 vision and the potential impact:

Peter Connelly, Director of Sport, Aston University: 鈥淚t is hugely aspirational and inspiring project, that will have a phenomenal impact for people with seen and unseen disabilities. It is a fantastic initiative that will have an incredible impact in the Greater Birmingham area.鈥�

Helen Miles, BMet Governor: 鈥淚 was hugely encouraged to be around the positive atmosphere in the meeting to support BMet鈥檚 impressive and bold plans for a truly inclusive sports facility in the region.鈥�

Chloe Williams 鈥� part of the UHB Employer Board for Sports, a physiotherapist in Neuroscience and BMet Alumni for Sports and Exercise Science: 鈥淐oming here has been extremely beneficial and I can see the potential for invaluable change that will help and support students and people in the community with disabilities and neuro-diversities. Through the new accessible facilities there is scope for so much growth, through gaining work ready and transferrable skills. I am excited to see how I can get involved.鈥�

During the event launch, some BMet students on the Pan Disability Football Team also spoke about their positive experience gaining National Championship AOC Awards and how sports has helped them.

BMet has an ongoing commitment to improving the futures of its students by joining forces with likeminded community initiatives that reflect the vision. Being a key sponsorship partner with the Commonwealth Games in 2022 鈥� with sole responsibility for the training of volunteers, enabled students, staff and members of the community to be involved in a variety of roles.

Suzie Branch-Haddow, Vice Principal 鈥� External Development went on to say: 鈥淭his will be a truly inclusive space and it is a transformative venture, that has the power to fill critical gaps in the region and benefit Greater Birmingham at large. We are so pleased that initial reaction from local employers has been so overwhelming positive, and we are looking forward to creating this fantastic space for the city.鈥�

BMet unveils plans for state-of-the-art inclusive sports centre for Greater Birmingham was published on 91自拍 by BMet

Grace Lakin, a current Level 3 Health and Social Care learner at Burton and South Derbyshire College (BSDC), has been awarded Student of the Year by University Hospitals of Derby and Burton.

The Volunteer Long Service Awards take place every year and reward different categories of volunteers, including those who have volunteered at the trust for 50 years. This is the first time Burton Hospital has recognised a student contribution for an award, and it is now set to become a regular feature of the annual awards ceremony.

As part of Level 3 Health and Social Care and T-Level Health courses, students at BSDC undertake work placements to enhance their employability skills and develop the communication skills that are essential for a career in the health and social care sector.

Grace began her work placement at the hospital as part of her course, but her dedication extended far beyond her initial placement period, and she continued to give up her time volunteering on the ward. Grace has now worked at the hospital on a voluntary basis for over a year, and was presented with the Student of the Year Award in recognition for her hard work and dedication.

Speaking about receiving the first Student of the Year award, Grace said: 鈥淚 was really surprised! I鈥檇 never done any volunteering before coming to college, but I got the opportunity to do a placement in my first year at BSDC. I want to become a nurse, so knew I鈥檇 really like to try working in a hospital. My tutors helped me to apply, and I was so pleased to get the placement. Everyone on the ward was really nice and when I finish my Health and Social Care course this year, I will be going on to do an apprenticeship on the same ward.鈥�

Grace has had great feedback from the staff she has worked with on the ward during her volunteering placement. Kate Lovelock the Volunteer Coordinator at Burton Hospital said: “Grace is fabulous; she comes in and just gets on with it. Her confidence has grown considerably since starting out doing day release from college and returning the following academic year, of her own volition, to do the student mealtime volunteer programme every Monday evening.

鈥淕race has a great career ahead of her and was the natural choice to be Burton鈥檚 first student award winner.鈥�

Grace鈥檚 achievement as the Student of the Year highlights not only her personal dedication but also the partnership between the college and the University Hospitals of Derby and Burton. BSDC’s commitment to meeting skills needs and developing strong ties with employers is an important factor in providing students like Grace with invaluable work experience placements.

In addition, BSDC has also launched an innovative Health Simulation Suite, made possible through 拢3.5 million in funding via the Stronger Towns Fund, in partnership with University Hospitals of Derby and Burton NHS Foundation Trust and Staffordshire University.

