Newsletter & Bids 37 2017
This week’s newsletter bids, grants and Funds come to you in conjunction with our sponsors London Based Manley Summers Training. We go out to some 4,139 organisations, with around 3,600 plus organisations or people within the Training and Development Industry. This week there are 41 pages of bids Grants and Funds.
The items on the Technical and vocational qualifications for teaching from September 2017 and reporting in 2019 performance tables are available now at: https://www.gov.uk/government/publications/2019-performance-tables-technical-and-vocational-qualifications The GLH are indeed very strange to my mind but hey what do I know.
In light of so many complaints they have a New Complaints process for the ESFA which can be found at
Prevista are intending to bid for the forthcoming DWP ESF Priority Axis 2 Skills for Growth Investment contract in the Coast to Capital LEP area. If you are interested in partnering with us please go to the link http://eevt.org/prevista-call-for-partners-dwp-esf-priority-axis-2-skills-for-growth/ and download complete the EOI form by the deadline and email to firstname.lastname@example.org
Message from the ESFA Existing AEB Contract for Service providers who either did not bid or were unsuccessful in the process have been written to confirming their run- down arrangements and proposed allocations, for the period 1 November 17 – 31 July 18.
Run down contract extensions are in recognition of a number of factors, they:
o Allow an appropriate period of time for providers to finish learning programmes for existing learners, the costs to support carry in learners must be prioritised and those learners must be supported until their end of their programmes
o Afford providers the opportunity to prepare appropriate transition plans and formulate business plans to take account of their run down AEB contract arrangements over a known period of time – August 17 – July 18 when contracts for AEB will cease
o Provide for transitional arrangements ahead of any plans for devolution of the AEB, to Combined Authorities (CAs)
o Maintain geographical distribution and limit change to the provider base and avoid losing providers for one year whom CAs subsequently wish to fund.
Providers who are successfully awarded a contract through the procurement cannot now opt for a run -down extension. However, Providers with contract extensions will not:
o Be able to apply for growth during the funding year 17-18
o Have any further contract extension, the contract will if accepted by the provider end on 31st July 2018
Hoping that this now clarifies the position
Rob George reminded me about an item so many thanks Rob, this may have passed many by 2017 to 2018 post-16 funding agreements and contracts – new clauses
ESFA say We have introduced new clauses in the 2017 to 2018 post-16 funding agreements and contracts in respect of requirements to report safeguarding incidents.
This has resulted in a number of requests for further detail about why we’ve added the clauses, the circumstances in which you should make such reports and the information we need. We have published some further information on this issue.
Informing ESFA about serious safeguarding incidents
ESFA has included new safeguarding clauses in the funding agreements and contracts for 2017 to 2018. Whilst the local authority and the institution have primary duties in respect of safeguarding, the Secretary of State (SoS) has a general duty to promote the wellbeing of children in England under section 7 of the Children and Young Persons Act 2008. ESFA’s role therefore, is to provide assurance to the SoS, in meeting her general duty, that the right organisations are taking action to keep all pupils and students safe.
For this reason, we want to be made aware when an institution is itself the subject of an investigation by the local authority or the police. We do not require details of all the safeguarding incidents an institution reports to the local authority or to the police, only where the institution itself, or one of its subcontractors, is subject to investigation. In such circumstances, we require the Chair or Chief Executive of the institution (or senior designated safeguarding lead) to email Enquiries.EFA@education.gov.uk.
ESFA will need to know the name of the institution, the nature of the incident and confirmation that it is, or is scheduled to be investigated by the local authority and/or the police. The relevant clause will be amended at the first opportunity to be clearer on this point, either in-year or for 2018 to 2019
So please re visit you’re safeguarding Policy and procedures and your Action plan.
Recent research by The Mentoring School has found that only 3 in 10 team leaders and supervisors feel confident supporting apprentices. In fact, overall, they found that 1 in 2 staff had concerns about supporting apprentices. This data was backed up by the apprentices they interviewed, where nearly half felt they were unsupported by their employers. If this concerns you, we’d like to offer you the opportunity to send your team on the award-winning National Apprentice Mentor Qualification, a course that covers the psychology of supporting new-entrant apprentices, working with different generations, supporting life and employability skills and much more!
Full details on the course are at http://www.thementoringschool.com/wp-content/uploads/The-National-Apprentice-Mentoring-Qualification.pdf
The course is delivered through 15 eLearning videos, one day in the classroom and a reflective assignment completed over 6 months, all for only £400 + VAT per person! We’re hoping to put on a couple of central courses, so if you are interested let us know and we’ll put you on the list! Richard Daniel Curtis Founder please contact me 02381120010 www.thementoringschool.com www.rootofit.com
OK the 20% off the Job Training and the breakneck pace of iterative changes in the apprenticeships system has left many – from levy-paying giants with big HR teams to the smallest of small business owners – confused about many aspects of the process.
Small businesses report getting caught up in an endless dystopian communications loop with the Apprenticeship Training Agencies, while even some big businesses slightly question whether the increased control they have over apprenticeships justifies the trade-off in the extra workload and bureaucracy.
