InternationsGlobal standards: Standardsbridging the skills gap The Project Team North Warwickshire and Hinckley College

Dr Sally Messenger, Project Director Charles Anderson, Project Manager Helen Garratt, Project Co-ordinator

WorldSkills International

Jenny Shackleton, Assessment Advisor (formerly Head of Skills Development, UK Skills)

Designed by Alexander Russell and Elliott Wynd-Jennings, North Warwickshire and Hinckley College

Published by: North Warwickshire and Hinckley College Copyright: Skills Funding Agency or, by assignment, Find a Future Inside Cover Contents

4 Foreword by David Hoey, CEO WorldSkills International 5 Foreword by Carole Stott, Chair, Find a Future; Chair, Association of Colleges

6 Introduction 7 Raising the game in engineering design 12 Introducing cutting edge apprenticeships 16 Driving the agenda for high level standards 20 Developing skills demanded by industry 23 Reaching high in garden design 26 Trialling international standards in engineering design 30 Aligning professional skills with international standards 34 Creating aspiration and success 38 Driving excellence with a WorldSkills strategy 42 Enabling excellence for VET teachers 46 Achieving mastery in skills performance 51 Initiating international standards for all stakeholders 55 Capacity building in the UK delivery system 61 Setting a benchmark for international standards 65 Reflections 72 Suggestions and recommendations for action and development 73 Glossary 74 References 77 Acknowledgements Page 4 David Hoey Foreword Global standards: bridging the skills gap

Foreword joined since 2011), the expanded the previous documentation has been Membership brings with it new replaced by transparent, consistent and Since October 2011, when the challenges and opportunities for quality assured guidance and material WorldSkills Competition was hosted regionalisation, diversification and which is readily adaptable to needs in London, WorldSkills International inclusion. This growth, alongside the from institutions to governments. has transformed its identity and new Brand and the focus on quality, scope through three simultaneous, has lifted WorldSkills to the status The International Standards Transfer continuing and connected of respected global organisation Project is an example of the reciprocal developments. with emerging partnerships and benefit to be gained by a Member collaboration with other such global country and WorldSkills when we The first of these is the WorldSkills organisations as the OECD, UNESCO, work together. The Project has brand and communication strategy. UNESCO-UNEVOC and the ILO. We helped accelerate WorldSkills’ output The new Vision, Mission and Position are delighted that they recognise the while growing the conditions in the statement freshly articulate the global platform for skills excellence UK for the successful transfer and significance of both the WorldSkills that WorldSkills represents. embedding of those outputs. I am Competition and the wider WorldSkills therefore delighted to endorse Global movement within which it sits. The Until recently a Member country Standards: bridging the skills gap as an newly articulated focus areas (i.e. ‘what may not have found it easy to example of what can be done with the we do’) of Promoting Skills/Advocacy, extract immediate value from the WorldSkills standards to help business Career Building, Skills Competitions, documentation and activities of the and industry, and those who support Education and Training, International WorldSkills Competition. Following two them, meet the challenges of today and Cooperation, and Research each point years of intensive development that tomorrow. to the expanding value of WorldSkills is no longer the case. The opacity of for Members and global partners alike.

The second is the resolve with which the Competition itself has been reviewed and enhanced to make it a byword for Best Practice, technically and professionally. Whether for the talented young people competing, the Experts engaged in its design and implementation, or business, industry and government investing scarce resources, WorldSkills has an obligation to ensure that its standards, assessment and results all meet the toughest expectations. With a Position statement that reads: “the global hub for skills excellence and development” David Hoey we can do no other. Chief Executive Officer WorldSkills The third is the dramatic growth in Membership. With 35 new Members International in the last 10 years (19 of these have Carole Stott Foreword Page 5 Global standards: bridging the skills gap

Foreword generate 50 sets of occupationally local and specific initiatives to broader linked standards, all of which have surveys and reviews. In all instances In 2011 the UK hosted the international been consulted on with business and the standards have proved their worth, WorldSkills Competition, WorldSkills industry worldwide, and embedded including sometimes highlighting the London 2011, with acclaim for both within the WorldSkills Competition. scale of the challenge to be ‘world class’ the Event and Team UK’s performance. The standards are research-led, have a as a system, as well as through the The momentum generated by the future orientation, and use knowledge, exceptional efforts of particular groups Event prompted continued investment skill and competence as a baseline for and organisations. from the Skills Funding Agency in an excellence. annual Skills Show and also several As David Hoey notes in his Foreword, projects, all of which are now managed Encouraged by the Richard Review of both the global community and by Find a Future. One of these projects Apprenticeships, which in many ways WorldSkills Member countries are was to encourage the UK to make complemented the thinking and recognising the usefulness of the use of the global skills standards that processes of WorldSkills, in 2013 the WorldSkills Standards Specification. underpin the WorldSkills Competition. Project used the new thinking around I hope that, with the support of this This International Standards apprenticeship standards to facilitate booklet, the UK will also do so. Transfer Project was based at North and record the use of WorldSkills Warwickshire and Hinckley College, but standards through a series of case had a UK-wide remit. studies.

The Project’s aim was to use the This booklet, Global standards: bridging WorldSkills Standards Specification the skills gap, is the result of that and the standards underpinning activity. The case studies range from each WorldSkills skill competition as a benchmark for quality in several respects, including methodology, scope and range, positioning and currency. The success of Team UK at WorldSkills London 2011 had resulted from building performance upwards and outwards through several layers starting from national standards. It was a complex process. Meanwhile, other countries within the WorldSkills movement, for example Finland and Switzerland, had over the years carefully achieved much greater affinity between their national systems and global standards. The Project sought to emulate this in ways appropriate to Carole Stott MBE the UK. Chair: Find a Future Chair: Association of With privileged access to WorldSkills processes, Chief and Deputy Chief Colleges Experts, the Project has helped to Page 6 Introduction Global standards: bridging the skills gap

Introduction The Project team was therefore WorldSkills Experts across the world asked to facilitate and record the has amply demonstrated the benefits that accrue to Member countries In spring 2012 WorldSkills UK growing use of WorldSkills standards where the teacher is at the heart of established five WorldSkills London within and beyond the UK, using the their VET systems. 2011 Legacy Projects. One of these opportunities and contacts that they was to use WorldSkills standards to had generated, and to report by means We hope that these case studies will inform the UK’s vocational education of case studies. This booklet, Global encourage readers to explore the and training (VET) system. This was standards: bridging the skills gap, is potential usefulness of WorldSkills the International Standards Transfer the response to that request. These further. This can be done in several Project. multi-agency case studies are grouped according to their type and the nature ways, including by visiting the websites for WorldSkills (http://www.worldskills. The original aim of the Project was of their impact, ranging from specific org) and WorldSkills UK (https:// to acquire and help apply, within the developments in programmes and worldskillsuk.org), visiting the Skills UK, global standards of good practice, attainment, through strategies, to Show, and contacting the participants as contained in the WorldSkills capacity building for key elements of in whichever of the case studies most Technical Descriptions for the biennial the UK’s VET system. The booklet ends interest you. The Project team will also WorldSkills Competition. Over the with a thematic review of the case be delighted to hear from you. following two years the Project team studies’ significance and implications supported the review, enhancement for both future apprenticeships and and consultations for the WorldSkills the wider benefit of VET across the UK. Standards Specifications and in doing so gained access to a full set of 50 The scope of the case studies and the global standards of good practice. range of issues that they highlight The Project’s involvement in this are intentionally wide in order to work helped to accelerate the quality engage and spur to action a spectrum development of the standards and of readers. The concerns and generate a substantial network of opportunities that emerge tend not to industrial, business, institutional and be new. They include the increasing practitioner contacts across the UK and importance of relevant and current globally. industry- and business-led standards; the need to support an internationally In mid-2013 WorldSkills UK asked the competitive economy through clear Project team to refocus their work in links with global standards; and our order to support the recommendations collective dependency on ‘cutting edge’ of the Richard Review of Apprenticeships programmes linked to appropriate in England and Wales. The Richard systems for updating, quality and Review recommendations regulation. Last but by no means least, demonstrated considerable we have to ensure that we invest in the affinity between a potential future development of our VET teachers to apprenticeship programme within the be true world class dual professionals, UK and the scope, range and format of and to be respected as such. This the WorldSkills Standard Specifications, accords with the conclusions of It’s together with the assessment about work…Excellent adult vocational strategies that they give rise to. teaching and learning (CAVTL 2013). Our rich experience of working with Raising the game in engineering design Page 8 Raising the game in engineering design Global standards: bridging the skills gap

‘The approach of Context Apprenticeships posed, and still pose, a particular problem since there was and developing integrated is no appropriate framework to enable In 2008 Motherwell College was CAD qualifications to be offered. assignments based on the approached by the WorldSkills Prospective engineering design UK Expert for Engineering Design the WorldSkills model has apprentices have to work towards a – Computer Aided Design (CAD) ‘Performing Engineering Operations’ encouraged staff to embed to engage with the WorldSkills qualification. The usual route into Competition. Autodesk is a WorldSkills real industrial problems engineering design is through higher sponsor and Motherwell College was into project briefs. This has education. This is a barrier for both an Autodesk Centre of Excellence. industry and individuals at a time when had the benefit of engaging skill shortages in engineering design Now as then, New College Lanarkshire with employers on course are reported by employers. offers qualification programmes in and assessment design and CAD for the engineering, construction The developments reported in and entertainment industries. These strengthens the College’s this case study therefore exclude are mainly National Certificates and apprenticeships. partnership with local and Higher National Certificates and national employers.’ Diplomas (HNCs/Ds) at Scottish Levels 6 and 7 (English equivalents of 3 and Methodology Barry Skea, Assistant Head of 4). Most students study full-time, Faculty, New College Lanarkshire with a few on day-release study from To generate this case study, the industry. College’s CAD teachers, their line Partners managers, and a potential industrial The challenge client were interviewed in autumn 2013. Data on qualification outcomes New College Lanarkshire (formerly and participation in competitions were Motherwell College, a delivery partner) For many years industry has identified a lack of alignment between its reviewed along with College inspection reports. Autodesk (a multi-national software needs and the scope of qualifications corporation) delivered by further education. Skills, such as geometric tolerancing, are Standards inadequately covered. Colleges may Introduction provide more than the qualification College teachers believe that by requires, but funding, verification preparing students well for industry, This case study covers an initiative and inspection are all constraints on the qualification can be treated as an taken in 2008 and still gathering pace. this. More time is needed to practise, essential by-product. During this time Motherwell College develop and master modern and high has become New College Lanarkshire. level skills, which qualifications have The WorldSkills cycle covers two The case study demonstrates the yet to catch up with. years, during which its occupational practical ways in which the WorldSkills standards are reviewed by industry Competition can raise colleges’ The challenge was therefore to across the globe and updated capacity to engage and meet modern introduce the high level technical and accordingly. Test Projects are designed industry’s needs. generic skills required for engineering to meet the standards. This process design in the modern world, and to ensures that both the standards and make it ’work’ for the College. the competitions remain current and relevant to global best practice. Raising the game in engineering design Page 9 Global standards: bridging the skills gap

The engineering design curriculum has ‘The projects reviewed would not been aligned to the WorldSkills cycle. In disgrace the final year of a degree this way, the College helps itself and its programme and staff should be industry partners to stay connected to encouraged to submit for the IED the movement of industry and markets annual prize competition.’ worldwide. Learner benefit Pedagogy WorldSkills competitor training WorldSkills Standards Specifications programmes drive students to and Test Projects have also influenced develop generic skills such as finding the College’s pedagogy: its teaching, innovative solutions to engineering learning and assessment practices. design problems. In the College the Integrated assignments use WorldSkills use of integrated projects encourages Test Projects as templates for project for a presentation to employers students to solve problems and meaningful project-based learning. and other stakeholders to test some of acquire a deeper understanding of the Projects support the learning and are the important generic skills. subject. mapped against the learning outcomes for the qualification. Elements from Involvement in Worldskills several qualification units can come Quality competitions both benefits the together in one project. This meets students actively preparing for and the needs of both employers and New College Lanarkshire recruits competing in competitions, and qualifications. students from other centres onto their impacts positively on other students in HNC/D programmes. These externally the cohort. Students see the success Peer-to-peer teaching and learning recruited students have typically of others and are motivated: ‘I can is encouraged. Students are teamed completed the National Certificate do that’. Many students support the up to provide mutual support. programme elsewhere, and the College UK Squad or Team and participate in Students across year groups work notes that they often lack the high-level other ways; this enhances their own together with more able or advanced generic skills of problem solving and specialist and generic employability students supporting the younger, less independent working that their own skills. experienced ones. This benefits both students possess. It therefore offers a catch-up programme of 3 hours per groups of students, encouraging skill HMIe (2012, p. 2) have reported on week for the first year to bring their development, reinforcing learning Motherwell College as follows: and developing generic skills such skills up to the level of those who have progressed internally. as communication and team work, ‘The integrated approach to design which employers see as hallmarks and manufacture has given students The curriculum, pedagogy and of outstanding practitioners. This is an opportunity to produce something teachers’ expectations all challenge consistent with the WorldSkills ethos of of value – a “real product”, which the students to be outstanding. collaboration and mutual support. motivates, instils pride and builds Teaching staff report that involvement confidence in students. This change with WorldSkills makes them think The HNC/D has a graded project- in focus for delivery has helped differently. In 2013 the awarding based unit to differentiate those with relate theory to practice more for body’s course review (IED 2013, p. 3) of knowledge and skill from those with individuals. This activity is reflective the HND CAD programme commented: knowledge alone. The College uses the of industry practice where designers Page 10 Raising the game in engineering design Global standards: bridging the skills gap and engineers work in tandem in its flexibility, with additional specialist the development and production of HMIe (2012, p.2) have endorsed this by staff providing greater breadth, products. It has helped students from referring to: supporting the integrated assignments both CADD and Fabrication sections to and continuously enhancing the relate to the importance of team work ‘learner enthusiasm during this activity, learning experience. in industry. Students also develop a motivated members of staff, and this better understanding of the need for contributed greatly to the quality of the Following HMIe’s Annual Engagement good communication skills. Integration end product.’ visit to Motherwell College, their of the design and engineering aspects Report (2012, p.2) highlighted: provides an opportunity for students to extend their learning beyond the College benefit ‘Excellent Practice: Integrated normal curriculum activity, i.e. their approaches to design and knowledge base in related disciplines. To use WorldSkills materials to manufacture’: ‘Teaching staff delivering This should enhance opportunities for introduce CAD has required a HN programmes in Computer- employment (as many employers look supportive senior management aided Drawing and Design, (CADD) for CADD designers with Mechanical team and college ethos. These have and in Fabrication, Welding and Manufacturing experience). The been consistently present, with Manufacturing have worked together students are encouraged to leave a students selected to represent the very effectively to devise a project which legacy for the next peer group. The UK for WorldSkills Competitions in reflects industry practices and enhances end product(s) of each session will be 2009, 2011 and 2013. A New College the skills and employability of students.’ available to showcase to subsequent Lanarkshire student is in the Squad for learner groups. This has proven to the WorldSkills 2015 Competition and The College plans to extend this motivate the students and instils pride has won a gold medal at the EuroSkills approach to other programmes, in in the quality of the final output.’ 2014 Competition. At the 2013 Skills particular to other IT specialisms. Show in Birmingham, the College achieved Gold in the Higher category, Staff benefit and Gold and Silver in the Advanced Stakeholders category. Involvement in WorldSkills The College’s success in delivering competitions causes teachers to reflect Successful participation in WorldSkills high-quality provision has led to on their classroom management and Competitions has enhanced the employers approaching it directly for pedagogy. Teaching through projects College’s reputation for excellence in recruits. requires confidence in one’s own engineering design. This has supported specialist knowledge and teaching the College in attracting local, national Integrated assignments based on the skills. Teaching becomes less about and international employers, with a WorldSkills model have encouraged delivering information and more about direct impact on student recruitment. staff to embed real industrial problems facilitating learning. Between 2008 and 2013 enrolments into project briefs. This has engaged grew from 80 to 180. This has brought employers in course and assessment As a direct result of these changes, a proportionate growth in funds, design, thus strengthening the student numbers have increased. enabling investment in staff and College’s partnership with them. Teaching staff employed in this specialist facilities. department grew from 3 to 8 between Low and declining student numbers An ex-student who had been through 2008 and 2013, at a time of funding constrain quality and innovation. In the College’s HNC/D programme and cuts and uncertain employment across contrast, in the College the greater represented the UK at a WorldSkills the sector. scale of the programme has increased Competition, winning a Bronze Medal, Raising the game in engineering design Page 11 Global standards: bridging the skills gap reported that the integrated projects were a great motivator and support for developing skills for real work and occupations. The WorldSkills standards coupled with real industrial problems can support industry by generating employees with the knowledge, skills and attributes that best support its needs today and tomorrow. Employers offering work experience placements have endorsed this view.