University Hospitals of Derby and Burton announce Student of the Year was published on 91自拍 by Burton and South Derbyshire College (BSDC)

The Association of Employment and Learning Providers (AELP) has today warmly welcomed further changes to apprenticeship rules meaning more flexibility will be allowed when delivering off-the-job training.

The changes, announced in the Department for Education鈥檚 (DfE) apprenticeship funding rules for 2024/2025, come on the back of AELP鈥檚 long-running campaigning for much more flexibility in how off-the-job training can be delivered – and can be traced back to the AELP Apprenticeship Simplification Conference in December 2022, run jointly with the DfE. The changes mean that – where an employer agrees, and a block or front-loaded training model is planned – active learning can move from taking place every calendar month to every three months.

Last year, on the back of AELP campaigning, changes were made to allow active learning to take place every calendar month rather than every 28 days to allow training to be planned around employer needs, such as over the busy Christmas period for hospitality and retail employers. From this August, this will now need to happen within a three-month period, in line with the previous AELP win of securing a move to allow greater flexibility on the delivery of additional learning support (ALS) taking place every three months where it may be required.

Learners, employers and providers have supported these moves to allow for much more flexible delivery and to reduce the number of arbitrary breaks in learning taking place. This will apply to all learners 鈥� new and existing 鈥� from 1 August 2024.

Other welcome changes in the 2024/2025 apprenticeship funding rules include: 

• Upping the newly proposed subcontracting de minimis threshold to 拢100k (subject to main providers meeting criteria in regards to the ESFA subcontracting standard).
• Flexibility within the eligibility criteria for judging apprentices’ current English and maths ability where they have a special educational need or learning difficulty or disability, including the removal of the requirement for the judgement of the apprentice鈥檚 current English and maths ability to be conducted within 8 weeks of starting.
• The removal of co-investment has been extended to include apprentices aged between 22 and 24 years-old with an Education, Health and Care plan and/or have been in the care of their local authority.

The new set of rules comes into effect on 1 August 2024.

AELP is running a complimentary webinar on the new funding rules, sponsored by OneFile on the 7 of June, free to both members and non-members. Joining the webinar will be members of the DfE Policy Team 鈥� and more on the event can be found .

Ben Rowland, AELP Chief Executive, said:

“I am pleased that the DfE has agreed with key AELP recommendations and has made some important changes in the new apprenticeship funding rules. By gathering and channelling the voice and experience of our members, AELP has been able to establish constructive and robust positions with the Department that have led to these changes.

鈥淩elaxing the period in which off-the-job-training can be planned and then delivered means there鈥檚 more flexibility and will benefit learners and employers, as well as providers. The focus should be about delivering high quality training and learning rather than having to stop and replan or instigate an unnecessary break in learning. I am also pleased to see the subcontracting threshold increase and more flexibility given on judging apprentices鈥� English and maths ability.

鈥淲e should also applaud the DfE on their decision to extend the further removal of co-investment to include apprentices aged 22-25 with an EHCP or have been in the care of their local authority. Although the numbers affected may be small, the positive impact on those people鈥檚 lives in this will be significant. Overall, these changes show that once again, AELP is at the forefront of campaigning for positive change in the skills sector.鈥�

AELP backs changes to off-the-job training rules was published on 91自拍 by AELP

David Pool, Practice Director, Data Science and AI at QA, the UK鈥檚 leading digital skills training specialist which has worked with 96 of the current FTSE 100, has highlighted why upskilling is fundamental to the UK reaping maximum benefits from the AI revolution. 

He made the comments at the start of QA鈥檚 activities for Learning at Work week on 13th May. This is an annual Campaign for Learning event, aimed at encouraging continuous education in the workplace. QA will be running a series of online webinars and training sessions, dedicated to enhancing skills and knowledge of AI application in professional teams.

David Pool said said: 鈥淲e have a longstanding skills shortage in the UK which is only going to get more acute given the unprecedented pace of technological change. To put it into perspective – the UK Government鈥檚 annual employer skills survey found 1.72 million employees are now judged to be underskilled – that鈥檚 compared to 1.27 million in 2017. Looking at data, tech and digital skills specifically, Forbes research found that 93% of businesses had experienced challenges due to the lack of skilled digital talent with 41% pointing to a lack of training opportunities as a major cause.

