English and maths – whose failure is it anyway?

English and maths pic

Blog by Sally Dicketts, Group Chief Executive, Activate Learning
Follow me on twitter @sallydicketts

Ofsted chief inspector Sir Michael Wilshaw dealt a well-documented body blow to the further education sector last month when he suggested 16 to 19-year-olds would be better off in schools.

When quizzed on his comments to the Education Select Committee, he cited students’ poor performance in GCSE English and maths retakes as a key indicator of the sector’s failings.

Young people who don’t do well in these subjects at 16, rarely improve two years later, he complained.

If schools have failed to prepare these young people for GCSE success in 11 years, why are colleges being criticised for failing to reverse their fortunes in just two?

Last summer the think tank, Policy Exchange, published a report suggesting schools pay a levy to colleges where pupils joined having failed to secure good English and maths grades. The levy would help to ease colleges’ growing budget pressures over what could be seen as “passing the buck” of under-performance.

While many are still reeling from Sir Michael’s comments on further education, engaging in the blame game isn’t really going to help anyone.

No one doubts that English and maths are vital life and employability skills, but for me the question is whether GCSEs are the right indicator of success at all.

If a young person has struggled with English and maths at school, simply asking them to repeat the same exercise for another two years is only likely to reinforce failure.

Our emotions are the biggest barrier to effective learning and our emotional roadblocks are immediately raised when we are presented with a situation we have failed in before.

To break a habit we need to do things differently. We have seen a clear difference in our colleges where English and maths is embedded in the vocational curriculum. A student in hospitality and catering may struggle to see the relevance of writing an essay about their summer holiday, but can appreciate the need to present a clear ingredients list and explain a menu’s nutritional value.

This approach serves to demonstrate the value and impact of English in a vocational context. Students see the relevance and immediately feel motivated to put in the effort required to achieve.

While I absolutely disagree with Sir Michael’s comments about further education, what I hope it provokes is a further debate about how we teach and measure English and maths.

We need to stop being lazy in the way that we make judgements about student attainment, and instead understand the literacy and numeracy skills required for success in employment and life.

Autumn statement response

Sally Dicketts, Group Chief Executive of Activate Learning

Follow Sally on twitter @sallydicketts

The Chancellor has today announced that funding for further education colleges will be protected in cash terms.

This comes as a huge relief for the sector, which was braced for further cuts to the adult skills budget and funding for 16-19 year olds.

At the same time the Chancellor has announced that 19 year olds will be able to access further education loans. This will enable this age group to access training that will make a real impact on their future career and earning potential.

As always, the devil will be in the detail, but on the face of today’s announcement it appears that the campaigning done by colleges up and down the country has paid off.

The situation for many further education colleges is already extremely tough, with funding having reduced by 22 per cent over the last five years. Over the same period funding for schools and universities has grown.

Colleges provide a vital service to the local community, developing the skilled workforce required to meet employment needs and drive growth.

We need the government to recognise the value of this incredibly resourceful sector, and today’s announcement provides some signs that this is beginning.

Language skills the key to breaking down barriers

Blog by Activate Learning Group Chief Executive Sally Dicketts.
Folllow Sally on twitter @sallydicketts 

Last week David Cameron set out the government’s Prevent strategy aimed at tackling radicalisation.

The speech highlighted the importance of boosting integration in deprived and isolated communities, including ensuring people learn English.

On the same day the Skills Funding Agency revealed that funding for ESOL plus mandation – a programme to improve the language and literacy skills of job seekers – would be withdrawn.

The cut is part of the £450m savings required by the Department for Business, Innovation and Skills.

The links between language and community cohesion are clear.
Continue reading “Language skills the key to breaking down barriers”

Will the post-16 education review ‘fix the foundations’?

Blog by Activate Learning Group Chief Executive Sally Dicketts.
Folllow Sally on twitter @sallydicketts

Foundations

Last week the government released the first details of its national review of post-16 education.