Conclusion

This case study shows that, notwithstanding the current perceived and real restrictions on programme design and delivery, the adoption and integration of WorldSkills standards can generate multiple benefits. The WorldSkills standards mirror industry’s needs and expectations more closely than alternative sources of standards. WorldSkills Competitions, practices and material offer stimulus and aids for enhancing programmes and pedagogy. WorldSkills Test Projects offer exemplars for both projects and substantive end tests, as looked for in future Apprenticeships in England and Wales.

For each of these reasons we hope that reforms to apprenticeships and qualifications will facilitate the wider adoption of the College’s initiative. Introducing cutting edge apprenticeships Introducing cutting edge apprenticeships Page 13 Global standards: bridging the skills gap

‘I would love the Test being developed for the WSC and the production of joints and welds practical assessments that are looked and surface finishes, together with a Project from WorldSkills to for by industry and are becoming constant concern for quality, efficiency be at the end of the four embedded within UK apprenticeships. and productivity. year apprenticeship.’ The challenge The challenge was therefore to source Gareth Higgins, Managing and introduce the complex technical Director, KMF and generic skills required to respond Pressures on the engineering to the modern-day pressures on sheet sector call for a new approach to metal fabrication. Partners the education and skills base of young people wishing to work in the manufacturing industry. The existence EAL (a specialist awarding body) The opportunity of a skills gap is a long-running concern for the UK manufacturing industry, and The Advanced Engineering KMF (a family business, founded specifically sheet metal fabrication, Apprenticeship delivered by KMF is in 1971, with a workforce of 350 which arguably lags behind other certificated through: and a strong culture of investing in countries in developing its workforce’s apprentices) practical skills. The application of new • EAL Level 3 Diploma in Engineering & technologies in sheet metal fabrication Technology (QAN 501/1130/9) and Amada (a global business providing calls for a broad range of new, complex • EAL Level 3 Extended NVQ Diploma machines, tools and software for the skills. in Fabrication and Welding Engineering fabrication sector; a WorldSkills UK (QAN 600/9932/X) sponsor) A sheet metal technician interprets drawings, develops suitable patterns Qualifications that form part of Introduction (both manually and using CAD), apprenticeship programmes are cuts and forms sheet materials into influenced by external government/ This case study demonstrates the gains complex shapes and assemblies agency funding approval requirements. that can result when industry and manually and by machine, sometimes In working with KMF, EAL recognised awarding organisations collaborate applying programming skills. The an excellent opportunity to trial to raise standards for apprentices in technician works with many materials recommendations from the order to meet the needs of a growing and must understand the joining government response to the Richard and fastening of them all. The work industry. Review of apprenticeships (2012). involves all types of welding, manual and CNC forming equipment, sheet ‘Trailblazers should look internationally Context metal hand fabrication and dressing to see what approaches work best in as well as a range of power operated other countries for your occupation – As a result of participating in WSC tools. we want English Apprentices to be the 2013 in Leipzig KMF was selected for best in the world so it is important to a sample of interviews with industry Complex technical skills are benchmark our standards in this way.’ to gain its views on international generally applied to the planning (HM Government 2014, p. 8) standards of best practice and and development of patterns, ‘practical end tests’. The interview dimensional accuracy of components EAL’s particular intention was to resulted in a stronger relationship and assemblies, the forming and learn from international practice with between the international standards shaping of sheet metal components, standards and ‘end point assessment’: Page 14 Introducing cutting edge apprenticeships Global standards: bridging the skills gap

‘In response to concerns that we have high level internationally recognised The working group has also identified heard from employers that apprentices standards, current technologies and the potential for industry to provide are able to pass qualifications in practice used during the WSC are ‘kits’ for practical tests. current frameworks, but the employer reflected in the skills and qualifications does not judge them to be fully we give our apprentices. This is the sort competent. The end-point assessment of radical thinking we need in order will therefore have to review the to grow the skills of young people and apprentice in the round; it must be ensure a successful future for our holistic and test the full breadth of the industry.’ relevant competencies.’ (HM Government 2014, p. 17) The working group agreed that a new sheet metal technology unit should also be developed for the EAL Level 2 Methodology Diploma in Engineering & Technology (QCF) (QAN 500/7595/0). The unit will A consultative group was established be approximately 7 credits at Level 2. with representatives from Amada, KMF, City of Wolverhampton College, The two new units have now been EAL and the WorldSkills UK Expert approved by Ofqual and will be for Sheet Metalwork Technology. A available from EAL from autumn 2014. To deliver the new unit, college staff working group was also formed. need to feel confident in their own higher level technical skills. Therefore For the EAL Level 3 Diploma the The impact of delivering a technically focussed professional working group decided to develop development programme is required an additional unit based on the the higher level unit to refresh or upgrade their skills. WorldSkills Standards Specification The working group has recognised and the practical Test Project. This For the apprentices the WorldSkills that the introduction of the ‘new unit’ was to be worth 10 credits and be standards and approach to assessment will have an impact on resources: part of a suite of 6 optional units for represents a ‘step change’ in their both staff and equipment. This is seen centres/students to select from. It development. There is generally a as a challenge to be embraced and was thought that the additional unit steep ‘learning curve’ for young people overcome as opposed to avoided. might become mandatory once new embarking on the WorldSkills journey. To achieve the aspirations of the apprenticeships are implemented. This Competing against their international Richard Review (2012) there is a is, in effect, ‘putting down a marker’ for peers can be significantly stretching need for creative solutions. Another precision sheet metal work in future for young people in the UK, due to positive outcome of the industry/ apprenticeships. the limited level and scope of much education working group was the of the vocational education and industry’s decision to support City of Dave Vaughan (2014), the UK World training on offer. The current review Wolverhampton College in acquiring Skills Expert for Sheet Metalwork of apprenticeships is addressing this a piece of technology to enhance Technology, comments: issue with some urgency. the development of higher level skills within a further education ‘This is a significant shift in the way environment. It is critical that students For industry and business, high level we benchmark vocational education, can access the latest technology in technical skills are a ‘must’ if they training and qualifications in the UK. order to ensure they are able to meet are to succeed in an increasingly The alignment process will ensure that the needs of industry. competitive global market place. As, Introducing cutting edge apprenticeships Page 15 Global standards: bridging the skills gap

Gareth Higgins, the Managing Director of KMF confirms:

‘WorldSkills enables us to equip people with the high level skills, experience and knowledge required to ensure our business remains competitive and at the forefront of engineering excellence.’

Conclusion

This case study illustrates the value of looking beyond the UK to align with international standards and assessment practices. Constant change within the UK vocational education and training (VET) system has, over the years, clouded vision, increased introspection, and reduced aspiration.

Notwithstanding this, by connecting with international standards and assessment methods, UK VET can develop new, ambitious apprenticeships that align with international standards, and thus support industry’s competitiveness. These apprenticeships can use the standards to inject the dynamism required by industry and introduce assessment methods that demonstrate knowledge, understanding, skills, performance and values in the ways that industry requires.

In turn this would give new impetus to the technical and professional development of VET teachers. Driving the agenda for high level standards Driving the agenda for high level standards Page 17 Global standards: bridging the skills gap

‘I am convinced that the craft skills. Culminating in a one-day associated training programme practical assessment, Triple A offers • examine the link between the Richard Triple A is an excellent, a common syllabus and independent Review and subsequent Trailblazer innovative (but tried and appraisal of in-house apprenticeships. programme with the WorldSkills Standards Specifications and their tested over the last seven ‘There are no common and consistent approach to excellence years) system for ensuring training standards that have the • monitor the development of an ‘end good, workplace chef confidence of industry, and none at test’ for the apprenticeship and the link all that are set and maintained by the between this and the WorldSkills Test training and assessment…’ profession itself – that’s the opportunity Projects and Marking Schemes that Triple A now provides.’ • embed the Legacy Project Prue Leith, letter to Hospitality Martyn Nail, Executive Chef, Performance Excellence and Tourism Trailblazer Group, 23 Claridge’s Hotel – Triple A Examiner Qualification within the design of the May 2014 and Mentor Apprenticeship.

An Expert Steering Group1 of industry Partners The challenge representatives, Cambrian Training, People 1st, Edexcel and a technical British Food Trust (Triple A Secretariat) Senior chefs promoted to positions expert2 was established, to be chaired requiring kitchen management by the British Food Trust. Applied Ability Awards (Triple A) skills have a number of established management qualifications to assist National Committee To facilitate the case study the their development. However, a gap Legacy Project team observed the was identified for craft-led senior chefs Cambrian Training (delivery partner) Expert Steering Group meetings and needing to maintain a primary focus on provided WorldSkills material for food and cooking while also enhancing Edexcel (awarding body) standards, test projects and marking their management skills. schemes to support and influence the People 1st (Sector Skills Council) development. There were additional The challenge of this development meetings with People 1st Wales, the Introduction project was therefore to design and technical expert, Cambrian Training pilot a Higher Apprenticeship to and the British Food Trust to monitor complete the career ladder for chefs by This case study demonstrates the progress and evaluate the impact of building on the newly developed and WorldSkills material on the design and support that the WorldSkills standards validated Diploma in Craft Cuisine. can give to industry partnerships delivery of the apprenticeship. The determined to go beyond the normal WorldSkills Test Project and Marking national qualification offer. Methodology Scheme influenced the end test and competition that ran during the The aims of the project were to: International Festival of Business 2014. Context • review the new Levels 2 and 3 BTEC Apprenticeship in Craft Cuisine An associated project aim was to ‘Triple A’ is a qualification for • develop and pilot a Level 4 roll out the Performance Excellence professional chefs, designed and Apprenticeship for Chefs, which qualifications. The resulting Level 4 delivered by industry for industry, was designed to address industry Award unit, Striving for Excellence in a in order to provide benchmarks for concerns and involve employers in the Vocational Skill, influenced the Level 4 the development and promotion of development of the qualification and Diploma for Chefs: Unit 8, Developing Page 18 Driving the agenda for high level standards Global standards: bridging the skills gap

Personal Performance Excellence in a with competitors used to differing legal Outcomes Professional Kitchen. This Unit was and cultural conditions approved by the Expert Steering Group • the Level 4 Higher Apprenticeship Building on the Triple A National at their meeting of 6 May 2014 and has a unit called “Coaching and Committee’s development of the adopted as a mandatory unit. Mentoring for Individual and Team Level 2 and 3 Apprenticeship and Needs”. This is aimed at developing BTEC Apprenticeship in Craft Cuisine, The WorldSkills Standards the role of the head chef as a coach funding was secured from the Welsh Specifications for Cooking and and mentor to his/her brigade and Assembly Government and European Confectionery and Patisserie were does not apply to the WorldSkills Social Fund to complete the craft- mapped to the Edexcel Level 3 Diploma Competition led career ladder with the addition in Craft Cuisine and the Draft Level 4 • the WorldSkills Standards of a Higher Apprenticeship. This Apprenticeship. The review revealed Specifications for a Confectioner or programme has now been developed significant affinity between the new Pastry Cook contains more content and piloted. qualifications and the WorldSkills relating to specialised chocolate work, Standards Specifications, particularly presentation pieces and modelling in Having had workshops and master through: various media. This is to be expected classes in butchery, fishmongery, • the focus on high level vocational because it is a global standard for pastry, menu development, craft skills specialists whose skills extend beyond sustainability and mentoring, the final • the representation of a single the skill requirements of a fully assessment took the form of each industry standard rather than one that competent general craft chef. apprentice preparing, cooking and allows single employers to select their presenting meals for 16 guests. own standards The case study has taken account of • the use of the WorldSkills Standards People 1st’s review of learner and The apprentices came from a variety of Specifications as a comprehensive employer feedback from the pilot catering operations in Wales and were industry standard representing global project. The Legacy Project team assisted by commis chefs from the best practice. The proposed Diploma also attended the final assessment City of Liverpool College. Assessment required all units to be completed of apprenticeship candidates at the of the end test was conducted by for successful achievement of the International Festival of Business in examiners from the Triple A National qualification Liverpool to observe practice and gain • the proposed practical end test with feedback from apprentices, assessors a set time and timetable reflecting the and industry. WorldSkills Competition • assessment within the practical Finally, the team mapped the pilot end test being done by independent Level 4 Apprenticeship against the industry experts not connected to the Richard Review Implementation Plan (HM candidate’s training provider. Government 2013). It found significant synergy between the apprenticeship Some minor variances were also noted: and the recommendations made by • the Level 3 qualification features the Richard Review (2012). This makes a unit on Employment Rights and the apprenticeship compatible with Responsibilities in the Hospitality, Government plans for apprenticeships Leisure, Travel and Tourism Sector. across England. Representatives from Committee who used an assessment This is not included in the WorldSkills the Expert Steering Group had had format developed from the WorldSkills standard and would be very difficult to input to the Hospitality and Tourism process. assess in an international competition Trailblazer Group. Driving the agenda for high level standards Page 19 Global standards: bridging the skills gap

The outcome is a programme that: and motivation to succeed. Students The delivery team needs to be well • defines, develops and maintains appear to welcome the robustness and qualified, experienced and technically comprehensive craft skills for the rigour of the Triple A programme. competent in order to deliver and industry and its customers assess at this level and thus maintain • assists in-house mentoring An initial Skills Scan was crucial in employers’ confidence. The project • culminates in an impartial, establishing the programme and team has fed into the Apprenticeship independent trade test identifying individual areas to focus Trailblazer process. The Levels 2, 3 and • provides a robust measure of the on. This was a critical self-assessment 4 Triple A Apprenticeships meet the value of the training received and the at the start of the programme and criteria outlined in the Government’s skills achieved facilitated commitment from the Implementation Plan and are • generates and applies common individual, provider and employer. The supported by respected and credible standards and so creates consistency three-way commitment is a strong industry groups and employers. for employers, providers and students feature of the apprenticeship. Students • establishes the basis of an industry- liked the master class model. They ‘The Triple A is about chefs taking led career ladder with 3 stages were able to take their learning back charge in the battle for craft skills • has been designed by chefs, so to their workplaces and apply it in real and setting the standards for trainees enabling the profession to set and business situations. and trainers alike. Since employers maintain its own benchmarks depend on those skills, we need to give • is consistent with the Government’s Employers have reported positively them our wholehearted support and plans for reforming apprenticeships on the structure of a clearly defined participation.’ and used to inform the Trailblazer programme. They have welcomed Bob Cotton, former Chief Executive, programme. the master classes and report that British Hospitality Association the apprentices’ application of what was learnt has had real and tangible Conclusion business benefits in areas such as End notes menu development, staff development The training provider reports that 1. The industry representatives of the and appraisals, costing and innovative the breadth and depth of the new Expert Steering Group were senior approaches to business development. apprenticeship has produced a chefs, whose attendance fluctuated more rounded professional. In according to their availability This has been a challenging addition to the apprentice’s technical 2. The technical expert was Ruth programme for the apprentices. The skill development, the structure Asker-Browne, a consultant with initial cohort of 21 students reduced and content of the programme experience of working with awarding to 14. The drop-out manifested itself requires the apprentice to think organisations early in the programme as students innovatively, consider work colleagues, began to appreciate the commitment solve problems, be an effective required and the additional communicator and work in an responsibility for their own learning in organised and planned manner. a Level 4 programme. After the early Apprentices on the programme have withdrawals, the remaining students developed confidence in their ability continued with the programme and all and demonstrated high levels of were successful in the end test. motivation. The provider has been able, directly, to compare apprentices If this programme continues and on traditional frameworks to those grows, there will be staff development on Triple A programmes and has issues for providers to resolve. identified a heightened confidence Developing skills demanded by industry Developing skills demanded by industry Page 21 Global standards: bridging the skills gap

‘The lack of apprenticeships In 2011, on behalf of the Association Many practitioners transfer to of Interior Specialists (AIS) and the plastering and drywall systems in the interiors sector, Federation of Plastering and Drywall from other trades from 24 years of together with a largely Contractors (FPDC), the Construction age. Qualified plasterers are often Industry Training Board (CITB) considered qualified in drywall unqualified workforce, has funded a review of the low take- systems, but not the other way round. long been the concern of up of apprenticeships and formal training for entrants to the interiors The challenge was therefore to begin CITB and employers alike.’ sector. The review estimated that as to overcome these considerable AIS fpdc many as two-thirds of site operatives impediments, both through the design have no formal qualifications, and and piloting of a combined training recommended a new National Training programme for plastering and drywall Partners Programme for the Interiors Sector. systems, and by other measures.