鈥淲e need to see a skills revolution – perhaps the biggest transformation in skills seen in years to ensure that the UK workforce is prepared for the AI-driven digitalisation of the economy. AI will impact nearly every job function across almost every industry. Businesses large and small will need employees who have, at the very least, a basic grasp of how AI works, its risks, and its benefits. Given the UK鈥檚 existing skills shortage it is simply not realistic to believe that enough AI-skilled workers will be created via higher education. It is up to businesses to proactively upskill and reskill their workforces – at every level – on critical AI skills. Research has time and again shown that the ROI on upskilling is incredibly high and has an outsized impact on employee retention. With the potential for AI to drastically improve the efficiency and effectiveness of nearly every business function – AI upskilling is likely to be one of the most consequential decisions a UK business will make over the next few years.

鈥淎I upskilling is also crucial to future proofing the livelihoods of millions of workers. History serves as a stark reminder of the perils of neglecting skills development. The decline of heavy manufacturing in the 70s and 80s left scars that still linger today. Now, as AI threatens to automate lower-skilled roles and reshape entire industries, we cannot afford to repeat past mistakes. Businesses and individuals need to be aware of this risk and understand that acquiring new skills doesn鈥檛 begin and end at school or university – it is a lifelong process. For a lot of people this will require a change in mindset. However, if we can make continuous upskilling a normal part of every career, not only will we reap all the benefits and reduce the risks of AI, we will go a long way to closing the UK鈥檚 productivity gap and supercharge the economy.鈥�

QA’s Digital skills expert calls for focus on upskilling to realise potential of AI was published on 91自拍 by QA

, a leading provider of green skills training solutions, is thrilled to announce its selection as a finalist for the prestigious Unlock Net Zero Awards 2024. The awards, held in partnership with the British Property Federation, recognise outstanding contributions to sustainability and innovation within the UK housing sector.

Quantum Group’s dedication to addressing the national green skills shortage, through innovative training solutions, has earned them a coveted spot on the shortlist for the Innovation of the Year – Product category. Their commitment to equipping the workforce with the skills needed to drive sustainable practices aligns perfectly with the ethos of the Unlock Net Zero Awards.

In addition to their innovative approach, Quantum Group has made significant strides in installing green skills training facilities across various colleges throughout the UK this year so far. These installations include:

• Aylesbury Campus, Buckinghamshire College Group
• NCC London (across 3 campuses)
• Hertford Regional College
• London South Bank Technical College
• Burton and South Derbyshire
• St Helens (across 2 campuses)
• Wiltshire College and Coventry College

“We are honoured to be recognised as a finalist for the Unlock Net Zero Awards,” said Maria Gonella, Managing Partner at Quantum. “This recognition is a testament to our ongoing commitment to fostering sustainability and addressing the critical green skills shortage. We are proud of the impact our training solutions are making across the UK, we are constantly developing further training modules such as Rainwater Harvesting and Retrofit, which are essential for maximum impact to accelerate green construction skills to net zero.  We are in this position through the hard work and dedication of the whole Quantum team, our partnership with Daikin UK and our unwavering support from colleges and our local Havering borough council.”

In addition to their renewables training facilities, Quantum has written and offer several Level 2 and 3 Green Skills courses, including Sustainable Energy and Renewable Technologies: Air Source Heat Pump Design, Installation and Maintenance, and Train the Green Trainer.

The winners of the Unlock Net Zero Awards will be announced at a sustainably focused awards ceremony on the 26^th of June 2024, held alongside Housing 2024 at Manchester Central. Quantum Group looks forward to the opportunity to celebrate alongside fellow industry leaders and continue driving positive change within the UK housing sector.

Quantum Group Shortlisted for Prestigious Unlock Net Zero Awards 2024 was published on 91自拍 by quantum2023

@BarkingCollege : Plumbing apprentice Daisy Turner has secured a double win in two national competitions for apprentice and student plumbers.

The 24-year-old from Rochford, Essex, has been crowned the HIP Female Skills Competition 2024 Winner, following a grand final at Stephenson College, in Coalville.

Not only did she win the female competition, Daisy also clinched the title of HIP Learner of the Year, at the national final in Birmingham, notching up her double win.

Daisy, who studies at Barking & Dagenham College @barkingcollege, competed with students from across the country to win the competitions.