But amid all the flux and certainty, there is a notable absolute. The rules around apprenticeships state categorically that a minimum 20% of an apprentice’s working hours must be allocated to ‘off-the-job training.’ To a layman, there seems nothing unusual or inappropriate in that decision.
Apprenticeships are, after all, about learning. Anyone who has ever waved wistfully goodbye to their personal development objectives year after year as they are swept away in the torrent of ‘business as usual’ can appreciate the wisdom in ringfencing some time to make that learning happen. And the concept of classroom time built into apprenticeships (perhaps through ‘day-release’) is not a new one.
Yet there is a substantial amount of debate going on about this rule, with some businesses claiming they cannot afford to lose so many man hours and others simply questioning the need for it. On a standard 35 hours a week contract, the ‘off-the-job’ portion of training equates to 300 hours a year. That’s a lot of lost productivity for businesses and an awful lot of learning about theory. ‘Aha!’ you say. ‘What if there’s a lot of theory to learn?’ And there you would really have hit the nub of the matter.
The ‘if’ is key. Some professions, some standards, will have a greater proportion of skills and theory that can and should be learned off the job than others. Critics of the 20% rule therefore argue not specifically against ‘off-the-job training’ per se, but rather that to insist that it make up 20% of an apprenticeship is arbitrary and neglects to take into account the vastly differing requirements of different standards.
The rule seems to run contrary to one of the over-riding principles of the new system – namely those employers are put in charge. If the new standards are about putting employers in the driving seat, then there is an argument for allowing them to determine how much off-the-job training is needed on a sector-by-sector and standard-by-standard basis.
The DfE must also take care that the bureaucratic burden on training providers does not end up becoming a tit-for-tat replacement of the evidence-gathering requirements of the old system, identified in the Richards report as a kind of time-and-effort-sucking Dementor that detracted from the business of learning and development. Currently, the SFA expects a plan for off-the-job training as part of the Apprenticeship Commitment Statement, and to see evidence of its delivery in order for providers to draw down funding. (On a positive note, Ofsted has stated that they will not be ‘counting hours’ but will only dig deeper if they feel an apprentice is receiving a low-quality experience).
Questions are also being asked about the fairness of the 20% rule in terms of how it impacts on candidates. Since off-the-job training cannot include functional skills (English & Maths), it could prejudice employers against those candidates who would need additional ‘time off work’ for training to achieve these standards; thereby flying in the face of the government’s social mobility objectives for apprenticeships. Meanwhile, on a purely practical level, apprentices in rural areas may actually encounter difficulties in travelling to approved training centres.
If this seems unfairly stacked against the 20% rule, it does have its supporters. “Denmark, Germany, Switzerland and the Netherlands are often cited as the gold standards of apprenticeships. Although each system has unique elements, they share an unwavering commitment to extensive training both on and off the job – with the latter taking up around a quarter to a third of an apprentice’s working week.” says Tom Richmond, FE expert, writing in FEWeek on 17th July. So, in actual fact, the 20% requirement is lower than in some other countries and there is anecdotal evidence that off-the-job training contributes to quality apprenticeships.
Indeed, the principle that external off-the-job training contributes to the quality of the apprenticeships is an important one. Many of us will have experienced the situation where ‘nice to haves’ (like training) slip down the priority list versus revenue-generating activity. Making this mandatory and outsourcing it to an organisation specialised in the delivery of training ensures not only that it happens, but that it happens to a required and common standard.
There is a danger, if apprenticeships were handled purely internally, of them becoming black holes, impossible for guardians of quality to penetrate. (Note: while some larger organisations may take the decision to become employer-providers, setting up the training provision internally – these organisations will have the resources to ensure this is done to a high enough quality, and become subject to Ofsted inspection to ensure compliance).
There’s a slim outside chance that the 20% rule might change in the future, should the lobbyists succeed in convincing new skills minister, Anne Milton. However, in the meantime, we like the advice from Sue Pitcock, CEO, Remit Training: “the main message is that off-the-job training in itself is not going to go away. Embrace it, have some fun and deliver some fantastic apprenticeships.”
Vince Cable has accused the Conservatives of sweeping his “dual mandate” consultation for the FE sector under the carpet after he left government – so he sees a new joint report into post-16 skills from a learner perspective as his chance to put things right.
The new leader the Liberal Democrats spoke to FE Week in Parliament today, ahead of the launch of the report, entitled ‘Students shaping the post-16 skills plan’. It was written in tandem with Shakira Martin, the president of the National Union of Students, after they spoke to FE students across the country.
The dual mandate, proposed while Dr Cable was business secretary, asked the FE sector how it wanted to reform itself looking ahead to 2025. But the report on the responses and conclusions drawn from this was never made public, as the consultation closed shortly after the May 2015 election, at which he lost his seat and the Liberal Democrats left government.
He began his work on this latest consultation, which this time is focused on the views and needs of FE learners, before he was re-elected to parliament in June. Reflecting on the demise of the dual mandate, he agreed this provided a chance to right some wrongs. Vince Cable and Paul Offord “I think there was a sense that this was coalition government, a Lib Dem minister, let’s try and pretend that never happened,” he told FE Week.