British Gypsum (leading UK This was to be a combined manufacturer of interior lining programme for plastering and drywall Methodology systems, in the Saint-Gobain group) systems. Such a programme is offered by Stockport College, and has This case study is informed by Stockport College (delivery partner) been reviewed for its relationship to meetings with teachers and trainers, WorldSkills standards. industry and WorldSkills Experts, a review of current qualifications and Peter Moore, WorldSkills, Chief Expert desktop research. for Plastering and Drywall Systems The challenge The combined programme developed Introduction The impediments to reform appear to by Stockport College was mapped to be that: the draft WorldSkills standards for • Level 2 Plastering (Traditional) is The purpose of this case study is Plastering and Drywall Systems. In hard to achieve in a college setting, to show how WorldSkills Standards doing this the development team kept especially for full-time students Specifications, which combine in mind that the WorldSkills standards • the current programmes do not plastering and drywall systems, can relate to global best practice, while the respond to industry’s growing use of positively impact on the quality and new combined programme is aimed at drywall systems in new buildings take-up of programmes, and better new entrants to the sector. • most apprenticeships are for prepare new entrants to the sector. traditional plastering, both because Stockport College offers two training advisors lack knowledge of the routes depending on the entrants’ Context industry and very few drywall starting points: system businesses engage with Route 1 Current UK VET programmes focus apprenticeships Level 1 Plastering on traditional wet plastering skills, • the delivery of drywall courses is very Level 2 Plastering while the construction sector has a expensive and requires large amounts If no job: Level 2 Drywall Systems growing demand for skills in drywall of workshop space. Therefore few providers offer them systems, for new buildings and Route 2 • the qualifications on offer do not commercial development. The lack of Level 1 Plastering match the required level of skill and apprenticeships in this ‘interiors’ area Level 2 Drywall Systems are seen as irrelevant. concerns the industry. Level 2 Plastering Page 22 Developing skills demanded by industry Global standards: bridging the skills gap

Route 2 allows weaker students more Most providers of construction training includes elements that are not in the opportunities to progress, achieve and deliver plastering programmes only combined programme. These are: prepare fully for employment. and are therefore not preparing • thermal, sound and fire insulation trainees for the wider skills that are • heritage plastering A number of colleges are involved in in growing demand. Dr Karin Stockerl • customer care and communication. skills competitions because they help (2014, p. 30) notes in the Interior to improve skill levels in competitors Sectors Training Review: and their peers. They are also able Conclusion to access specialist resources and ‘It is estimated that across the support from British Gypsum. commercial interior sector, up to two- As Jeremy Clayton (2014, p.15), an AIS thirds of operatives are without an Training Manager reports: Peter Moore, the UK’s WorldSkills Chief official qualification.’ Expert, has responded to the challenge ‘training provision and uptake by establishing a new Construction Dr Stockerl concludes that linking for dry trades (drylining, ceilings, Skills Academy. His purpose is to drylining and plastering makes partitions, etc.) is poor.... Plastering • offer training for excellence rather complete sense. The WorldSkills and shopfitting trades fared better, than competence Standards Specification addresses primarily because these are long • train craftspeople for industry with a this. Dr Stockerl’s research has found established trades with adequate broad range of technical skills in both rounded multi-skilled tradespeople in training provision across the UK....’ plastering and interior systems industry using the skills in combination. • prepare individuals with skills for However, she has identified the cause Interviewees believe that current business and self-employment. of so few employers engaging with qualifications have not kept pace with training as being the limited funding industry and are no longer entirely and programme structure. The view relevant. The work role is becoming Outcomes is that the complicated funding and more technical and requires a complex regulatory environment of the UK skill set which is not addressed The system adopted at Stockport makes proper apprenticeships the by the standards underpinning College combining training and exception rather than the rule for new the qualification. This problem is qualifications in traditional plastering entrants to the interiors sector. compounded by a system that and drywall systems was highlighted as innovative by British Gypsum. This The trainer of the 2013 UK Skills • no longer incentivises providers to programme follows the WorldSkills Show Gold Medal winner from Belfast deliver to qualification standards standards for this skill and is seen to Metropolitan College confirmed that • lacks teachers and trainers who are be more consistent with current and special training had to be arranged themselves proficient in some of the developing industry practice. in drywall systems to prepare the more technical and current aspects of competitor. He added: the occupation. The outcome of mapping the combined programme to the ‘Qualifications for plastering are too Although this case study focuses on WorldSkills Standards Specification for fragmented; students do not become one of many construction skills, the Plastering and Drywall Systems has rounded craftsmen. Drywall systems is deficiencies it points to are systemic highlighted that no single qualification a growth area in the industry with many and need to be addressed urgently. equates to that Standard Specification. commercial and industrial buildings This matches the feedback from VET using this technology’. providers and industry. The WorldSkills Standards Specification Reaching high in garden design Page 24 Reaching high in garden design Global standards: bridging the skills gap

‘Capel Manor College has a WorldSkills Standards Specification for throughout the year. Learners based landscape gardening. The qualification in Regent’s Park have well-equipped substantial and respected also incorporates performance studios and access to areas of Regent’s reputation for Garden excellence standards, developed as Park. Learners and staff win awards at part of a related WorldSkills project. RHS Shows on a regular basis. Some Design courses. Learners graduates are full members of the taking our qualifications The case study explains how the Society of Garden Designers (SGD) are fully equipped for life WorldSkills Standards Specifications and contribute to journals on garden and assessments are being used design. Graduates have also been as professional garden to develop a Level 4 qualification. shortlisted for the finals of the SGD designers. The opportunity This is to raise the aspirations and awards. achievements of learners and in so to be part of a project doing exceed the expectations of The concept which is further developing industry. and inspiring Capel Manor Following initial discussions it was learners and supporting Context agreed that Gateway Qualifications would design the qualification working the transfer of WorldSkills Early in 2014 discussions were held closely with the College. A unique standards to the UK to with Gateway Qualifications. The feature of this Award is the link to the concept agreed provides an exemplar WorldSkills Standards Specification encourage aspirational for awarding organisations wishing for landscape gardening and the learning, is a chance not to to align with WorldSkills Standards integration of performance excellence Specifications and the drive for standards. be missed.’ excellence. ‘Gateway Qualifications welcomes Lee Sanders, Head of Garden the opportunity to work closely with Design and Plantsmanship, Capel Gateway Qualifications is an awarding organisation, recognised by Ofqual, Capel Manor College on an exciting Manor College with over 20 years of expertise. It is project that complements the existing also licensed by the Quality Assurance Level 2 and Level 3 Garden Design Partners Agency for Higher Education as an qualifications. The qualifications were Access Validating Agency. It has a developed working closely with the College, Lantra, Royal Botanic Gardens Gateway Qualifications (formerly Open reputation for being customer-centric, Kew and others. College Network (Eastern Region), innovative and forward thinking. awarding body) It has almost 500 qualifications spanning preparatory, further Gateway Qualifications recognises the extremely high standards reached by Capel Manor College, London (delivery education, vocational and professional development subjects. learners at Capel Manor College. The partner) project to develop a qualification at Capel Manor College has a reputation Level 4 is further recognising their drive Introduction for delivering high quality training for performance excellence.’ with specialist design studios and a Carol Snape, CEO, Gateway Qualifications This case study outlines a project to Computer Aided Design suite. Learners develop a new Level 4 qualification have access to 30 acres of gardens for garden design, based on the in Enfield, which provide inspiration Reaching high in garden design Page 25 Global standards: bridging the skills gap

The performance excellence standards all essential skills for garden designers, international standards and were originally designed with support as is an in-depth understanding of assessment methods, UK VET can from the Qualifications and Curriculum horticulture. Adding demonstrable develop new ambitious qualifications Development Agency (QCDA), to excellence in delivery enhances the that align with international help Squad and Team UK to prepare status of practitioners and widens standards and thus support industry’s for WorldSkills Competitions. They market opportunities. competitiveness. It can also link the further evolved to help apprenticeship development of technical garden programmes become more stretching, design skills with generic performance and to provide recognition for high Benefits for the learning excellence standards. These will inject achievers. The Richard Review (2012) provider into standards the dynamism required complemented this aspiration. by industry and introduce assessment Capel Manor College students are methods that demonstrate knowledge, The performance excellence standards encouraged to demonstrate their understanding, skills and performance relate to research undertaken in 2011 skills by designing for shows and in the ways that industry requires. (Nokelainen et al, 2013). The new competitions which give them WorldSkills aligned qualification is invaluable project management being piloted at Capel Manor College, experience. Aligning with the initially with one cohort of learners. WorldSkills standards enhances this experience for both students and the Benefits for learners College.

Professional garden designers Conclusion deal with all aspects of garden and landscape design. They mostly work in This case study illustrates the value the private sector, but there are also of awarding organisations, colleges significant roles with local councils and industry working together which involve, for example, designing to look beyond the UK to align public spaces or community-led with international standards and projects. assessment practices.

Employment opportunities also exist The system for developing standards with large companies which design and and vocational qualifications is often build landscape gardens, source plants subject to change within the UK. and undertake planting. While the The competence-based movement current garden design qualifications was a thirty year cycle which is now demonstrate occupational being impacted upon by the new competence, a qualification that apprenticeship programmes which aim further demonstrates performance to provide ’stretch’. excellence for learners enhances employment prospects. This initiative illustrates a new approach which is firmly based on raising aspirations and working Benefits for industry in partnership with education and industry. By connecting with Creativity, IT and communication are Trialling international standards in engineering design Trialling international standards in engineering design Page 27 Global standards: bridging the skills gap

‘Involvement in piloting the are generic engineering programmes Aided Design (CAD) to its in-house with little opportunity for apprentices qualification: Autodesk Certified ACU qualification alongside to gain skills and accreditation in User (ACU). In addition, Autodesk is the BTEC course has engineering design. In addition, the meeting awarding bodies to highlight current main qualifications are not up the revised CAD qualifications which changed the way I want to date. In a fast developing industry will be nationally available, approved the core programme to with new technologies, it is difficult for by Ofqual and fundable for eligible awarding bodies to keep qualifications students. There is also a plan to be delivered. Integrating current and for training providers to develop and make available on-line ACU-type tasks provides maintain the currency of their teachers’ teaching and learning resources. students with stretching skills and specialist resources. Three qualification routes will be activities that develop their One potential solution to aspects of available: technical skills and are most this problem is to embed WorldSkills • 3D Design – engineering Standards Specifications into training • BIM – Building information modelling closely aligned to current programmes. These Standards • Games design industry practice and Specifications are systematically reviewed every two years through the standards.’ WorldSkills Competition cycle. They are The rationale designed to represent best practice Mark Jackson, Programme in global industry and are subject to Matthew Bell, the Education Leader, North Warwickshire and consultation with industry. Programme Manager, Autodesk Hinckley College Education Europe, has met UK awarding bodies regarding the development of new CAD Partners qualifications: • aimed at schools for GCSE and GCE A Autodesk (international software Level stage developer) • aimed at colleges, training providers and industry undertaking vocational North Warwickshire and Hinckley programmes. College (delivery partner) Updated qualifications will be informed Prodigy Learning (delivery partner) by the ACU qualifications. ACUs are mapped against the WorldSkills New College Lanarkshire (delivery Standards Specification at two levels: partner) • ACU Entry – national competition level • ACU Professional – international Context competition level Autodesk is a major international Some employers and training software developer and sponsor The purpose of this case study is providers have identified that there is of WorldSkills. It is mapping the therefore to gauge the relevance of the not a clear route for training Design WorldSkills Standards Specification for WorldSkills Standards Specification Engineers, especially apprentices. The Mechanical Engineering: Computer to the current and emerging needs of current apprenticeship frameworks Page 28 Trialling international standards in engineering design Global standards: bridging the skills gap industry and to monitor the benefits tests and complete the on-line encouraged students to practise for students of embedding the ACU into examination. building their skills outside timetabled programmes of study. hours. From January to July 2014 the Methodology centres piloted the ACU qualification One team leader for Level 3 students programme with approximately 140 reports that the achievement of the students studying on either the Level students has been raised above Providers engaged in the project 3 BTEC Extended Diploma or HNC/D the expectation of the BTEC course; piloted the ACU qualification programmes. students have been able to treat the programmes alongside existing BTEC assessment tasks as simple programmes of study. As well as the rather than complex. No additional main qualification, students involved The impact time has been allocated; tasks have also took the ACU qualifications. The been combined with specific learning inclusion of the ACU criteria into the Staff have benefitted from having pre- exercises embedded into a skills training programme was intended to prepared materials. Participation in matrix. The team leader also believes determine the impact on students’ the pilot is impacting on the planned that students’ ability to adapt to skills development, their performance delivery of BTEC programmes in the different software packages has been within the main qualification, and their future, leading to consideration of how enhanced, supporting their entry to readiness for work. ACU type tasks are to be integrated employment or progression to higher In December 2013 a two-day workshop into the core delivery. education. was hosted by the project team for providers that had volunteered to be part of the pilot. The agenda for the workshop comprised: • the background and context to the pilot • Autodesk Inventor Training for ACU examination • arrangements for taking the Autodesk Inventor ACU examination • the City and Guilds qualification • the programme of delivery in pilot centres • demonstration of materials • administration • Prodigy Learning • quality assurance • benefits • available support. Delivery of the ACU qualification Level 4 students are enthusiastic Following the workshop all centres programme has been embedded about their involvement with the were offered support from the project within the pre-existing timetable. Both pilot, and have volunteered to be team, Autodesk and Prodigy Learning. full-time and part-time students have included. They report that the ACU They were all established as Prodigy participated. One college has provided would be recognised by industry and Learning centres and provided with a virtual learning environment forum that achievement would support their licences in order to access practice with additional resources that have progress into employment. Students Trialling international standards in engineering design Page 29 Global standards: bridging the skills gap report that some of last year’s students success in skills competitions, both at have proactively sought access to the national and international levels, and programme and that their college has also strengthened the link between put on special provision for them. embedded WorldSkills standards and the development of high level The feedback from staff and students vocational skills. indicates that completing the ACU alongside their main qualification has had the benefit of: • broadening knowledge and understanding of software applications • encouraging breadth of thinking and the identification of innovative solutions to design and work-related problems • encouragement to the students to work under pressure of time • support for the development of high quality practical skills • demonstrating that the students are working to a high standard benchmarked to industry.

Some students comment that the ACU trains and tests to one product range whereas the BTEC qualifications are not specific. Nonetheless, the students feel that most of the skills are transferable and, once proficient with one product, it is straightforward to adapt to another.