Her bumper prize haul included 拢750 of gift vouchers, an array of tools and clothing worth hundreds of pounds. Daisy also got to take away all the materials used in her final test, which included high quality products such as a boiler, a hot water cylinder, a pump, a radiator, a shower, and an extensive range of plumbing materials. In addition, platinum sponsor, Viessmann, gave her a factory tour voucher, including an overnight stay.

Daisy commented: 鈥淚 still can鈥檛 believe it. Winning both the Female Skills Competition and the Learner of the Year Competition in the space of a week has been unbelievable.

鈥淭he prizes and the overall experience have truly been overwhelming. I鈥檇 encourage anyone considering participating next year to absolutely go for it.鈥�

Her tutor Lee Regan adds: 鈥淲e are thrilled that Daisy has secured this well-deserved double win.鈥�

Daisy is now preparing for the WorldSkills competition, supported by her college tutors and her employer Toucan Heating and Plumbing Ltd of Benfleet.

Barking & Dagenham College is one of the leading providers of intermediate, advanced and higher apprenticeship training in London, training around 1000 apprentices and working with around 300 employer clients each year.

Double win for apprentice plumber Daisy was published on 91自拍 by Barking & Dagenham College

Actors Melanie Hill and Robson Green have taken part in a series of talks to students at the University of Sunderland to inspire the next generation of acting talent.

Students who study had the chance to hear from those in the industry and gain invaluable advice for their future careers.

Both Melanie and Robson also answered questions from coping with setbacks to embracing opportunities.

Robson said: 鈥淚 enjoyed the opportunity of engaging with the talented Drama and performing arts students at the University of Sunderland, sharing the insights and experiences gathered over my 40-year journey as an actor.

鈥淚t’s a privilege to connect with the next generation of creative minds and hopefully inspire them on their own artistic adventure.鈥�

Robson added: 鈥淚 also enjoyed teaming up with former Artistic Director of Live Theatre and close friend Max Roberts who is one of the main reasons I took up acting as a profession all those years ago. One of the best directors in the business.鈥�

The actors also had the chance to reflect on the north-east and the homegrown talent that is being nurtured at the university.

Melanie, who is an honorary fellow at the University of Sunderland, said: 鈥淚鈥檓 thrilled to be returning to Sunderland, my hometown, to chat to the future hope for the city.鈥�

Melanie added: 鈥淚鈥檝e enjoyed speaking about all I鈥檝e learned, failed at, enjoyed, hated, laughed at in the last 40 years. Warts and all.鈥�

This is all made possible through the collaborative partnership that the University has with Live Theatre, Newcastle to offer higher education students the opportunity to develop relationships with industry professionals.

Dr Adelle Hulsmeier, Senior Lecturer and Programme Leader for Screen Performance at the University of Sunderland, said: 鈥淭he University is once again honoured to have such prestigious and experienced professionals visit the University and share their knowledge and expertise with the students.

鈥淪haping the students learning and understanding of the profession is a huge and important part of our performance programmes, and we are incredibly grateful to Max Roberts for his exhaustive and conscientious approach to bringing relevant and exciting professionals into our space to encourage, influence and advise our students on routes to industry and employment.

鈥淲e are incredibly grateful for the actors for taking time out of their incredibly busy schedules to share their experience and guidance with the students, it is incredibly valuable to have such revered and celebrated individuals impact the students educational journey.鈥�

Melanie Hill and Robson Green have taken part in a series of talks to students at the University of Sunderland was published on 91自拍 by University of Sunderland

Cardiff and Vale College (@CAVC) is proud to be sponsoring the popular G诺yl Fach y Fro when it comes Barry Island this weekend (17^th May).

The celebration of Welsh language and culture will feature live performances by school choirs, renowned bands and folk artists, dance performances and workshops. There will also be family-friendly activities.

CAVC is excited to be involved as a headline sponsor as part of the College鈥檚 long-standing #SiaradDysguByw campaign, which translates as #SpeakLearnLive.

Cardiff and Vale College Principal Sharon James-Evans said:

鈥淎t CAVC we believe in the power of partnership to grow opportunities and benefit our region, and in teaming up with G诺yl Fach y Fro we hope to provide an inviting atmosphere which appeals not only to the Welsh language community but also to those who wish to engage with the Welsh language for the first time.