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Last week for The Asian Apprentices Awards nominations they need to be in by the 12th: Any nominated in categories 1-8 will automatically be nominated for the main award of the night, Apprentice of the Year. Do you have anyone you can think of in the following category areas?
- Financial, Legal and Professional Services (Employer/Apprentice)
- Health, Medical and Social Care (Employer/Apprentice)
- Retail, Hospitality and Tourism (Employer/Apprentice)
- Charity, Voluntary Organisations and Public Services (Employer/Apprentice)
- Construction (Employer/Apprentice)
- Engineering and Manufacturing (Employer/Apprentice)
- Creative and Digital (Employer/Apprentice)
- Transport and Logistics (Employer/Apprentice)
- Small Medium Enterprise up to 250 employees
- Large Business of the Year 250+ employees
- School or Academy of the Year
- Learning Provider of the Year
Apprentices nominated in categories 1-8 will automatically be nominated for the main award of the night, Apprentice of the Year. Employers and Learning Providers shortlisted from categories 1-8 will be automatically entered into their respective overall winning categories.
Learning Provider Nominations
School or Academy Nominations
Some great jobs for this week Lead IV Officer Lincoln Based
To lead and develop the assessment and verification process with a team of Assessors to ensure these processes support timely and compliant achievement of qualifications in line with SFA standards.
•Provide the IV/Lead IV function for the area in line with the requirements of the awarding bodies and current systems. Maintain and develop this function in line with any changes which are required by the awarding bodies or the Senior Management
•Lead and support a team of assessors – identifying opportunities for the collection of evidence of competent performance, using diverse evidence and providing assessment feedback.
•Coordinate the internal verification of all work-based and internally based assessments and deal with EVs as required in relation to this.
•Maintain assessment and IV documentation in an appropriate manner in line with company policies.
•Lead regular team meetings in relation to assessment/ IV/standardisation in order to ensure quality and consistency of assessments and verification across all programmes
•Contribute to the quality of the area, including SAR process, working closely with the Curriculum Leader to address issues of non-compliance and poor quality.
•Ensure that all required registration and examination documentation is accurately completed and promptly passed to the appropriate member of staff.
•Assist in the recruitment of new assessors/verifiers and provide mentoring to trainee assessors and verifiers where appropriate.
•To carry out these duties and responsibilities in accordance with all relevant statutory obligations and current Company policies, procedures and regulations including those relating to equal opportunities, health and safety, teaching and learning, quality assurance, financial matters, employment matters, funding and examination body requirements and data protection.
Qualifications & Experience
*Current IQA qualification
•DTLLS or higher
•5 years experience assessing a range of qualifications
•L4 IT qualification (desirable)
•Demonstrable experience working with SFA funded programmes and OFSTED
•Excellent working knowledge of e-Portfolio systems
•Excellent organisational skills
Applications or enquiries to me at email@example.com
MIS Administrator Lincoln Based
To provide a comprehensive management information and examination service to Areas of Learning and Partner Providers in order to ensure timely, accurate and efficient data submissions.
- Ensure the validity of the data entered in the Data Management System is supported with the relevant required evidence
- Process all student enrolment data and associated documentation (e.g Learner Support applications) for subcontracted provision accurately and in a timely manner and in line with the contracted profile.
- Process change requests relating to student data / attendance as requested by Areas of Learning – including updating student data with withdraw information / completion data provided
- Produce accurate data using reporting systems, databases and spreadsheets as required
- Maintain electronic and paper student records to a high standard and ensure audit requirements are adhered to – and all required paperwork is returned.
- Carry out data validity checks to maximise funding and ensure accurate returns using tools supplied such as PIX, ProSolution, YETI, FIS outputs, DSAT and SCORE
Applications or enquiries to me at firstname.lastname@example.org
Business Development Manager Package: £21-25K + performance related bonus scheme
Due to continued growth the Number4 Group are recruiting for a Business Development Manager.
The Number4 Group operate across the training, construction and security sectors. The position will be primarily being based in the Lincoln office but may require travel around the region due to working on nationwide projects.
A widely varied role working within several sectors to develop strong pipeline and close new business opportunities. You will be required to gain an in-depth understanding of the business and go to market propositions to enable you to deliver new business sales. You will be responsible for regular forecasting of opportunities including revenue and pipeline, pitching for and winning new business. You will work closely with bid and operational teams to ensure all opportunities are effective scoped and researched.
As this is a mobile role, you will be required to travel between clients and office facilities, you will need a full clean driving licence and where required to be prepared to travel extensively with this role
•Minimum 3 years’ business development experience
•Excellent presentation skills
•Background in training, construction or security would be an advantage but not essential
•Flexible on travel across the UK as required
•Driving license and car
Applications or enquiries to me at email@example.com
Keep training from me Steve and all the Team at EEVT, see you also on social media https://www.linkedin.com/groups/7492941 in Groups EEVT Limited or
https://www.facebook.com/EEVTLtd/?fref=ts on Facebook
Also our website at http://eevt.org/
Also via Twitter at https://twitter.com/EevtSteve
Patron of the BAME APPRENTICESHIPS ALLIANCE