Conclusion

Both centres and students believe that preparing for and taking the ACU has supported the development of practical design skills that are benchmarked to current industry standards. The requirement for high level skills, tested in a time restricted examination, has prepared students to become valuable contributors to the workplace. In addition, undertaking the ACU qualifications has also supported Aligning professional skills with international standards Aligning professional skills with international standards Page 31 Global standards: bridging the skills gap

‘The WorldSkills standard research and skills policy for the sector, can improve performance. They is responsible for setting standards, are enthusiastic about recognising for visual merchandising and has developed and implemented individuals’ achievement through an provided an excellent many qualifications and apprenticeship agreed assessment process. frameworks to meet employers’ needs. benchmark for our project Following the publication of the with the retail industry. Following an exploratory meeting Richard Review (2012), People 1st We have developed regarding WorldSkills standards in also identified a need for a new format autumn 2013, it was concluded that for standards that represent quality “professional standards” for there was opportunity and benefit in performance, are stretching, raise visual merchandising, which joint working. Visual merchandising individuals’ aspirations, and reflect a was identified as an increasingly broad capacity to undertake particular “aim high” and provide important occupation within the retail work roles successfully. This focused the a basis for the creation industry. Following discussion with employers’ needs and constituted the the Retail Apprenticeship Trailblazer challenge. of new apprenticeship Employers Group, it was selected programmes.’ as the focus of a project to develop professional standards and an The rationale Annette Allmark, Director of appropriate methodology for assessing Strategic Policy, People 1st them. Professional standards are needed across the service sectors as they grow People 1st was then nominated by in importance because they: Partners trailblazer employers to respond to • are a key element in the effort the government’s apprenticeship to up-skill the UK workforce and People 1st (Sector Skills Council) reforms by developing apprenticeship increase the value of the UK economy standards and high level assessment • mark an important move away from for occupations in retail, aviation and a reliance on qualification outputs Introduction hospitality, together with travel and and instead embrace a new and more tourism. This work was conducted flexible approach to staff development, This case study illustrates the new between March and June 2014, with driven by employers’ needs opportunities for UK industry and the expectation of piloting the new • underpin and promote the business to integrate internationally professionalism of specific occupations standards from January 2015. derived WorldSkills Standards that employers rely on to achieve Specifications into professional business success development programmes for their The challenge • not only support rising skills, they employees as they compete in the also raise the profile of occupations, dynamic global market place. In the last two years People 1st has such as visual merchandising, that are worked with employers in both retail less apparent as a career option and passenger transport to identify • identify and define critical stages Context what would take an individual beyond of career pathways and progression competence and to a professional opportunities People 1st is the principal skills and standard in a sample of occupations. • provide an independent resource for workforce development charity for The outcome is positive, with both accredited and non-accredited employers in the retail, hospitality, employers committed to creating vocational education and training tourism, leisure, travel and passenger an industry endorsed standard that transport industries. It leads in market Page 32 Aligning professional skills with international standards Global standards: bridging the skills gap

• provide a benchmark that awards Methodology final professional standards. and accreditations can be measured against for consistency and alignment. In order to create an appropriate form People 1st has adopted the model of assessment for the professional for professional standards that it standard, previous WorldSkills previously developed with employers. The opportunity assessments have been reviewed. Research has been actioned to outline The outcome is the development the current and future skill needs for Both the WorldSkills and People 1st of an on-line assessment platform a visual merchandiser. Observational standards projects are committed to enabling individuals to benchmark analysis of the role has captured the ‘raising the game’. The unique features their attainment against the standard factors that result in high performance of the professional standards and the through a series of questions and quality outputs. Job descriptions WorldSkills standards include the fact relating to their knowledge, skill and have also been reviewed. they: behaviours. • are based in aspirational performance A consultation has been undertaken • support progression to higher points with the Retail Industry Skills The impact in the career ladder Partnership Group (IPSG) which • are outcomes based, thus includes employers that joined During autumn 2014 the professional demonstrating how the standards together to form the retail standard and accompanying meet the performance requirements of apprenticeship trailblazer. The assessment tool are being ‘rolled out’ employers to match customer demand employers include the Co-operative, to the retail industry. The desired • are mandatory: there are no optional Tesco, John Lewis and the Horticultural impact includes: pathways. Trade Association. • improved profile/recognition of professional visual merchandising By using the new WorldSkills Standards The development of the visual skills within the retail industry Specification as the starting point, merchandising professional standard • greater success for retail businesses People 1st was able to create a has used as its starting point the within the UK and internationally set of professional standards with WorldSkills Standards Specification • individuals aspiring to reach the international alignment. Given that drafted through the International highest standards new apprenticeship programmes are Standards Transfer Project. The • new apprenticeships for visual required by the government to aspire process included: merchandisers. to be ‘world class’, there was a golden • obtaining initial feedback from opportunity for the retail industry to employers on the content look to the future when creating a • adapting and taking into Conclusion visual merchandising apprenticeship. consideration the criteria for new apprenticeships The concept of professional standards • consulting with industry has been introduced by People 1st ‘WorldSkills facilitates high-level representatives: Asda (Head of partly in anticipation of the changes training based on an extensive visual Sales Development), Mango (Visual the government has initiated for the merchandising skill set. By expanding Merchandising Manager UK and development of apprenticeships. The practical abilities, underpinned by Ireland Concessions), New Look intention is for industry to determine industry standards, WorldSkills drives (Academy New Initiatives and Project and design the standards they UK retail practice forward and identifies Specialist), and Visual-Red (a Visual consider critical for their success and creative directors of the future’. Merchandising Specialist) the economic position of the UK on the Julianne Lavery, International Display • conducting a verification exercise to world stage. The focus, therefore, is on Consultant ensure employer endorsement of the high level standards and raised Aligning professional skills with international standards Page 33 Global standards: bridging the skills gap aspirations. The WorldSkills Standards Specification has been designed to encourage and recognise performance excellence, thus uniting the two initiatives and presenting an ideal opportunity to pave the way for an apprenticeship in visual merchandising.

In order to maintain their integrity, professional standards must be independent of apprenticeships, vocational qualifications and in-house training programmes. The professional standard, like the WorldSkills standard, is the product employers understand. This will ensure, as Doug Richard reinforced in his Review (2012), that there is a renewed focus on the outcomes of particular training interventions, rather than an over- focus on their components. Creating aspiration and success Creating aspiration and success Page 35 Global standards: bridging the skills gap

‘Given the opportunity, Context Young people who come to Derwen College have a wide range of learning people with learning difficulties and disabilities. This is Derwen College is a specialist why the programmes are designed difficulty and disability residential college that aims to to meet individual needs. Students rise to the challenge of nurture, develop and challenge the are challenged to achieve their full young people who come to them, potential while living and learning in a showcasing their skills.’ and equip them with the skills they safe place. Louise Keevil, Project and need for employment and to live as independently as possible. Partnership Manager, Derwen Independent living skills are a big part College of the weekly routine. The Personal Derwen College specialises in teaching Development Programme supports through vocational programmes. The students in developing confidence students learn in real work situations. Partners and building personal, social and These may be in a shop, an office, a citizenship skills. North Warwickshire and Hinckley cafe, a big catering kitchen, a hotel or College (centre for Performance conference centre, or on an estate, Derwen College is one of the leading Excellence awards and delivery or as a carer. These situations, specialist colleges in the country. partner) together with gardening, floristry, food production, car valeting and Ofsted has recently graded it again as performance arts are all opportunities ‘Outstanding’. It is the first specialist Derwen College, Oswestry (delivery college in the UK to have retained the partner) for learning and development that embrace national qualifications and Outstanding grade under the most offer many life skills. recent Ofsted regime. It has Beacon Beaumont College, Lancaster (delivery Status and is a Makaton Centre of partner) Excellence. Derwen College promotes competitions as a means of developing Sagbacksgymnasiet, Stockholm employability skills alongside real, (delivery partner) meaningful work in the College’s commercial outlets. Open College Network (West Midlands Region, awarding body) Because of its existing commitment to skills competitions, in 2013 Derwen College approached North Introduction Warwickshire and Hinckley College (the national centre for Performance This case study is in its early stages Excellence awards) to discuss and sets out to demonstrate that involvement in a Performance excellence and aspiration can and Excellence qualifications pilot project. should feature in every type and level However, it soon became clear that the of technical and vocational education initial suite of qualifications at Levels and training. International standards, 2–4 was unsuitable for learners with practices and competitiveness are learning difficulties and disabilities. applicable to us all. Page 36 Creating aspiration and success Global standards: bridging the skills gap

The challenge employability skills and to provide a engagement tool for students unable platform for transition from education to join mainstream national vocational to employment. programmes in Sweden. More details Performance Excellence awards about Sagbacksgymnasiet are provided were designed to support Squad at the end of this case study. and Team UK for the WorldSkills Three connected developments have Competition held in London in 2011. been overseen by Derwen College, The awards were developed to in its own right and on behalf of the Conclusion support the performance attributes Association of National Specialist Colleges (Natspec), and North needed to excel in skill competitions The outcome of this initiative is the Warwickshire and Hinckley College, that reflect outstanding performance OCN(WMR) Entry Level Award in representing itself and the Association in the workplace. Following the Achieving Excellence in a Vocational of Colleges National WorldSkills 2011 WorldSkills Competition the Skill (Entry 3) (QCF) (601/3473/2) Portfolio Group. qualifications were further developed and the OCN(WMR) Level 1 Award in so as to support performance Achieving Excellence in a Vocational The first development is the creation excellence in any vocational context. Skill (QCF) (601/3472/0), together with of a wider partnership to share supporting materials. The newly developed awards at competition strategies in conjunction with WorldSkills UK and Foundation Levels 2–4 were piloted in 2012–13, These Awards meet the identified Learning Inclusive Skills Initiatives and then 2013–14. The initial impact needs of learners working at Level such as the ‘Footsteps to the Future’, a of the awards as identified by pilot 1 and demonstrate that vocational series of national skills competitions at centres included the promotion of excellence can be identified at each Entry Level and Level 1. outstanding vocational skills (both stage of a student’s development. The second is the creation of accessible technical skills and more generic They suit students at all ages and can and appropriate Performance performance skills), the ability to be embedded into larger programmes Excellence awards. In April 2014 differentiate between satisfactory and aimed at supporting people into a working party of specialists in outstanding performance, and the employment. For example, they can be performance excellence and the embedding of stretch and challenge linked to work placement programmes needs of learners at Level 1 and below into programmes. to enable the individual to maximise worked with OCN(WMR) to create the benefit to him or her and the awards to suit this group of learners. In order to promote inclusivity in placements to optimise the quality of vocational excellence, the partners the experience. identified the need for similar In June 2014 Ofqual approved the Entry Level 3 and Level 1 Awards. The opportunities for students at Level 1 The Awards support programmes that working party then prepared unit and below. Excellence is demonstrable deliver an appropriate combination amplifications and support materials at all levels; therefore recognition of employment and occupational in readiness for the first learners in should be available to all. This was the skills, according to the individual’s September 2014. challenge and opportunity that Derwen circumstances and the needs of the College presented. labour market. More widely they The third is the involvement of encourage inclusion, provide stretch Sagbacksgymnasiet, in Stockholm, and challenge, and bring excellence Methodology Sweden. In May 2014 two staff and and recognition within reach. two students from Sagbacksgymnasiet The rationale for Entry Level and visited the ‘Footsteps to the Future’ Level 1 awards was both to support Competition in order to consider skills the development of technical and competitions as a motivational and Creating aspiration and success Page 37 Global standards: bridging the skills gap

Looking forward these. Since 2011 a new programme on experience in a workplace with – Introduction to Vocational Studies the aim of establishing the student in – has been developed to meet these the job market. The primary goal is During 2014–15 the new Awards will students’ needs. This programme not for the student to achieve specific be piloted in the UK and Sweden. The takes up to three years. Its content vocational qualifications; it is to assess Awards are available to any provider. is not prescribed and individual the quality of an individual’s vocational In addition to the pilot centres, training providers design their performance in work settings. This any other provider is invited to get own programmes. There is also no complements and fulfils the purpose of involved. The first set of awards will be qualification requirement. Young the Performance Excellence awards. celebrated in due course. people can follow several pathways within the Introduction to Vocational The partners are committed to Studies, which includes a pathway embedding skills competitions into for immigrants whose grasp of the their curriculum and have applied Swedish language skills is not adequate elements of the WorldSkills Standard for the workplace. Specification to their curriculum design and pedagogy. Sagbacksgymnasiet has developed an action plan with strategies to increase To support further development a its attractiveness by developing group of providers across Europe have entrepreneurial learning, collaboration, designed an Erasmus bid. One of the competition and internationalisation. bid’s objectives is to It has identified that students taking the Introduction to Vocational Studies often lack self-esteem, which arises ‘develop and enhance confidence from failure at school. The key to and performance excellence through success for these students is to boost involvement in competition activities; their self-confidence and restore to inspire learners to achieve their best; their motivation. In addition, the raise their aspirations and improve Introduction of the programme has their employment opportunities; to often been unfairly represented. promote the positive links between Given this, it is particularly important vocational excellence and employment; to boost the programme’s status so evidencing performance excellence that students can be proud of their through qualification achievement.’ education. The strategy is therefore to promote motivational activities by Sagbacksgymnasiet, introducing skills competitions such as ‘Footsteps to the Future’. Stockholm: a cameo Sagbacksgymnasiet has also committed In Sweden young people wishing itself to piloting the use of the Entry to pursue a vocational route into Level 3 and Level 1 awards in Achieving employment apply to take a National Excellence in a Vocational Skill. Vocational Programme. Around Introduction to Vocational Studies is 11%–12% of young people do not distinct from the Swedish National achieve the entry requirements for Vocational Programmes by focusing Driving excellence with a WorldSkills strategy Driving excellence with a WorldSkills strategy Page 39 Global standards: bridging the skills gap

‘There is so much Context Methodology happening in the College The creation of City of Glasgow The Strategy was introduced through as part of the WorldSkills College in 2010 marked an aspiration three main measures, of which the movement that drives to transform the quality of further first was the introduction of a Whole education by redefining students’ College Strategy including WorldSkills excellence in work based experience and creating a world class Standards Specifications, participation skills through participation institution. The College recognises the and competitions. in regional, national and critical importance of developing and embedding a competition ethos into To pursue this, the College appointed international competitions, core learning and teaching as a lever to a Head of Skills Academy and and also have a go support the move from competence to Development to be responsible for excellence. Therefore regional, national implementing the WorldSkills Training events, collaboration with and international competitions are Academy with a direct link to work and employers and research regarded as powerful tools to enhance genuine collaboration with employers, the quality of teaching and raise schools and universities. This is now in activity. It is very exciting standards. place. for staff and students to be The transformation strategy of the City The ethos of the Academy is to part of.’ of Glasgow College was informed by a put the learner at its heart. It uses Margaret Darroch, Head of Skills wide body of research that emphasised competitions and WorldSkills Standards Specifications as tools to Academy and Development, City the positive impact of project based and experiential learning. The strategy improve learning and outcomes for of Glasgow College was consistent with the philosophy all learners; it is not just a vehicle for of Curriculum for Excellence (Scottish success in skills competitions. Partners Executive, 2004). Paul Little, the College Principal, has noted: Key to the Academy are the Four Capacities outlined by Education City of Glasgow College (delivery Scotland (2004): partner) ‘Worldskills is the equivalent of the education Olympics. In preparing for it, students are compelled to enhance ‘The purpose of the curriculum is Introduction skills in their area of study and are encapsulated in the four capacities – to driven to succeed.’ enable each child or young person to This case study examines why and City of Glasgow College (2013) be a successful learner, a confident how a major college of further individual, a responsible citizen and an education uses skills competitions and The challenge effective contributor.’ international standards to support The planned benefits of the WorldSkills quality improvements in the delivery The decision to build a new learning Training Academy are set out in the of vocational education and training strategy on the basis of WorldSkills was model in Figure 1. The learner is at (VET). ambitious, and rightly so. the centre, encompassed by the Four Capacities and, in the outer ring, the The challenge was therefore to behaviours and capabilities to be implement a WorldSkills learning developed in each individual learner. strategy and evaluate its impact. Page 40 Driving excellence with a WorldSkills strategy Global standards: bridging the skills gap