鈥淎s the biggest college in Wales we are passionate about our country and our language 鈥� and we continue to promote the Welsh language throughout the year internally to staff and learners and externally too, sharing our commitment to offer opportunities for everyone to speak, learn and live in Welsh.鈥�

The College continues to embed Welsh language modules in key courses, with PGCE learners completing Sgiliaith Welsh awareness training programmes, and provides beginner-level Welsh lessons for non-Welsh speakers across a host of courses from Welsh language priority areas of Health and Care and Public Services, through to ESOL.

Cardiff and Vale College announces sponsorship of G诺yl Fach y Fro was published on 91自拍 by Cardiff and Vale College (CAVC)

The and are pleased to announce a new 鈥淧artnership for Work Readiness.鈥� The collaborative partnership aims to inspire employers to positively act to enhance their engagement with education, and deliver quality work readiness/placement programmes, centred on the successful .

At a time when there is an unprecedented demand for skills across the country and throughout all sectors of the economy, both partners are keen to help employers maximise the diverse potential of those in education, especially those where the barriers to participation are the greatest. The exciting partnership will also ensure that the provision of quality work readiness programmes accredited by Industrial Cadets 鈥� at all levels, but especially at the – are always considered and utilised to best assist students to transition to meaningful and matched employment. Additionally, the partners are keen to challenge the established or out-dated norms in working and workplace practice and ensure the wealth of talent in all areas of our society is maximised in full, to the benefit of engaged employers and the wider economy.

Julie Feest, CEO at the Engineering Development Trust said, 鈥淓DT and Industrial Cadets are delighted to announce this new partnership. Industrial Cadets is a widely recognised, accredited awards scheme increasing diversity and inspiring young people through industry-based experiences to become part of the workforce of the future. With this partnership with The 5% Club, we are able to promote to young people The 5% Club members who are committed to build 5% of their workforce in early talent, which makes them great companies for our young people to target for their first role. With employers able to recognise Industrial Cadet Platinum students as part of their Employer Audit, it is a first step towards recognising the importance of the link between outreach and recruitment for companies focused on growth of early talent.鈥�

Mark Cameron OBE, CEO of The 5% Club said, 鈥淭his new partnership builds on The 5% Club purpose and provides a crucial lens through which we can focus our activity for the benefit of every worker, but especially those young people who face the greatest challenge in accessing workplace learning schemes, by dint of their individual characteristics or social background. Quality work experience and industrial placements are key to success in this area, which is especially relevant in the current climate of near full employment, where employers need to think and act differently to access the employees they need, now and into the future, and to progress and retain those talented individuals already within the workforce 鈥︹��

He adds, 鈥淭he 5% Club is well placed for this challenge, with our membership now numbering over one thousand Employers, representing 1.7m workers and over 100,000 staff members on earn & learn schemes. We have a record of inspiring our members to create opportunities using workplace learning, and it is clear there is a need to redouble efforts to ensure all young people understand the world of work, make informed choices and, in due course, benefit from the enhanced employability skills to be gained from meaningful workplace learning schemes, such as apprenticeships.鈥�

Partnership for Quality Work Readiness Programmes was published on 91自拍 by The 5% Club

Gregor M眉ller, COO of GoStudent shares the lessons learnt from leveraging AI as an educational tool and warns of the importance of maintaining the human touch.

AI is already transforming the way students learn – endless data shows that students across the globe are using AI to support their studies. Not only that, students actively want to learn with AI. Our recently released found that 83% of UK students that have tried learning with AI enjoy it.

83% of UK students that have tried learning with AI enjoy it!

The data is clear and, for educators and innovators alike, the question is no longer 鈥榟ow can I stop students from using AI鈥� but rather 鈥榟ow can AI drive education forward鈥�.

We believe human teachers will always play a crucial role in education. AI holds the potential to streamline workloads and personalise learning – in many ways turbocharging the classroom – but it can’t replicate the human interactions had there.

Lessons learnt from building an AI-powered classroom

Last year, we took our first step towards building an AI-powered classroom by releasing an AI lesson planner, enabling tutors to create tailored lesson plans in seconds. We also introduced AI lesson transcripts, meaning lesson summaries could be created in seconds. Together, these innovations allow tutors to spend less time on admin and more time with their students.

