Engagement work: Post-16 sector update – autumn 2020
This report summarises the findings from engagement calls made to further education colleges, work-based learning training providers, adult learning in the community partnerships and learning in the justice sector provision between the end of September and early October 2020.
This report is based on the information discussed during remote meetings between post-16 link inspectors and senior leaders. The main focus for each discussion was on approaches to continuing learning and on blended learning, and how providers and partnerships were providing support for learner wellbeing and engagement. The report was written before the firebreak lockdown at the end of October 2020 and the information provided by senior leaders in the providers and partnerships presents an update on the current situation following on from the period noted in the Annual Report thematic section 2019-2020. This information will also help to inform thematic reviews of blended learning approaches and learner wellbeing, to be published later in the spring term 2021.
Key findings
Moving forward with blended learning
Since the last engagement meetings with post-16 providers in June and July 2020, providers and their teachers, trainers and assessors have faced unprecedented challenges in supporting their learners to not only develop their skills and knowledge but to give ever increasing levels of personal support. All providers reported that they have developed contingency planning for local lockdowns or outbreaks of COVID-19 and continue to amend aspects of the delivery of teaching, training and assessment across the sectors.
Some venues for learners to receive face-to-face teaching or training have had to close due to local lockdowns or positive cases of COVID-19. The restrictions on access to learners’ workplaces continue to be a major barrier, with providers offering online activities to maintain learner engagement and interest. Some adult learning in the community partnerships are only using local authority-owned venues as they are more confident that appropriate health and safety risk assessments and arrangements are in place for these.
Most work-based learning providers state they would incorporate some aspects of blended learning into programmes moving forward. A few providers feel that blended learning is essential for the COVID-19 crisis period, but that work-based learners should return to their normal activities post crisis. They feel the model should be flexible otherwise learners will not develop key and essential employment skills such as working with others, team working and communication skills.
To address digital poverty, sectors have responded by sourcing, loaning and ordering IT equipment, but problems remain because equipment ordered has not arrived (further education), and work-based learning providers are disappointed not to receive similar funding for equipment that further education and adult learning in the community have had. It remains a challenge to ensure that all learners have access to the resources they need to undertake remote learning.
Leaders report that many staff and learners have significantly developed their digital skills over the last few months. However, digital skills of learners vary in all sectors and can be a barrier for some learners. Likewise for staff, although the sectors have been responsive in arranging training sessions and using Jisc to support in training ‘digital diamonds’ or champions to train other staff in work-based learning, further education and adult learning in the community. Many providers have updated their induction procedures for new learners to capture digital skills and availability of IT equipment.
While staff training appears to be focused more on using IT and developing online resources, there has been less discussion about course or programme design and blended learning pedagogy. Most leaders recognise that there is a need for continued professional discussion and learning about the best approaches for remote and blended learning.
Providers report that many learners have engaged positively in the new approaches to learning. However, the way that providers measure learner engagement is inconsistent across the sectors. Leaders and staff report that they are starting to focus more on evaluating the impact of teaching strategies on progress, rather than just identifying attendance or engagement with materials.
A key challenge on vocational programmes and courses is maintaining the engagement and motivation of learners during periods of lockdown or self-isolation. These learners selected practical based courses and with the current crisis this aspect is often paused or significantly reduced. Providers report that higher level learners on higher level programmes, even those undertaking academic courses and programmes, may not make the progress that was initially expected due to family reasons such as childcare restricting their study time.
Recruitment and enrolment
Recruitment shows interesting variations across and within sectors and learning areas. Where enrolments in specific courses, such as engineering, construction or hairdressing and beauty therapy, appear to be higher than anticipated in colleges, this is being attributed mainly to low levels of apprenticeship vacancies due to the ongoing pandemic. In work-based learning, there is regional variation in recruitment across learning areas. A number of sectors have been hit harder than others, including aeronautical engineering, hospitality and catering, and there are regional variations in engineering and construction. Adult learning in the community partnerships have found it difficult to engage learners with low levels of literacy and English (pre-entry to entry) on distance-learning and blended-learning courses. This is because of a lack of confidence in some cases and the preference to be in a classroom with a tutor where they feel more secure.
Learner and staff mental health and wellbeing
Overall, providers report that they continue to focus on the wellbeing of learners and staff. For example, leaders in further education colleges describe how they have made a greater range of wellbeing resources available to learners. Where appropriate, face-to-face support services have been reintroduced. There have been increased wellbeing and safeguarding concerns in some colleges and work-based learning providers, although not the case in adult learning in the community partnerships. Learners in work-based learning are often worried about the loss of employment and being made redundant.
Providers report that staff were anxious about returning to face-to-face delivery, but have received support to help them overcome their concerns. Across providers, communications has been further strengthened during the COVID-19 crisis, with managers and leaders in regular contact with staff to give updates and support.
Qualifications
Providers report that they are continuing to work flexibly to try and create every opportunity for learners to complete their qualifications. In work-based learning and in a large number of college courses, learners have now been on their training programmes and courses longer than planned. Providers are under increasing pressure to make sure learners complete the work they need to, especially off the job, with social distancing rules severely reducing practical workshop and classroom capacity. Leaders are concerned about work placement and progression of traineeship learners, as employers are reluctant to take on these learners for work placement experience.
Providers raise concerns about the limitations of awarding organisation mitigations, such as remote invigilation of essential skills and the lack of agreement for remote assessment. Leaders report that awarding organisations have not been proactive enough in adjusting assessment requirements to reflect the current situation.
Leaders reported concerns over the continued uncertainty regarding assessment and examination arrangements for 2021, in particular in relation to vocational qualifications. Providers identify that there is a strong likelihood that many learners on skill-based ‘licence to practice’ courses will continue to be unable to complete these qualifications within the expected timeframes due to difficulties meeting practical work and placement requirements.