The process to develop the Academy • improving the baseline standards of considerably. There has been a 100% is on the left of the model, and the the community increase in regional medallists and perceived benefits are on the right. • injecting ambition and aspiration representation at the UK annual Skills • building confidence and self esteem Show. The College also has learners The second measure was to task • benchmarking standards in internal, who are representing the UK at the a college manager to develop a regional, national and international EuroSkills Competition and in the WorldSkills Strategy and Academy. The competition WorldSkills UK Squad. vision was to grow competition activity • the development of vocational skills to support the following broader to outstanding levels The main ambition for the Strategy objectives to: • enhancing capacity in the skills and and the College is to raise standards • redefine the learner experience attributes valued by employers, such in teaching, learning and outcomes for • enhance practice, innovation and as teamwork, time management, learners. The Head of Skills Academy quality prioritisation, judgement and working and Development describes the impact • create transformational professional under pressure. on teaching and learning across the development in learning and teaching. six faculties as ‘phenomenal’. The WorldSkills Standards Specifications Academy’s activities have created a The third measure was to set the have been used as a benchmark ‘real buzz’ around the College. Linked aims and targets for the WorldSkills to support the development of to this activity, a range of interventions, Strategy. In addition to the above three excellence in vocational skills. To such as master classes for staff, videos objectives, these included: support competitors the College made for use in teaching, training • enhancing employability has developed and implemented a for coaching skills, work placements • creating resilient and independent WorldSkills Training Plan that is based and specialist guest speakers, have learners on the NCFE Achieving Excellence in a all contributed to a growing ethos • providing a sustainable community Vocational Skill qualification. The Plan of excellence and transformation in of competition practice acts as a framework for mentoring practice and expectations (Darroch, • adding a formal research dimension competitors while they prepare to 2014). to the City of Glasgow College compete. The College is a pilot centre WorldSkills movement. for mainstreaming Performance The WorldSkills Faculty provides Excellence qualifications. significant added value across the The approach to learning through skills College, providing tools and support competitions supports the College’s Mentors are allocated teaching hours for teaching for excellence, not just new ‘project-based interdisciplinary to support and train competitors. for qualifications. It has created a pedagogical model’ (City of Glasgow They have a role description for critical community of practice across College, 2013). this work and are supported by a network of practitioners from all continuing professional development curriculum areas in order to share (CPD), the Head of Skills Academy good practice. The impact and Development, and a Health and Wellbeing Manager who works with The College has invested in its Strategy The College reports that its data competitors on their generic skills. through the appointment of a manager demonstrate that students involved and mentors. Although this does not in competition activity go on to be A further impact is that, since the directly generate additional income, flexible, self-directed lifelong learners. launch of the WorldSkills Training the College believes that it is justified Rather than being prepared for a Academy, college students’ by higher success rates, improved skill job alone, they become responsive representation and success in development and progression into professionals. In addition, further skills competitions has increased employment. In addition, success in benefits of competition activity include: Driving excellence with a WorldSkills strategy Page 41 Global standards: bridging the skills gap competitions and greater collaborative In a less connected and more overtly working with employers raises marketised system City of Glasgow the College’s profile and in turn its College serves as a microcosm for recruitment. what can be done by a well situated and judicious college seeking similar The WorldSkills Training Plans and benefits for its communities. guidelines have been crucial to the successful implementation of the Figure 1 Strategy. Agreement with the mentors and their broad acceptance of the process and planned outcomes has added clarity to their role. Focussed and individually tailored professional development for mentors has been pivotal in embedding excellence and high level craft skills. Mentors have disseminated their experience to colleagues and shared resources which have contributed to the positive impact across the College.

The impact of the WorldSkills Training Academy and activity in skills competitions is embedded into the College’s Self-Evaluation Framework. This supports the integration of skills competitions into teaching and learning across the College. It raises the awareness of staff and focusses college managers on monitoring impact and providing evidence of the benefits to students as a route to achievement that every student can share, irrespective of their participation in competitions or their choice of college.

Conclusion

The UK is not in the position of Finland, where skills competitions are fully embedded in vocational teaching and learning as an organic and powerful means of maintaining its acknowledged world class VET system. Enabling excellence for VET teachers Enabling excellence for VET teachers Page 43 Global standards: bridging the skills gap

‘‘I am a fan of this Context to focus on teaching rather than developing high level technical skills project, which will, I am • employers welcomed an initiative VTCT offers qualifications in to support VET teachers in confident, filter through hairdressing, barbering, beauty and demonstrating a ‘set standard’ of high complementary therapies sectors the apprenticeship and level technical skills among others. It is also a charitable • the needs of learners and their training system to raise donor, and undertakes research employment opportunities are the and development to support its the standards of work priority. readiness, and hence investment in these sectors. VTCT interfaces with learning providers and the employability, of our their teams and gains feedback on The challenge learners.’ the challenges VET teachers face in developing and maintaining their own The challenge was therefore to explore Dr Stephen Vickers, Chief ‘leading edge’ technical skills. the causes of inadequate opportunities Executive, VTCT for the development of high level technical skills for VET teachers.

Partners VET teachers working in a regulated qualifications environment are guided Vocational Training Charitable Trust by requirements from their own (VTCT, an Ofqual approved specialist institutions, awarding organisations awarding organisation) and inspection bodies. Meeting the requirements is critical for quality Introduction assurance and the success of the learners and the organisations the This case study introduces research teachers represent. In July 2014, VTCT’s Specialist Lead for which began in early 2014 and is now Hairdressing and Barbering hosted at the concept development and In July 2014, David Russell, Chief a meeting with 14 representatives testing stage. The research aims to Executive of the Education and from across the sector including improve the quality of learning by Training Foundation, stated: awarding organisations, sector skills growing the higher level technical councils, manufacturers, trade and skills base of UK vocational education ‘We believe that teaching and training professional associations, salon and training (VET) practitioners. in our sector should be seen as a high owners and educators. The meeting status profession, its reputation flowing was supported by consultants from The case study explores the from high quality outcomes. Teachers Dynamic Influence, a business potential for the introduction of and trainers should be encouraged to development consultancy. As a result, a skills development programme, exercise professional autonomy and VTCT decided to invest in a ‘Trade incorporating a trade test aligned to take ownership of their own CPD, in Testing Scoping Project’ to generate and drawing on WorldSkills Standards the interests of improved teaching potential solutions. Specifications and assessments. and learning and for the benefit of the The ultimate purpose is to raise the learner.’ Members of the meeting in July 2014 bar for technical skills, to meet the gave their reasons for contributing to needs of industry as it competes in an Professional development for VET the research, as follows: increasingly dynamic global market has historically been a mix of formal • ‘professional development’ tends place. and informal activities. For example, Page 44 Enabling excellence for VET teachers Global standards: bridging the skills gap research, attending courses, gaining ours – will be to strengthen the existing Managers for hairdressing and qualifications, on-line learning, peer approach to professional development, beauty therapy. The standards they review, mentoring and shadowing are encourage an expectation of expertise demonstrate must be ‘world class’. common and excellent methods. and professionalism, and increase the Likewise the standards developed by skills and standards of hairdressing, WorldSkills International and consulted While VTCT fully supports current CPD barbering and beauty related educators upon with global industry and business practice, it also considers that further and assessors through a more rigorous are highly demanding for young people investment in deep skills development approach to training.... We will raise representing their country in the would add value to the learner the standards in our industries by WorldSkills Competition. experience and capabilities. Concerns encouraging continual professional with current CPD programmes include development and introducing a To align with international skill the fact that they either work on skills proposed trade test to ensure our standards the opportunity has within the practitioners’ comfort zone sector has the best educators in the been identified to draw on the or are focused on theory, neither UK....’ WorldSkills Standards Specifications growing nor testing new technical (VTCT 2014) and assessment methods to enable skills. VET teachers to develop, maintain The potential benefits were anticipated and practise high level skills, thus VET teachers have a significant impact to be: encouraging learners in turn to aspire on learners, so an appropriate level of • for learners to reach the highest standards. investment in their technical skills and • inspiration to ‘aim high’ subsequent professional status within • improved opportunities for In August 2014 Dynamic Influence industry is critical. employment drafted a questionnaire for VET • for industry teachers, trainers and assessors. The This has been highlighted in a case • representative of employer questionnaire was accompanied by a study about developing high level skills expectations note explaining the Trade Test initiative in upholstery and soft furnishings • increased confidence and support and stating: (CAVTL & ETF 2014). The research from employers identified that the first key to success • for tutors ‘To address some concerns about the is high level technical standards • focused skills development CPD for educators, assessors and that motivate learners to raise their • identification of potential/talent verifiers a radical revision of the current own performance and be confident • enabling tailored support arrangements has been proposed to that they will meet the needs of the • for learning providers change the requirements from a set industry and their future customers. • national skills benchmarks for tutors number of hours, to an independently • enabling high skill standards to be assessed ‘trade test’ which will measure embedded in the organisation the development of technical skill.’ The resolve • identifion of inspirational tutors who

excel technically. The questionnaire was circulated To address its concerns, VTCT resolved in October 2014 to UK colleges and to establish trade tests for VET private training providers. teachers: Methodology

‘The aim of our potential ‘Trade By connecting with the International Issues Testing’ organisation will be to build Standards Transfer Project, VTCT an inspirational alliance of technical has gained an insight into the high VTCT recognises that the development educators who will work to enhance the level technical skills required of the and introduction of the proposed trade learning experience. Their focus – and WorldSkills UK Experts/Training Enabling excellence for VET teachers Page 45 Global standards: bridging the skills gap tests will require careful planning and The impact of trade testing will be roll out, beginning with a pilot phase. measured through self-assessment The issues to be discussed and agreed based on the standards of the Common include: Inspection Framework for Further • their relationship with the Education and Skills (Ofsted 2012). requirements of current continuing professional development Whilst this project may appear quite • their relationship with the radical for the UK, it represents requirements of examiners for new what many advanced countries have apprenticeships embedded in their VET systems. It also • the credentials of the expert group replicates current recruitment practice • how best to involve industry for UK industry in the hairdressing and • the design of tests beauty therapy sector. • grading • the location of trade test centres.• the credentials of the expert group • how best to involve industry • the design of tests • grading • the location of trade test centres.

Conclusion

This case study shows that one vocational sector is taking the initiative to strengthen technical skills and aim high. It demonstrates a determination by representatives of VET practitioners and industry to raise their game.

Grasping the opportunity to connect with the WorldSkills Standards Specifications highlights the vision of the contributors in aligning with the government’s aspirations for future ‘world class’ apprenticeships.

The introduction of new apprenticeships will undoubtedly have an impact on VET teachers. Worldskills assessments (Test Projects) offer an excellent basis for the proposed trade tests. Achieving mastery in skills performance Achieving mastery in skills performance Page 47 Global standards: bridging the skills gap

‘This award has taught Introduction Methodology me to reflect on my This case study concerns another In 2012–13, a Project team based at performance, which is after Legacy Project, which was consigned North Warwickshire and Hinckley all the key to excellence.’ by the National Apprenticeship College (NWHC) took forward the Service (NAS) to North Warwickshire development of these qualifications. Helen Garratt, candidate for the and Hinckley College in March Working with national awarding Level 4 Performance Excellence 2012. The rationale for assigning bodies, they created a suite of Award the project to the College was that Performance Excellence qualifications the College had acted as one of the supported by guidelines and initial test beds for the Performance amplifications for all units at Levels Partners Excellence Qualifications and one of its 2 to 4. These meet the regulatory predecessors. requirements of the Qualifications Awarding organisations and Credit Framework (QCF). A small quality team works from the College to NCFE (a national awarding body) Context provide support for the pilot centres In 2010 a suite of Performance offering the qualifications. Pearson (a global learning company, Excellence qualifications was incorporating an awarding body) The Project team worked with Pearson developed by UK Skills to recognise and NCFE to develop a suite of people who had exceeded all Open College Network (West Midlands Performance Excellence qualifications, expectations. The initial target group Region, a regional awarding body) approved by Ofqual in April 2013 for these qualifications was Squad and (www.register.ofqual.gov.uk). Both the Team UK participating in WorldSkills NCFE and Pearson qualifications were Delivery partners London 2011. listed on the Learning Aim Reference Accrington and Rossendale College UK Skills no longer exists as a separate Application (LARA) as fundable shortly organisation, its functions having afterwards. Unit amplifications and a Belfast Metropolitan College been transferred to the National range of support materials have also been produced. Burton and South Derbyshire College Apprenticeship Service (NAS) and subsequently to Find a Future (FaF). To provide progression through HE, City of Glasgow College the team approached the University The challenge of Derby regarding the development Derwen College, Lancashire of a Level 5 programme. With the The Performance Excellence University, a World Class Skills Highbury College, Portsmouth qualifications recognise excellence Performance programme was both through skills competitions and New College Lanarkshire designed to align with the activities also through students demonstrating and assessment practices of the excellence in work-related settings. North Warwickshire and Hinckley WorldSkills training process. The College Level 5 programme aimed to support Therefore NAS’s aim was to build on and recognise existing learning the UK Skills experience to design and WorldSkills UK (the brand name for and activities, providing academic mainstream a range of qualifications skills competitions in the UK, affiliated recognition and rigour to much of the to recognise performance excellence to WorldSkills International) skills development, thereby adding in any vocational area, sector or value to the process. employment route. Page 48 Achieving mastery in skills performance Global standards: bridging the skills gap

The Project team also approached development of generic employability the qualification has given them a several colleges and training providers skills for sustainable employment and clear framework to facilitate their to participate in a pilot project for progression at work. participation in skills competitions and these qualifications. The centres the wider development of technical selected had strong track records Participation in skills competitions is and generic workplace skills. in skills competitions and the use of a growing aspect of vocational study competitions as a strategy for raising for such students. Both specialist The structure of the qualification has the quality of vocational education and and mainstream colleges are motivated students to aspire to higher training. developing strategies for inclusive skills levels of skill development. The focus competitions as a means of supporting on current performance compared One of NAS’s aims was to have a valuable specialist and generic to excellence, the development qualification that could be offered employment skills. In addition to being of improvement plans and their to the young people preparing to consistent with the development implementation, and their reflection represent the UK in the WorldSkills of skills competitions for vocational on their own performance, all enable Competition being staged in Leipzig in students working at Level 1 and below, students to be clear about what 2013. Ten members of the UK Team/ these qualifications also meet the excellence means in their skill and Squad for Leipzig 2013 registered for need of students aged 14 and above encourage them to develop further. an Edexcel Achieving Excellence in following a vocational route either at Skills Performance Award at Level 4 school or through a link with a college In terms of additional work, there has and 10 at Level 3. or training provider. This is often a been little impact on most students group of students needing specialist because much of the evidence The Squad preparing for WorldSkills support, and may include those at risk is naturally occurring. Successful Săo Paulo 2015 was selected in of exclusion and more likely to become candidates have gained an additional spring 2014. At Squad Induction at NEET (not in education employment or qualification to recognise that they Loughborough University in July 2014, training). have consistently performed above the Level 4 Achieving Excellence Award expectations in their skill. With many was launched. All Squad members are The Entry Level and Level 1 Awards vocational qualifications failing to registering for the Award, which will have been developed in partnership differentiate between high performers be embedded in their preparations for with the Open College Network, and those who are so far competent, competition. The Award is planned to West Midlands Region (OCNWMR). the Performance Excellence be completed by April 2015, in time for Specialists, the project team and qualifications provide the added value final Team Selection. The University of OCNWMR met to design the Award of differentiation. Students are able Derby Level 5 qualification has been to ensure that it met the needs of to add this additional qualification to offered to the WorldSkills UK Alumni students. The Awards were approved their CV to support applications for and to selected members of Team UK by Ofqual in June 2014. employment and career progression. who competed in Leipzig. For students within the same group A need has also been identified for Outcomes or cohort, but not involved in the additional Levels to meet the education Performance Excellence Pilot, there and training needs of students For the students is little evidence of negative impact. studying a vocational skill at Level It has been reported that in some 1 and below. As well as supporting Students report that they have been instances the possibility of accessing a the development of the individuals’ given a confidence boost, both in being Performance Excellence qualification technical skills, participation in the selected for participation in the pilot has been a motivator and encouraged qualification aims to support the and also in achieving the qualification. students to strive higher. Some students have found that Achieving mastery in skills performance Page 49 Global standards: bridging the skills gap

For the staff Other outcomes Conclusion

Many of the staff involved in the There have been many other outcomes Within a qualification and funding pilot have already been dedicating from this Project: system that has restricted additional time towards preparing • both NCFE Awards and Certificates opportunities to excel, the for competition. However, although and Edexcel Awards at Levels 2, 3 and Performance Excellence Awards help assessors have been enthusiastic 4 have been developed for the QCF to bridge the gap between competence about the qualifications and its impact and approved by Ofqual and excellence. For further on their students, it is recognised • qualifications have subsequently mainstreaming, a range of measures is that there is an additional workload been listed as fundable and available proposed. involved in supporting students. There to any provider has been little corporate recognition of • all NCFE units at all levels have clear Staff need some recognition for the this so far. guidelines and amplifications work involved in delivering these • workbooks and learning resources qualifications. Although most of the One unexpected use of the Level 4 have been produced for all option evidence is naturally occurring, time Award has been to support quality units to facilitate face-to-face or needs to be taken to provide witness improvement in teaching and training. distance learning and observation statements, as well A number of vocational teachers • a Level 5 programme, validated as to oversee the completion of and trainers have undertaken the by the University of Derby, has been portfolios. At the same time, centres Award using teaching and training as developed delivering the qualification should the focus. This has been especially • 130+ students have been registered adopt and adapt the supporting effective for newly qualified teachers on NCFE Awards materials to streamline portfolio as part of their ongoing professional • WorldSkills UK Team/Squad development and assessment, and to development. The Award has members have been registered on support moderation. encouraged recognition of what good Edexcel Awards quality teaching and learning looks like • WorldSkills Team members and The Pilot has shown that the Award and how the individual can develop it alumni have expressed an interest in unit has most impact on students’ in their own working practice. and registered for the Level 5 Award performance. Extension to the • the Pilot has attracted providers Certificate is only relevant for a For the learning providers from a wide geographical area minority of students. Following the • a wide variety of vocational skill successful pilot project, adoption sectors and work related settings are During the Pilot Poject, NWHC has across the sector would support represented taken responsibility for all registrations the development of high quality • the qualifications have provided with the awarding bodies, internal work related skills and be a tool for assessors with an opportunity to moderation, correspondence and differentiation within vocational recognise students who are performing liaison with the awarding bodies and programmes. beyond normal expectations for their external moderators, together with programme of study the financing of registrations and Centres should consider the adoption • feedback from candidates suggests certification through the Project’s of the Entry and Level 1 qualification that the experience has been valuable funding. This has kept the financial where appropriate. The Award is • information about the qualifications impact on pilot centres to a minimum. also appropriate for centres to use in and their potential impact has been The team at NWHC has provided conjunction with work placements. It disseminated across the sector. assessor and quality support for all provides structure and a framework • a celebration event was held for the centres throughout the Pilot Project. for the learner when planning and first achievers at the 2013 Skills Show. preparing for the placement, and it Page 50 Achieving mastery in skills performance Global standards: bridging the skills gap acts as a good vehicle for recording and evidencing learning and progress during the workplacement. For the Entry 3 and Level 1 qualifications impartial advice and guidance is essential to help students make informed decisions about progression opportunities.