When it came to finding the same benefits for students, we wanted to ensure that whatever we built would enhance learning. It is for this reason that we developed Amelia – our curriculum trained AI tutor.

As we continue shaping our AI-powered classroom, these are the four key learnings we鈥檝e uncovered on our journey so far:

Know AI鈥檚 limitations

Back in early 2023, there was a lot of buzz around the idea that we could use AI to fill the gaps left by the global teacher shortage. We felt sure that AI could educate kids, but we were missing one critical component: AI can鈥檛 inspire in the same way humans can. This year鈥檚 Future of Education Report found that a child鈥檚 favourite subject is taught by their favourite teacher. This isn鈥檛 only because the student  connects with the topic, but because they connect with the person teaching it. Good teachers are more than just instructors鈥攖hey’re role models who inspire, empathise, and adapt in ways AI simply can’t. So, while AI offers cool perks like personalised learning and instant feedback, it falls short when it comes to understanding complex emotions and fostering that sense of belonging in the classroom. This taught us that while AI has its place in education, it’s the human connections and interactions that truly make learning meaningful.

View AI as pedagogical catalyst

UNESCO reports a shortage of 4.8 million teachers in Europe alone, highlighting the acute need for innovative solutions that optimise existing resources and bridge educational gaps. To my mind, this is where AI’s true potential lies. By automating routine tasks, processing complex data, and generating personalised resources, AI can significantly reduce teacher workload and create learning experiences that are tailored to the specific needs of the student. I believe that if we view AI as a teaching assistant, there to enhance the unique abilities of the human teacher, we will build the most meaningful AI tools.

Understand what your audience wants from AI

One of the key motivations for our annual Future of Education Report is to learn what students want from their education and the role technology plays. Seeing the huge change that AI was driving, this year we added teachers to our sample. The findings shaped our approach to using AI. We learnt that students adapt to new tech at a far more rapid rate: 56% of students in the UK want to learn with AI, but just 20% have access in the classroom. We also learnt that 80% of students are highly comfortable learning with online tools. In response to this, we built GoStudent Learning to be AI-powered, interactive, engaging, and immersive, knowing that the end user would expect this.

We also learnt that more than half of teachers think hybrid and blended learning techniques could be a practical solution to the teacher shortage; however, one of their biggest concerns was that AI may threaten their role. This reinforced our understanding that in order to support educators and increase the uptake of AI tools in learning environments, AI tools must be built to enhance the work done by teachers, not threaten it.

Be open to change

AI is a new technology, and just because we鈥檝e found a way to harness AI to support students and teachers now, doesn鈥檛 mean that the same use cases will make sense in the future. The best EdTech companies will grow and evolve as AI grows and evolves. Stay curious, keep talking to your end users and be willing to adapt. If you don鈥檛 create products that will adapt over time, then you鈥檙e doing yourself and your users a disservice.

While it鈥檚 clear that technology holds the potential to reshape learning in profound ways, it’s our collective responsibility to ensure that we innovate in the right way. We must keep top of mind the enduring value of human connection in education. While AI can and will significantly enhance efficiency and personalisation, it cannot replicate the nuanced interactions that teachers provide. As we embrace the enormous potential of AI, let’s remain mindful of the irreplaceable role that human educators play in shaping each child鈥檚 journey.

Gregor M眉ller is the COO and co-founder of leading education and tutoring platform, .

Balancing Innovation with Human Touch: Lessons from Building AI Learning was published on 91自拍 by GoStudent

Plumbing students across London unite to compete at the Centre of Excellence Plumbing Skills Competition showcasing their industry skills and knowledge.

Students from Waltham Forest College, College of North West London, Tower Hamlets College, and West London College collaborated to compete in a series of practical skills competition and demonstrated their mastery in drawing and mark-out, fabrication and pipework installation, whilst working accurately and to a strict competition timescale.

Waltham Forest College students excelled across various levels, truly demonstrating their latest industry skills, dedication, exhibiting quality and precision in their work, securing remarkable victories across all category levels.

At Level 1, Waltham Forest College claimed the top position, showcasing the talent and dedication of its budding plumbers. Moving up to Level 2, the College continued its winning streak, once again clinching the coveted first place position. The triumph extended to Level 3, where Waltham Forest College not only secured the first position but also showcased its depth of talent by securing the second and third positions.