The 10-page report sets out a plan for “fewer, more resilient and efficient providers” which could include new Institutes of Technology and National Colleges providing training in industry specialisms.

The proposals stem the Government’s productivity plan – Fixing the Foundations – which aims to create a more prosperous and productive Britain.

While the detail on such sweeping reforms is scant at this early stage, we know that the vision will be achieved via a national programme of area-based reviews, starting in September.

Area-based reviews are not new to the sector, but they haven’t before been driven through with such an imperative for colleges to collaborate and merge.

Merger is part of our history at Activate Learning, where three colleges are now part of one group with centralised support services.

However, in the current climate I would question whether merger is always the best route for colleges needing to improve effectiveness and financial stability. Continue reading “Will the post-16 education review ‘fix the foundations’?”

If ‘top girls’ opt for jobs over degrees, what can schools do to prepare them?

Blog by Activate Learning Group Chief Executive Sally Dicketts.
Folllow Sally on twitter @sallydicketts

girls school blog pic

The headmistress of one of Britain’s best-performing schools predicts that in future more of the brightest schoolgirls will favour employment over university when they turn 18.

In an interview with The Sunday Times, Clarissa Farr, headmistress of St Paul’s Girls’ School in London, suggested that it is becoming “acceptable for bright students not to go to university” and that heading straight into employment could be a “more exciting and faster route to the top”.

Her comments come at a time when more and more people are questioning the value for money of a university degree. With tuition fees of £9,000 a year, coupled with accommodation and other living costs, the average graduate will emerge from their education with up to £40,000 of debt.

Quite rightly students – and their parents – will want to ensure that university study will significantly enhance employment and long-term career prospects.

Cost however is clearly not the only driver for this shift in thinking amongst the upper echelons of Britain’s private schooling, where annual fees are around £23,500 a year.

Slowly, but surely, a paradigm shift is emerging. Big name employers, frustrated with the well-publicised skills gap between education and employment, are recognising the value of nurturing raw talent and shaping the technical and soft skills that they require in their employees.

Continue reading “If ‘top girls’ opt for jobs over degrees, what can schools do to prepare them?”

Our education model is rated by everyone except us

Blog by Activate Learning Group Chief Executive Sally Dicketts.
Folllow Sally on twitter @sallydicketts

The academic year draws to a close amidst a backdrop of uncertainty over the future of further education.

In a recent speech to the Association of Employment and Learning Providers, Skills Minister Nick Boles questioned whether the general further education model has a future at all. As the government seeks to reduce the national deficit, what Mr Boles referred to as the ‘unproductive parts of the further education sector’ will come under scrutiny.

Today’s budget will reveal how required savings of £900m to the BIS and DfE budgets will fall on FE.

Britain’s vocational education system is under-funded and under-valued and yet internationally it remains a highly prized commodity.

Continue reading “Our education model is rated by everyone except us”

If FE colleges are so dangerous, why send the most vulnerable?

A version of the following blog, by Activate Learning Group Chief Executive Sally Dicketts, appeared in TES on 12 June.

Folllow Sally on twitter @salldicketts

Further education has an image problem. That statement will come as no surprise to anyone working in the sector.

While many have no understanding of it at all, others perceive it to be a risky option.

We are used to responding to parents’ concerns about how their child will fare – leaving the relative safety of school for a semi-urban college campus where their son or daughter will face greater freedoms, follow a more flexible timetable and potentially mix with a more diverse student body.

Continue reading “If FE colleges are so dangerous, why send the most vulnerable?”

What can marshmallows teach us about student success?

Sally Dicketts is Group Chief Executive of Activate Learning.
Follow Sally on twitter @sallydicketts

marshmallow1

Picture the scene. You are left alone with your favourite sweet treat and told not to eat it – or at least told not to eat it for 20 minutes after which your self-control will be rewarded with double helpings.

You can’t leave the room, you can’t do anything else, just sit and wait.

Would you forego instant gratification for the promise of something better in less than half an hour?

Continue reading “What can marshmallows teach us about student success?”