To end on a broad point: the qualifications should be embedded within providers’ strategies for supporting excellence in vocational learning and achievement. Initiating international standards for all stakeholders Page 52 Initiating international standards for all stakeholders Global standards: bridging the skills gap

‘Looking back to how was used to influence curriculum new engineering provision. Running development within further education competitions, providing industry a meeting about a (FE) and UTCs. The critical relationship focused programmes and project competition has resulted between industry, FE and HE in based learning was very much the supporting the learner in their career ethos of the University department. in developing a series choices and employability is also of qualifications and highlighted. Much of the experience came from the team involved in product design, opportunities for all where showcasing work or competing stakeholders, you cannot Context at national level was the norm. The University had contributed to the help asking the question In 2007 an organising partner was organisation of the first European sought by WorldSkills UK to work why has it taken so long to Robot Championship (EUROBOT) with Festo to develop a national in the UK in 2005. This experience get to this point?’ competition in mechatronics. encouraged staff to develop the Middlesex University grasped the initiative further, since participating Professor Mehmet Karamanoglu, challenge and was appointed by in competitions clearly had a positive Head of Design Engineering WorldSkills UK as the organising impact on students. and Mathematics at Middlesex partner. Within a year, mobile robotics University was added to the partnership in order In 2010 a suite of BEng/MEng to encourage the development of high degree programmes was launched technology skills much needed by at the University. These included Partners industry and to represent the UK at mechatronics, electronics and WorldSkills events. Interest in the new Middlesex University (higher education robotics. The unique feature of these competition was shared by further and (HE) provider) programmes was project based higher education and industry. learning which was at the core of the Festo (industrial automation specialist learning strategy. This, coupled with and global sponsor of mechatronics Methodology participating in external events such and mobile robotics competitions at as competitions and industry based WorldSkills) The first national competition for projects, ensured that the students mechatronics was held in summer were motivated, became confident, Tottenham University Technical 2008 at Middlesex University. While the and had the right attitude, skills and College (UTC, sponsored by Middlesex number of competing teams was small knowledge to embark on employment University, Tottenham Hotspur FC, the enthusiasm generated among or further study. Festo, National Instruments and the competitors and their tutors and Mindsets) sponsors was beyond everyone’s expectations. In 2010 mobile robotics Introduction was added. The University chose to use This case study outlines the ways competitions as the catalyst for new HE in which WorldSkills competitions programmes. While the mechatronics were used at Middlesex University to competition was being developed drive opportunities and lead to new and increasing its participation rate, programmes designed to build world the University considered developing class specialist skills. The initiative Initiating international standards for all stakeholders Page 53 Global standards: bridging the skills gap

The benefits of the new degree programmes were more interesting such as mechatronics, a substantial programmes for staff included and exciting. Knowing that your subject number of these high skill areas improved teaching practice and is relevant to industry and is supported were identified as needing ‘joined assessment strategies plus greater by a national and international skills up thinking’. SEMTA, the sector team working. This resulted in a new competition, based on international skills council for engineering and staffing policy. The norm had been standards, gives a very powerful manufacturing technologies, to appoint technicians to support a message. established a steering committee particular laboratory or workshop. to generate and coordinate further This changed: technical tutors are now With the development of UTCs over interest in engineering competitions on appointed as specialists in their field, the last five years the emphasis on behalf of WorldSkills UK. to teach and assess as well as support high technology skills in engineering other activities. provided another opportunity. Industry ‘We now have children as young as 14 and higher education working together given the opportunity of a future-proof The impact of international to define technical specialisms career path full of exciting curriculum in competitions was realised when the provides a very clear progression UTCs, taking them all the way to degree University had a substantial presence pathway. When the opportunity to level and beyond, with the knowledge of at WorldSkills London 2011. A team sponsor Tottenham UTC came along, industry backing behind them.’ took part in mobile robotics, having the University and its industrial Professor Mehmet Karamanoglu, previously achieved a Medallion for partners deliberately planned Head of Design Engineering and Excellence at EuroSkills 2010. The to embed these high technology Mathematics at Middlesex University activities were largely organised and skills within the curriculum. Thus delivered by its students, supported by mechatronics, mobile robotics and staff. The Dean of the School stated: industrial control were written into the UTC’s plans. This influenced how the ‘This is the best staff-student Tottenham UTC’s physical resources development opportunity possible. I and capabilities were developed. The could have sent this group of staff and UTC has now set itself the ambition to students on a team building course. become the regional coordinator for The experience they would have gained these skills and has the facilities to do would have been nowhere near as so. good and effective as the one they have received at WorldSkills.’ Along with the expansion of UTCs, relevant vocational and academic qualifications were also in need of Outcomes updating and in many instances being newly created. Awarding bodies Opportunities realised such as AQA and City & Guilds have developed appropriate qualifications One of the most significant roles at Levels 2 and 3 with UTCs and their played by the mechatronics needs very much in mind. Many have competition at the University was the also built the standards, established by direct link it provided to employment. WorldSkills, into the new qualifications. The academic programmes became Mechatronics is included in these. more aligned to industry standards and requirements. From the Having established new competitions students’ perspective the subject and Page 54 Initiating international standards for all stakeholders Global standards: bridging the skills gap

Opportunities not yet realised

As the skills agenda rose within the political landscape, the focus shifted towards the promotion of apprenticeships. As WorldSkills UK became part of the National Apprenticeship Service less attention was paid to HE. However, a rich opportunity remains to include HE in the ‘skills message’, particularly because it has the capacity to play a significant role in developing high technology engineering skills at all stages of vocational education and training. Conclusion

This case study shows that competitions are a powerful means of promoting technical education, raising standards, motivating and developing individuals. As the mechatronics competition development showed, enabling universities, in conjunction with industry, to ‘pull’ rather than ‘push’ technical education, can result in education and skills that are fit for purpose, today and tomorrow. Particularly in the case of high technology engineering skills, collaboration that involves a college/ school, university and industry has been shown to be highly effective. It is for this reason that UTCs are becoming such success stories. Capacity building in the UK delivery system Page 56 Capacity building in the UK delivery system Global standards: bridging the skills gap

‘To drive UK plc forward continuing investment in VET teachers. Systemic issues Maintaining the currency of skills is a on the higher level skills serious business that needs careful The first challenge is the requirement agenda, we have a duty to planning and implementation. This is to work within internal and champion investment in not a ‘light touch’ process. external constraints that inhibit the development of high level skills. the system we rely on to Context This is seen as a fundamental deliver the change. Without and frustrating blockage which is associated with current measures for The development of a suite of ‘skills leaders’ and cutting- funding and monitoring. For example, internationally derived standards, vocational qualifications at Level 3 edge resources we cannot aligned to global best practice, was and beyond are generally considered the first stage in the International maintain a place at the to be insufficiently skills focussed and Standards project. This was followed frequently not ‘leading edge’. Where international table.’ by a series of collaborations designed qualifications are out of date the to demonstrate how high level Marion Plant, OBE, Joint Chief aspiration for excellence is inhibited. international standards can enrich and Executive and Principal, North Shorter timescales for refreshing strengthen the UK VET system. Warwickshire and Hinckley qualifications should be actioned by awarding organisations and regulatory College and South Leicestershire The final strand of the project was to bodies as a matter of urgency. College consider: • the possible impact of embedding Comments have also been made about international standards within the UK Introduction the unit structure of qualifications VET system preventing all students from ‘covering • the potential effects of more practical This case study presents the key the same ground’. While this may end tests being introduced into UK themes emerging from 17 interviews appear to offer welcome flexibility, VET programmes as a consequence of with vocational education and one teacher has remarked that ‘with the Richard Review of apprenticeships training (VET) practitioners currently a broad choice of options providers (2012) and providing further, higher and work- will often choose the units that match • recommendations for a future based education. These are listed staff’s ability, or those that are easiest strategy for capacity building for VET in under References. The interviews to achieve, rather than the choices the UK. were conducted between 13 June and most beneficial to the learner and 19 September 2014. Their focus was which also meet industry’s needs’. on ‘higher level skills’: how they are The challenges currently being developed and what Another interviewee has noted needs to be considered in order to The interviews began by considering that ‘the guided learning hours make progress. The move towards the experiences of VET teachers of qualifications have reduced more practical end testing is also involved in building high level technical dramatically and previous workshop addressed in this case study due to the skills and capabilities in students. The activities have been removed’. It is close link between aspirations for the challenges the teachers described are noted that in some colleges there assessment of new apprenticeships set out below under several headings. is now a significant lack of modern and the Test Projects embedded practical teaching facilities and within the WorldSkills Competition. equipment relevant to industry. It is recognised that ‘raising the bar’ will not happen without serious and Capacity building in the UK delivery system Page 57 Global standards: bridging the skills gap

Providing progression to higher develop generic employability skills The challenges encountered in education is also considered such as communication and working integrating high level standards sometimes to dominate the purpose in teams of mixed professionals.’ The include keeping up to date with new of the qualification, shifting the focus issue of having insufficient time to technology, maintaining the currency away from higher level technical skills dedicate to skills development also of skills and developing ‘buy-in’ among development. arises in larger groups of students. colleagues. Resources, including specialist equipment, need to be ‘the Achievement of qualifications is a Readiness to learn and best’. However there tends to be a dominant driver of provider behaviour. culture of ‘make do and mend to ‘Well qualified’ need not indicate teach equipment and technology’ in some ‘well skilled’. The UK VET system has institutions. This leads to a decline in become too narrowly focussed on Thirdly there is a general concern their credibility with industry. qualifications as a proxy for acquiring about the poor literacy and numeracy skills. As one teacher has commented, skills of students which hinder the Resistance to change among ‘the focus needs to be on teaching development of high level vocational practitioners, caused by lack of and training for work, and not just the skills. As industry increasingly awareness, fear and insecurity, and requirements of the qualification’. uses more complex technology, a desire for the status quo, has good English and mathematics are been mentioned by interviewees. increasingly important. However, More drive, stretch and Despite this, there is also a view that the time given to improving English challenges can be overcome with practice needed and mathematics is generally at strong and innovative leadership from the expense of technical skills senior management. The second challenge comprises development. the lack of aspiration built into VET. One interviewee has commented Employers sometimes question the Some potential ways that ‘our education system does not level of skill of individuals graduating forward give youngsters the drive they need. from VET programmes. Another Chinese students don’t just want to case study notes that a Level 4 When interviewed, each practitioner pass; they want to excel!’ It was noted apprenticeship programme has been has then discussed how the new that countries such as Switzerland developed by a range of partners WorldSkills Standards Specification value high level technical skills and in Wales to respond to industry’s and assessment methods can be taken invest in training to develop them. dissatisfaction with vocational forward within higher level vocational The lack of ‘stretch’ within current qualifications’ ability to support the programmes. These are a selection of programmes has been highlighted delivery of high level craft skills. their views and ideas. by an engineering teacher who has introduced ‘competition work’ into his Teachers need encouragement to programmes to add value. develop and maintain their technical Integrating WorldSkills skills. They need to collaborate, reflect standards The lack of time to enable students critically and be part of a professional to practise their skills is considered a development community. In City of In Coleg Sir Gar a ‘Skills Academy’ has significant barrier to encouraging high Glasgow College, the focus of another been established to provide voluntary level performance. One interviewee case study, a WorldSkills Training sessions for students wishing to has noted: ‘to achieve high quality Academy has been successful in develop their IT skills beyond the practical skills the individual needs supporting these ambitions. requirements of their qualification- time to apply theory to practice and led programmes. This initiative has Page 58 Capacity building in the UK delivery system Global standards: bridging the skills gap been taken by a lecturer who is also work outside their comfort zone a WorldSkills UK Training Manager • enhance the learning experience The challenges which can occur when and Expert. The WorldSkills standards • maintain staff’s credibility through introducing practical end tests were are the basis for the ‘Skills Academy’ professional development identified as: sessions. • motivate and energise staff. • the currency of teachers’ skills and their capacity to design, develop and Introducing ‘WorldSkills related Awarding organisations have an assess practical end tests competition work’ has been a key important role to play in supporting • the role of industry in the process ‘standards raising strategy’ for a the creation and promotion of high and their ‘degree of control’ number of learning providers. In the level technical skills standards. There • the need to overcome the culture of past three years the deeper and wider is a view that awarding organisations ‘no failures’ value of skills competitions has been have contributed to the dilution of • cost. promoted and recognised more widely quality in qualifications and standards. in the further education sector. The key benefits of introducing end Integrating practical end tests were noted to be: There is also clear evidence of • increased rigour institutions using the WorldSkills tests • challenge for students Standards Specifications as a basis • positive impact on learning The integration of WorldSkills industry for programme development in, for programmes related Test Projects has been example, engineering, IT, plastering • their independence of the learning recommended, along with more focus and drywall systems. One respondent provider on reflection and self-learning. It has has explained the ways in which the • their authenticity in reflecting been emphasised that ‘WorldSkills generic ‘Performance Excellence’ industry standards develops people beyond their technical framework of standards has helped • grading and differentiation skills’. both teachers and students. For • direct assessment of students’ example, improved feedback to readiness for employment Independent assessment is highlighted students through the adoption of • shared purpose with industry as critical for credibility with users and ‘feed-forward’ is enabling students to • improved recognition from third parties. Strengthening practical focus on next steps and increase their employers. motivation. assessments has been recommended ‘even if it means the qualification can Switzerland has been mentioned as only be delivered in well-resourced The main drivers for embedding successfully using practical end tests centres with industry-experienced WorldSkills standards in the within VET programmes. Within an staff or with industry partners’. The curriculum have been identified as the international hotel company one potential for including a ‘WorldSkills opportunity to: teacher has endorsed the value of standard’ grade for vocational • meet the needs and expectations of the practical tests used for chefs. qualifications has been mooted. a high skills economy It has also been noted that ‘within • support succession planning for engineering, practical end tests are a While it is appreciated that practical industry fact of life’. Likewise, practical tests are end tests would contribute to rising • raise standards and aim for integrated into the curriculum to align standards, some risks have also been excellence to increase achievement with vendor qualifications. rates identified. These include the impact • move from competence to excellence on achievement rates and adverse comparisons with learning providers The WorldSkills Test Projects are seen • provide a benchmark as a good example of alignment with • challenge and motivate students to that adopt an ‘easier’ assessment methodology. industry’s requirements. It is suggested Capacity building in the UK delivery system Page 59 Global standards: bridging the skills gap adapted to include the concept interviewees as essential attributes champions/ambassadors and approach of end tests. As one of new vocational teachers. There • involvement in the WorldSkills interviewee has stated: ‘Why not ask are challenges arising from a lack Competition a student to produce a JAVA Script, of succession planning and the • mentoring from WorldSkills Experts instead of expecting them to discuss introduction of new roles such as • involving industry in the delivery of it?’ In supporting the WorldSkills instructors, which can be interpreted programmes approach to assessment another tutor as a reduced recognition of and • encouraging innovation in teaching has declared: ‘I wish I had the time to respect for skills. and learning do with my other students what I do • incorporating personal development with the WorldSkills competitors.’ For established teachers there should plans within performance appraisals be a culture of continuing skills • maintaining reflective journals development. The need to maintain • developing skills networks across Moving teaching the currency of skills, to be up to date learning providers. forward with technological advancement and industry practice has been stressed. Higher level skills development is an The final part of each interview Sabbaticals in industry are among important issue for both individual focussed on the support that was the recommendations. At present teachers and their organisations. needed by new and established the onus is very much on the teacher It is vital that teachers aspire to be teachers to enable them to deliver high to take responsibility for his or her the ‘best in their field’ and do not level standards and practical end tests skills development. The view is that view professional development as a for their specialism. more support measures need to ‘process to satisfy’. Energy, enthusiasm be introduced. Vocational teachers and empowerment are needed. The Recruiting vocational teachers is may be strong theoretically at higher WorldSkills Expert role and the expert increasingly challenging. Attracting levels but still be unable to apply their community more widely offer helpful individuals with high level technical knowledge to practical purposes. As models to emulate. skills is difficult. This is partly due one interviewee has stated: ‘while they to the perceived lack of status of may be able to deliver the standard Conclusion vocational teachers and partly due to programme they cannot deal with the level of training and development unexpected problems or provide While there are no major surprises they have personally experienced. innovative solutions.’ in the feedback received from For example, today’s new teachers interviewees, the strength of the have probably trained during the The ways in which high level skills can comments is illuminating. Teachers ‘competence-based era’ of VET. Their be grown include: feel most constrained by the highest qualifications may be in • undertaking systematic bespoke qualifications system. It may now be teaching rather than technical and advanced technical training time to move away from relying so specialist areas. programmes • offering industry sabbaticals heavily on qualifications for a myriad • building industry practice into of purposes (Stasz 2011). More needs It has been noted that some learning to be done to review the validity of providers are not seeking high level timetables • encouraging dual professionalism: vocational qualifications for today and skills; they are content for teachers tomorrow’s world. simply to meet the minimum working partly in industry and partly in requirements of the role. Enthusiasm education The widening gap between institutions’ for their skill and industry, and • observation of ‘masters’ such as physical resources, and those of strong technical experience are, WorldSkills Experts industry, needs to be faced and however, regarded by a number of • the appointment of regional skills Page 60 Capacity building in the UK delivery system Global standards: bridging the skills gap resolved by investment and/or the organisation of programmes. Current qualifications do not challenge institutions sufficiently in this respect. In the current qualifications market this is unlikely to improve. Hence it can be too easy to continue delivering vocational programmes with inadequate resources. Hopefully the Richard Review will provide some solutions.