Rennie Llewellyn, Plumbing Lecturer, said: “We are immensely proud of the exceptional performance of all the students that took part in the skills competition and the outstanding performance of Waltham Forest College’s participants underscores the College鈥檚 commitment to providing high quality education and training in the field of plumbing, equipping students with the necessary skills, knowledge and behaviours to succeed鈥�.

Waltham Forest College continues to shape the future of the plumbing industry with its strong partnership and collaboration with industry leaders, Society of Public Health Engineers (SoPHE) and Chartered Institution of Building Services Engineers (CIBSE), who were part of the judging panel.  

Hassan Rizvi, Deputy Principal for Curriculum and Quality, said: “We will continue to support the aspirations and skills development of our students by collaborating with key industry partners and other colleges and explore enrichment activities which broadens our student鈥檚 overall college experiences and widen their skills, talents and interests鈥�.

Waltham Forest College Students Shine in Prestigious Centre of Excellence Plumbing Skills Competition was published on 91自拍 by Waltham

It is no secret that we are currently living in uncertain times 鈥� the cost of living is at an all time high, the UK only narrowly avoided a recession, and technology is changing faster than we can keep up. Business leaders are certainly feeling the pressure. But it is not only business leaders that these factors impact 鈥� employees are also feeling the pinch. Leaders mustn鈥檛 get too caught up in business operations and forget about their most valuable asset: their people. 

This week is Mental Health Awareness Week and arguably it has never been more important. 91自拍 spoke to six business leaders about what organisations can and should be doing to support employee wellbeing all year round. 

Into the unknown

We only have to look back half a decade to see how drastically our work lives have changed. Before the COVID pandemic, the majority of the UK workforce worked permanently in the office. In 2024, the opposite is true. With a hybrid model now the norm for of the UK workforce, most employees are able to work remotely at least some of the time.听听

Mairead O鈥機onnor, Practice Operations Director at Node4, expresses concern about this trend. 鈥淚n today鈥檚 digital world, I do worry that it鈥檚 harder to find human connection, especially within the workplace,鈥� she says. 鈥淭he default option is to send an email, or a Teams message, or just leave an emoji, but what are we losing by not having a proper conversation? Multiple studies have proven that social interaction lowers rates of depression and anxiety and improves self-esteem. With many teams being distributed today, it’s more important than ever to actively and intentionally create spaces for colleagues to talk.鈥�

The rise of AI is also a cause for concern in many industries. Since ChatGPT came onto the scene at the end of 2022, discussions about how it can transform how we work have been widespread. For some, these changes may be exciting but, for others, they can cause anxiety. 

“With tech leaders and world leaders prophesying everything from major job losses to the total destruction of humanity, it can be difficult to get some real perspective,鈥� recognises Hugh Scantlebury, CEO & Founder of Aqilla.听

鈥淪tress relating to potential job loss or job insecurity can be the tipping point for many people and cause anguish and anxiety,鈥� he continues. 鈥淚t鈥檚 important to understand the trigger for these feelings and try to formulate a positive response. In this case, it might be a commitment to find out more about AI or learn some new AI skills so that you can benefit from its advantages rather than reacting to it as a threat.鈥�

The uptick of cyber crime is also a cause for concern across many industries, adding extra pressure and stress to workers鈥� daily grind. With cybercriminals growing in sophistication and no sector safe from their pursuit, the knock-on impact on an employees鈥� mental health can be huge, and no more so than when an attack actually occurs. 

As Parisa Bazl, Head of User Experience at Commvault, explains, 鈥淭he business impact of a cyber attack is well-documented and widely discussed. But there is a worrying and often overlooked human element that can have serious personal consequences for those involved, in particular, employees targeted by cybersecurity threat actors and the cybersecurity professionals tasked with mitigating the impact of an attack. Data suggests that nearly two-thirds of cybersecurity incident responders seek out mental health assistance due to the demanding nature of responding to cyber attacks. Whilst another study revealed that one in seven security staff experience trauma symptoms months after an attack, with one in five considering a job change as a result.鈥澨�

A shoulder to lean on 

Whilst these are macro changes, and there is nothing much a single business can do to prevent them from developing, there are actions that business leaders can take to support their employees through difficult times. Crucially, during a time when business costs are rising, these don鈥檛 have to cost the earth. In fact, Lindsay Gallard, Chief People Officer at Six Degrees, acknowledges that 鈥�79 per cent of workers would find their jobs easier if their employer showed more concern over their mental wellbeing.鈥澨�

Elaborating on how to show this concern, Gallard recognises that 鈥渢here is no 鈥榦ne size fits all鈥� approach and so, for us, flexibility is key. This involves communicating and raising awareness widely, engaging our people on a range of topics, offering a variety of support and resources, and providing space within our initiatives and working arrangements to help every individual strike the right balance. At the heart of all of this, though, is communication: encouraging openness, really listening, and creating ways forward together.鈥�

Matt Hillary, CISO at Drata, adds that the most effective step that business leaders can take is to encourage their team to take time off, especially when it comes to addressing issues like burnout: 鈥淲e must encourage our team members to take time out to truly disconnect from work鈥搕urning off all notifications that plague our awareness throughout the workday鈥搘hen they need to, champion the rights for everyone to have a balanced life, and welcome employees to set work boundaries based on their individual and diverse needs 鈥� all without fear of discrimination, fear of missing out, and fear of not pulling their weight.”

These steps will make a huge difference in breaking the taboo around mental health and encourage employees to share openly and seek out help if needed. Shirley Knowles, Chief Inclusion and Diversity Officer at Progress, concludes: “By acknowledging Mental Health Awareness Week, we can help reduce the stigma surrounding mental illness, provide support to those in need and promote overall mental health and wellbeing in our communities.

鈥淚t is essential to prioritise mental health and ensure that all employees, from all walks of life, have access to the resources and support they need to thrive and overcome mental health challenges.”

Supporting employee wellbeing during uncertain times was published on 91自拍 by Industry Experts

Multicultural Apprenticeship Alliance (@MulticulturalAA) announces British Airways as its Headline Sponsor for The Apprenticeship Branding Conference 鈥揂mplify

Multicultural Apprenticeship Alliance is proud to announce British Airways as its headline sponsor for The Apprenticeship Branding Conference, Amplify, set to take place on June 11th 2024, at Millennium Point in Birmingham.

The Apprenticeship Branding Conference – Amplify is the inaugural conference hosted by the Multicultural Apprenticeship Alliance (powered by Pathway Group).The prestigious event aims to showcase the latest trends, innovations and best practices in the field of apprenticeship branding. With a focus on empowering organisations to attract and retain top talent through effective branding strategies, the conference serves as a platform for industry leaders to exchange insights and ideas.

“We are thrilled to have British Airways as our headline sponsor for Apprenticeship Branding Conference – Amplify. “Their commitment to excellence and innovation aligns perfectly with the goals of our event, and we are confident that their involvement will greatly enhance the experience for our attendees. We are extremely grateful that British Airways has shown the commitment to the Apprenticeship Branding Conference 鈥� Amplify.鈥� Said Safaraz Ali, CEO Pathway Group and Founder of the Multicultural Apprenticeship Alliance.

“We are delighted to support the upcoming Apprenticeship Branding Conference 鈥� Amplify. From student engagement to our award-winning graduate schemes and apprenticeship programmes, we are passionate about building opportunities for the aviators of tomorrow. We know diverse teams embedded in an inclusive culture always create better results and so are committed to continuing to improve representation across our airline, with a key focus on our emerging talent programmes. As a proud patron of the Multicultural Apprenticeship Alliance, we are really excited to support this initiative”, said Ricky Leaves, Manager Emerging Talent – Development and Delivery, at British Airways.

鈥淭he Apprenticeship Branding Conference – Amplify promises to be a dynamic and informative event, bringing together industry professionals, educators, and policymakers to explore the future of apprenticeships in a rapidly evolving economy. Attendees can expect an enriching experience that will leave a lasting impact on their organisations.鈥� Said Jagdeep Soor, Executive Director Pathway Group & the Multicultural Apprenticeship Alliance.

Multicultural Apprenticeship Alliance announces British Airways as its Headline Sponsor for The Apprenticeship Branding Conference 鈥揂mplify was published on 91自拍 by Adrian Kibbler