The pace of change for industry, and therefore for VET, is accelerating and will continue to do so. At the same time we note the exceptional qualities of the teachers and trainers who constitute the vibrant WorldSkills community of Experts. The WorldSkills Standards Specifications and assessment methods that support them can also play a positive part in supporting the confidence and capabilities of the UK’s further and higher education sectors. Setting a benchmark for international standards Page 62 Setting a benchmark for international standards Global standards: bridging the skills gap

‘Improve the quality of the outcomes so far of one strand of China’s economic development is work: to use WorldSkills standards to placing great pressure on that facility talent cultivation: subject provide a benchmark for quality and to be current and relevant to the specialisms should be a platform for measures to match the market. In February 2014 Premier linked to market needs; dynamism of the global market place. Li Keqiang announced wide-scale developments amounting to a full curriculum should be linked political economy for skills. The Context to occupational standards; headlines are to: • fully involve actors and resources and teaching should be In summer 2013 British Council (China) from across society in vocational linked to industry.’ and the WorldSkillsUK Standards education Project Team, together with the Royal • ensure that the economic progress Premier Li Keqiang (2014) Melbourne Institute of Technology and technological development, (RMIT), Australia, presented a paper transformations in the modes of at the ‘Global Skills Marketplace’ production and public service are well Partners Conference at WSC 2013 Leipzig. As adapted to each other a consequence, in November 2013 • deepen the integration between British Council (China) during a China-UK Roadshow, the industry and education. proposed ‘China-UK Standards Project’ Department for Business, Innovation & was presented to a multi-college Since it began to participate in the Skills (BIS), UK audience of teachers and managers WSC in 2010 China has proactively in Hangzhou, China. Three colleges explored the space between its current International Standards Transfer subsequently joined the Project: practice and the WorldSkills Standards Project Team • Guangzhou Industry and Trade Specifications, in order to excel at Technician College for web design, the WSC and derive wider gains. This refrigeration and air conditioning Ministry of Human Resources & Social is an admirable ambition. For many • Hangzhou Technical College for Security (MoHRSS) for the People’s reasons, including scale, structure, automobile engineering Republic of China organisation and culture, forging a full • Shenzhen Institute of Technology for connection with WorldSkills Standard graphic design. Shackleton Education Ltd Specifications is particularly complex for China, which nonetheless has the Although these colleges showed capacity to succeed. Introduction initiative, they did so within China’s strong vertical framework for An initial report from a Chinese China and the UK are committed development. Each college is rightly participant summed up the challenge to sharing and aligning elements of regarded as outstanding and a as follows: technical and vocational education and potential source of WorldSkills Experts and competitors. Each is now a Team training (VET). They have joint interest ‘With the WorldSkills standards as our China Training Centre for WSC 2015. in using the WorldSkills Competition framework of reference, we want to (WSC) as a model for development. introduce the UK standards and courses Since October 2010 the collaboration The challenge into our [college], and establish, pilot has delivered WorldSkills Roadshows, and improve our own standards and exchanges of WorldSkills Experts China has an existing facility for setting courses based on our local needs.’ and support for college-to-college and testing national occupational (Pan 2014) partnerships. This case study presents standards. However, the pace of Setting a benchmark for international standards Page 63 Global standards: bridging the skills gap

Methodology Workshop 1 focused on the ways Using the same approach as for in which UK standards are realised Workshop 1, industry visits explored through business, industry and the relationship between industry, the Standards for VET must be derived colleges, training centres and colleges’ programmes, and national from business and industry, relating universities. This was done to illustrate and international standards. Workshop directly to their purposes and the meaning of Premier Li’s ‘three to’s’ 2 also developed the teachers’ skills occupations, and set within a strong (as quoted at the beginning of this in delivering excellence in vocational conceptual framework. The standards case study). It also served to explain performance. must be capable of assessment what standards should comprise in according to sound principles and terms of level descriptors and learning indicate the nature of the skill outcomes, and related the Chinese Project outcomes so far development required. standards to international conventions for setting and communicating The results of Workshop 2 were For each specialism the objectives of standards. very positive. First, by showing an the Project were to: impressive capacity for hard work, • develop standards at two levels, to Teaching and learning methods that robust action plans were generated offer steps towards the WorldSkills for programmes that connected in standard generate excellence in vocational performance was an important part clear ways to the WorldSkills Standards • compare the standards to what Specification, both in format and exists and is used in China and the UK of the workshop. Moving towards learner autonomy through interactive content. Across these plans distinctions • develop formative and summative between China and the UK comprised: assessment measures techniques, including coaching, is unfamiliar and ‘counter cultural’ for • the prominence of government • develop curriculum and pedagogy regulation in web design that can best create individuals who China. However, a personal sense of ‘agency’ and efficacy is essential to the • the conceptual strengths meet the standards underpinning graphic design • pursue qualifications and generation of knowledge, skills, values and self-reflection. • the scale of influence by particular recognition, as appropriate. companies on automobile technology • in some instances a lack of detailed The outcomes of Workshop 1 included: This is the model (Figure 1) that awareness of the occupations at which • realisation that standards are more was followed. It complements the the programmes were directed. WorldSkills biennial cycle for standards than a set of documentation and assessment. • greater understanding of the relationship between colleges, industry It was evident that the Chinese colleges and business in standards setting and were well on their way to connecting to The programme delivery global standards of best practice due • recognition of the impact of good to the pull of particular companies, both private and state owned, and the Phase 1 standards on assessment, curriculum and pedagogy wholehearted use of WorldSkills as a performance indicator. The Project started in January 2014 with an agreed format for Phase 2 In contrast to the UK, and perhaps obtaining and reviewing the Chinese inevitable at this stage in China’s standards. The resulting standards In October 2014, ten UK participants development, the colleges took a were compared with the UK ones, in met their Chinese counterparts in selective and elitist, rather than preparation for Workshop 1 in May Guangzhou, China, in order to build inclusive, view of other parts of the 2014. on Workshop 1 and complete the cycle economy and society. shown in Figure 1. Page 64 Setting a benchmark for international standards Global standards: bridging the skills gap

High level generic skills are embedded the tools that it needs in an accessible within the WorldSkills Standards form. In adopting and adapting these Specifications, and must be grasped there is every reason to believe that if the standards are to be realised. China will show that size need not be The sessions on interactive learning a barrier where there is firmness and to grow the personal attributes of continuity of purpose. vocational performance excellence were very popular and apparently effective. Initially the notion of generating a sense of personal Figure 1 responsibility, instead of imposing or accepting external controls, was hard for participants to grasp, as was the 1 Identify/ notion that there might be ‘no right way’. However, at the Workshop’s update conclusion participants noted that: standards ‘leadership includes letting your group find their own answers’. 6 Deliver the 2 Validate programme, standards with Conclusion certificate and quality assure it industry With firm action plans and a desire to embrace performance excellence through teaching and learning, the Chinese colleges are keen to take this Project forward. Discussions are now underway. standards

Since October 2010 the Chinese government has been fast and 5 Decide how to 3 Identify how to unswerving in its recognition and use deliver the teaching access and certificate of WorldSkills as a beacon for reform and learning and performance against and development. This was most assessment the standards recently illustrated by the decision to bring all Team China’s Experts 4 Decide how to Guangzhou during Workshop 2, in order to build on the briefings to organise the received just three weeks earlier at the training WorldSkills General Assembly. programme

The WorldSkills Standards Specifications and assessment methods have appeared at a propitious time for China, giving it Reflections Page 66 Reflections Global standards: bridging the skills gap

‘China is joining WorldSkills • consistent approach and appearance use in various ways where expected • direct relationship to an identifiable to be worthwhile. The meticulous in order to connect with the work role or occupation design and consultation process led by global movement of skills • incorporation of high level generic WorldSkills has provided confidence skills in the standards’ robustness and and markets.’ • learning outcomes grouped under suitability for national systems seeking knowledge, understanding and tasks, a direct route to global benchmarks. Song Jian, WorldSkills Technical as a baseline from which to grow Uniquely, the biennial updating Delegate for China, March 2011. excellence process in place through WorldSkills • direct relationship to global level also offers longevity for those seeking Introduction descriptors to connect to global standards for • weightings for each group of learning programmes, institutions, sectors or The 72 Member countries that invest outcomes to reflect their relative value systems. in WorldSkills do so because it is a to business and industry global hub for skills. Depending on • incorporation of feedback from The updated WorldSkills standards are their character and circumstances they consultation with business and applied through a global assessment use their Membership to further their industry strategy, methodology and processes, national, regional and international • delivery through a robust within which Test Projects represent interests in many different ways, assessment methodology and Test ‘end tests’ for national systems. In from the systemic and strategic to the Projects. this way WorldSkills presents an all- opportunistic and informal. through model for standards setting It is interesting and helpful that and application. Until recently WorldSkills has the Richard Review independently been largely synonymous with complemented the thinking behind The impact on the WorldSkills Competition. Now, the WorldSkills standards by proposing after a period of intensive brand reforms to: organisations development it is securing greater • put employers at the heart of global recognition and wider value for apprenticeships New College Lanarkshire has illustrated its Membership. This wider value has • incorporate new challenging and the practical ways in which WorldSkills included enhancing the ingredients ambitious standards, with broader standards can raise a college’s of the WorldSkills Competition: criteria, scope for excellence, and core capacity to engage and meet modern the 50 Standards Specifications, competences industry’s needs. The focus is on the the assessment methodology and • focus on outcomes assessed by end introduction of high level technical and techniques, and making them tests. generic skills within engineering design accessible as models, benchmarks, programmes. The formula for success aids and tools. at New College Lanarkshire comprises: The rationale for using • aligning programmes to the The new WorldSkills Standards WorldSkills standards WorldSkills cycle for updating its Specifications are now in place for use standards, thus ensuring it remains in the WorldSkills Competition and within the UK connected to the dynamism of global much more widely, according to the industry and markets The International Standards Transfer needs and energy of each Member • adapting teaching, learning and Project has played a key part in country. The attractive qualities of the assessment practice by, for example, upgrading the WorldSkills standards, WorldSkills standards include their: using WorldSkills Test Projects as while appraising their relevance and • relative brevity (4 to 5 pages) templates for project-based learning. value for the UK, and promoting their Reflections Page 67 Global standards: bridging the skills gap

Learners are required to solve supported by a complex infrastructure Ltd, through its involvement with authentic industry related problems which by its very nature could not WorldSkills declared the need to bridge and to acquire a deep understanding move swiftly. Since then it has been the gap between the standard required of their sector challenging for sector standards bodies of competitors and the standard • introducing peer-to-peer teaching to keep NOS up to date, particularly required within national qualifications and learning. Learners work together where technology is involved. In turn and apprenticeships. The existence of to provide mutual support, thus this has impacted on the awarding a skills gap is a deep concern for UK developing generic skills such as organisations which reference their manufacturing, and specifically sheet communication and team work, which regulated qualifications to NOS. metal fabrication, which arguably lags employers recognise as the hallmarks behind other countries in developing of outstanding practitioners Originally designed to facilitate its workforce’s practical skills. The • developing tutors to be facilitators of competence-based assessment in application of new technologies in learning the workplace, the public funding sheet metal fabrication calls for a • involving learners in Worldskills system has led to NVQs largely broad range of new, complex skills. competitions to benefit those actively determining what colleges offer. competing and positively influence After 30 years the impact of NVQs The key intervention for KMF has others in the cohort on pedagogy – teaching, learning been practical tests which KMF • establishing a reputation for and assessment – can be better recommended be aligned with the excellence in engineering design, understood. In essence the systems WorldSkill Test Project to drive learner through success in WorldSkills developed to support NVQs shifted aspiration and meet the advanced competitions, to support both learner the focus towards processing learners skill needs of industry. The case study recruitment and opportunities for through assessment. As a result, the outlines a successful partnership employment. opportunity to stretch individuals to between industry and EAL, an excel has not usually been available. awarding organisation. The outcome is New College Lanarkshire has Nevertheless, some innovative the creation of an additional advanced successfully incorporated both colleges have identified WorldSkills level QCF unit, aligned to WorldSkills the standards and the other key as a vehicle for introducing aspiration standards and assessment methods, components of the WorldSkills model, and opportunities for higher level to support the EAL Level 3 Diploma thus offering an extensive exemplar skills development within a broader in Engineering & Technology and for others to emulate. curriculum. Thus there is emerging associated apprenticeships. evidence of a return to teaching and learning beyond qualifications and In Wales an initiative is developing The impact of the UK momentum is building. To support advanced professional cookery skills. vocational qualifications the drive for better outcomes from The creation of a higher apprenticeship vocational education and training in is part of a significant seven-year system the UK, this booklet contains three case programme, driven by industry and studies that highlight how established in line with the recommendations The introduction of National/Scottish and new national qualifications are which have since emerged from the Vocational Qualifications (N/SVQs) providing stretch through alignment Richard Review. In essence a major in the late 1980s was based on the with the WorldSkills standards and skills gap identified for craft-led demands of industry which still remain assessment methodology. They are senior chefs has been responded to recognisable today. The introduction also paving the way for the new by a partnership driven by the British of National Occupational Standards Richard apprenticeships. Food Trust, and involving Cambrian (NOS), as the basis of National/Scottish Within the sheet metal sector a leading Training, a private training provider, Vocational Qualifications (N/SVQs), company, KMF Sheet Metal Precision People 1st, a standards body, and was a major government initiative, Page 68 Reflections Global standards: bridging the skills gap

Edexcel, an awarding organisation. To remain commercially competitive. Introducing meet the needs of industry the Level Collaborative working, drawing on 4 apprenticeship has gone beyond the the skills of different partners in the differentiation normal qualifications offer. Unique VET system, has been a key element features of the programme include of their success. Where, as a result Within the UK, from 2010 generic the integration of the performance of frustration, industry leads without performance excellence standards excellence standards derived from drawing on other experience and culminated in a suite of QCF a WorldSkills project, and a one-day expertise, this often leads to failure. qualifications from Entry Level to Level practical test which aligns with the The third case study follows the 4, created in partnership with three WorldSkills standards and approach development of a progression route awarding organisations: Edexcel, NCFE to assessment. Early feedback on the for high achievers, again in line with and OCN(WMR). The qualifications higher apprenticeship pilot states that, the Richard Review and the broader can be aligned with the development in addition to deeper, more robust needs of the UK economy. of any specific skills, and are available technical skills, the apprentices have to individuals engaged in work- also developed greater confidence and To sum up: for these case studies related learning and/or preparing to motivation. WorldSkills has acted as a change participate in skills competitions. The agent to present options and potential qualifications’ purpose is to enable At Capel Manor College in London solutions to the identified needs individuals to focus on the generic a project inspired by WorldSkills is that the UK government is looking to skills that ‘make a difference’ in developing a Level 4 garden design address in concert with industry and terms of excellence and potential for qualification in partnership with business. employment. The case study shows Gateway Qualifications (formerly Open that excellence and aspiration can College Network Eastern Region). and should feature in every type and Capel Manor College is a leader in Enriching higher level of VET. International standards, developing garden design skills with education programmes practices and competitiveness impact learners being recognised at Royal on us all. Horticultural Society (RHS) shows WorldSkills standards are broadly and the Society of Garden Designers connected to higher vocational The original purpose of the (SGD) awards. The project enables the education and training within the Performance Excellence qualifications ladder of national qualifications to be UK. Middlesex University quickly was to capture the processes that extended by aligning to WorldSkills recognised this when it used its underpin outstanding performance. standards and its assessment model. involvement in skills competitions In their current form they can be As with the professional cookery case to expand its offer and add value embedded in larger qualifications study, the qualification also integrates to higher education programmes. or stand alone. They offer a means performance excellence standards With an increasing focus on graduate of differentiating performance that designed to provide stretch and employability Middlesex University does not depend upon grading tied to develop generic high level skills much recognised the opportunity that the academic attainment. They get ‘inside’ demanded by employers. WorldSkills standards and assessment and make tangible the standards and methodology offered to its learners. processes that generate performance Providing more demanding technical Project based learning is a key excellence, thus making excellence qualifications is the common theme feature of the Middlesex programme, visible to all. Practically, the standards of the three case studies summarised providing a close match with the work and qualifications offer programmes above. The first two illustrate how place. a means of injecting stretch and industry has grasped the nettle in ambition without requiring upheaval in an effort to raise standards and the design and delivery of teaching and learning. Reflections Page 69 Global standards: bridging the skills gap

Enabling employers to has a growing demand for skills in engage with WorldSkills competitions: drywall systems. Stockport College has it can be a catalyst for aspiration, as up-skill and raise the developed programmes incorporating described by Martin Shelton, Vice- drywall systems, benchmarked against Principal at North Warwickshire and profile of occupations the WorldSkills standards. Innovators Hinckley College (NWHC, 2014): and entrepreneurs are also now As a sector skills council, People developing comparable programmes ‘In 2005 leaders at the College 1st has extensive experience of to satisfy the sector’s demand. recognised that competitions for developing occupational standards, students, together with a competitive leading to the creation of national Flexibility and speed in order to keep element integrated into teaching and qualifications. More recently up with the needs of industry are learning, could positively impact on People 1st has recognised the need the central themes of these two case learner attendance, retention and for true professional standards studies. The helpful dynamism of the success. Our first competition strategy incorporating knowledge, skills, values WorldSkills standards is highlighted. featured ways in which we would and a commitment to continuing While qualifications are valuable, develop good practice, promote and development. the standards they are based on are maximise the achievements of learners critical. Without up-to-date standards, and teachers, and develop our employer The professional standards provide a a national system will hold back engagement strategy, using the vehicle flexible approach to staff development, industry and business and slip behind of competitions to increase involvement driven by employers’ needs. They also its competitors on the world stage. in apprenticeships.’ provide a means of recognising the In ensuring that it keeps up, that range of skills increasingly required system must attend to its standards The next step, or for others the for business success. The People 1st at two levels: those of its professions, first step, is the big picture which approach to professional standards including its teachers and trainers, entails unpacking WorldSkills and provides a natural fit with WorldSkills and those fulfilling technician and understanding how it can impact on and enables the international more basic roles. With the changing standards, curriculum development, dimension to be emphasised. The use nature of labour and economies, delivery methods, assessment, of WorldSkills standards to develop standards are essential to underpin motivation for excellence and teacher professional standards for visual the establishment of new occupations development in a deeper sense. merchandising is engaging leading at all levels, and to generate greater brands in the retail industry and respect for skills. Glasgow City College is just one also establishing a platform for a example of an institution driving an potential apprenticeship. People 1st integrated WorldSkills strategy ‘from is closely involved in developing new Building a college-wide the top’. The strategy includes the apprenticeships and is well placed establishment of a WorldSkills Training to bring forward professional and strategy Academy which re-invents the learner WorldSkills standards and assessments experience through teaching, learning in order to add value. The influence of WorldSkills is gaining pace for institutions operationally and assessment strategies designed to inspire higher achievement. In addition Within the plastering and drywall and strategically. A number of college to the incorporation of WorldSkills industry similar work is underway principals/chief executives are showing standards and assessments the to develop standards which more greater insight into the potential College also invests in competition accurately meet the needs of today’s for WorldSkills to help move their activity to strengthen the overall industry. Historically UK qualifications institutions forward. learner offer. Through the Academy focus on traditional wet plastering the College is embedding a subtle skills; however the construction sector For many colleges the first step is to Page 70 Reflections Global standards: bridging the skills gap change programme in many respects culture and to establish appropriate need for modern tools, equipment including staff development. environments in which to grow and technology should not be individuals also emerges from the case underestimated. In the future more As more colleges become engaged study as a shared challenge for both focus must be given to developing in the development of WorldSkills China and the UK. the high level generic skills which strategies the opportunity exists for increasingly matter to industry, a cross-college senior management business and society alike. As the community to be established to share Investing in our OECD notes, this will be a challenge, knowledge, expertise, experiences teachers and trainers since the critical generic skills of the and ideas to maximise the benefits future will also be the most difficult to of the WorldSkills connection. The Two case studies focus on VET teachers deliver outside the work environment strategies need to have depth and and trainers. In the first of these the (OECD 2013). be sustainable; they need long-term awarding organisation and charity, the investment to optimise their value. Vocational Training Charitable Trust As a priority, professional and technical (VTCT) is striving to ensure that the upskilling, linked to programme International teachers and trainers delivering their development, is a prerequisite for qualifications maintain the currency the attainment of a world class VET collaboration at of their skills and aspire to be models system. As a report by McKinsey & of excellent practice. The case study Company (2007) states: government level focuses on the ways in which a new approach to professional development ‘the quality of an education system WorldSkills is the fulcrum for an can be introduced, with hands on skill cannot exceed the quality of its enduring partnership between development aligned to WorldSkills teachers.’ China and the UK, supported by standards at its centre. The case study their respective governments. The includes a proposal to establish trade partnership has taken many forms Conclusion tests, based on WorldSkills assessment including roadshows, exchanges methods and Test Projects, designed between WorldSkills Experts, joint At its simplest level WorldSkills to support the growth of teachers and pressure tests, policy exchanges and generates a feel good factor for the trainers. alignment of standards to each other young people striving to be the best and WorldSkills. WorldSkills standards in their skill and to access a ladder of In the second case study the outcomes are a shared benchmark for quality, skills competitions. Dig deeper and of interviews with 17 VET teachers thus offering a respected and stable WorldSkills is a goldmine of global and trainers are discussed. The reference point. The case study standards which are tested, consulted case study covers their experience illustrates how a huge and increasing upon and updated biennially. in delivering high level standards global player has established a direct and goes on to consider what the connection between cutting-edge WorldSkills is a unique resource which, future infrastructure for continuing standards and economic prosperity, in remarkably, it offers to its Membership professional development should order to support its movement from at no additional cost. The case studies look like. As emerges strongly from low value production to the design within Global Standards: bridging the the case studies, teachers and and creativity that underpins a highly skills gap set out both the need to trainers are somewhat frustrated by skilled, high value economy. The connect to global standards, and the the constraints of the current VET partnership has supported the growth value of responding to that need. They system, including qualifications, and of an analytical relationship between also indicate the relative ease with need space and resources to unleash industry and education. The need to which these standards can be accessed the potential of their students. The create a universal high performance and applied in a range of contexts; Reflections Page 71 Global standards: bridging the skills gap they create no disruption and offer practical support.

Expectations of VET are high and rising. In relation to current and future occupations, the OECD (2014) notes:

‘Vocational education and training (VET) systems, which supply these skills, are now under intensive scrutiny to determine if they can deliver the skills required, and ensure that they adapt to fast-changing needs.’

Through its standards and all that they entail, WorldSkills represents a powerful means of responding positively to this challenge.

End note

The International Standards Transfer Project was one of five projects agreed in March 2012. An overarching report of all five projects will be published by Find a Future and the Association of Colleges in spring 2015. Page 72 Suggestions and recommendations for action and development Global Standards: bridging the skills gap

Suggestions and recommendations We recommend that you further consider the challenge of high level technical and generic standards for teachers in a for action and development range of ways, including through the Education and Training Foundation (www.et-foundation.co.uk). Here we set out some ideas for how you can benefit from this booklet.. You may also like to follow up the individual case studies, and/or contact the International Standards Transfer Project WorldSkills is now developing its website to give greater team at [email protected]. The International direct access to its resources, under certain protocols. Standards Transfer Project team will also connect you to the Performance Excellence qualifications offered by Edexcel Meanwhile, we suggest you: and NCFE, and to the associated guidance.

• visit the WorldSkills website (www.worldskills.org) for a good overview of its purpose and what it has to offer

• visit the WorldSkills UK website (www.worldskillsuk.org) for deeper access to WorldSkills resources, again under certain protocols.

We also suggest that you:

• engage with Find a Future (www.findafuture.org.uk) and WorldSkills UK (www.worldskillsuk.org) to learn more about competition activity and how it can support your organisation

• set priorities for introducing more complex technical and generic standards within learning programmes

• consider how WorldSkills standards and assessments can support the employability skills agenda in further and higher education

• support the development of new ambitious apprenticeships that align with global standards, and thus support the competitiveness of UK industry

• use WorldSkills documentation and processes to benefit from its biennial cycle for updating its standards and assessment practices in line with international best practice

• consider developing strategies and partnerships that reflect your own agenda for incorporating global standards, and overcoming the challenges that these present. Glossary Page 73 Global Standards: bridging the skills gap

Glossary WorldSkills International: a not for profit membership organization open to agencies or bodies which have a AQA: Assessment and Qualifications Alliance: an awarding responsibility for promoting vocational education and organisation training in their respective countries/regions. WorldSkills Beacon Status: awards that provide public recognition of International operates worldwide and is politically and the excellence and innovation that exists within the further denominationally neutral. education system WorldSkills Standards Specification: the WorldSkills- CAVTL: see References approved framework within which are set out the CITB: Construction Industry Training Board essential competences and capabilities that demonstrate CNC: computer numerical control international best practice linked to particular technical and CPD: continuing professional development vocational roles ETF: Education and Training Foundation WorldSkills Test Project: the tasks that enable vocational High(er) level: technical or generic standards above Level 3 performance to be assessed during the WorldSkills (Level 6 in Scotland) Competition HMIe: Her Majesty’s Inspectorate of Education (for Scotland) WorldSkills UK: the brand name for skills competitions IED: Institution for Engineering Designers across the UK, linked to the UK’s membership of WorldSkills Lantra: the Sector Skills Council for Land Based and International Environmental Industries Makaton Centre of Excellence: recognition from the Makaton Charity of centres that ensure that all those with learning difficulties and disabilities have the tools that they need to communicate NCFE: an awarding organization (NCFE is not an acronym) Ofsted: Office for Standards in Education Ofqual: the Examinations Regulator for England and Northern Ireland QCF: Qualification and Credit Framework RHS: Royal Horticultural Society SEMTA: the organisation responsible for setting and reviewing national occupational standards for the engineering and advanced manufacturing sectors Trailblazer: one of the new employer-led apprenticeships piloting and testing the development of new apprenticeship standards VET: vocational education and training Page 74 References Global Standards: bridging the skills gap

References thepurposeofthecurriculum/ (Last accessed 6 October 2014).

AISFPDC (2014) ‘Interiors Sector Training Review’. Available HM Government (2013) The Future of Apprenticeships in at: http://aisfpdc.org/training/interiors-sector-training- England: Implementation Plan. Available at: https://www.gov. review/ (Last accessed 6 October 2014). uk/government/uploads/system/uploads/attachment_data/ file/253073/bis-13-1175-future-of-apprenticeships-in- City of Glasgow College (1 September 2013) ‘City of england-implementation-plan.pdf (Last accessed 6 October Glasgow College drives WorldSkills movement to improve 2014). teaching and learning’, News & Events. http://www. cityofglasgowcollege.ac.uk/news/city-glasgow-college-drives- HM Government (2013) The Future of Apprenticeships in worldskills- movement-improve-learning-and-teaching (Last England: Next Steps from the Richard Review. Available at: accessed 26 September 2014). https://www.gov.uk/government/uploads/system/uploads/ attachment_data/file/190632/bis-13-577-the-future-of- Clayton, J. (2014) ‘Time for Change’, AIS Interiors Insight, apprenticeships-in-england-next-steps-from-the-richard- February 2014, p. 15. Available at: http://aisfpdc.org/ review.pdf (Last Accessed 6 October 2014). interiors_insight/AIS_Interiors_Insight_Feb2014/files/assets/ seo/page15.html (Last accessed 6 October 2014). HM Government (2014) The Future of Apprenticeships in England, Guidance for Trailblazers, Version 2. Available Commission on Adult Vocational Teaching and Learning and at: www.gov.uk/government/uploads/system/uploads/ the Education and Training Foundation (2014). Available at: attachment_data/file/287276/bis-14-p194-future-of- http://www.ofsted.gov.uk/resources/good-practice-case- apprenticeships-in-england-guidance-for-trailblazers- studies-for-vocational-education-and-training (Last accessed revised-version-2.pdf (Last Accessed 6 October 2014). 6 October 2014). HMIe (2012) ‘Improving Scottish Education’, Annual Commission on Adult Vocational Teaching and Learning, Engagement Visit. Livingston, West Lothian: HMIe. 2013. It’s about work…Excellent adult vocational teaching and learning. Coventry: Learning and Skills Improvement Service. IED (2013) Accreditation Visit Report. Westbury, Wiltshire: Institute of Engineering Designers. Darroch, M. (2014) Unpublished interview with Margaret Darroch by Sally Messenger, February 2014. Li, Keqiang (2014) ‘Accelerating the development of modern vocational education’. Presentation to the State Council Education Scotland (2004) The Purpose of the Curriculum, Meeting, 26 February 2014. Accessed through the British Education Scotland. Available at:http://www. Council (China),13 March 2014. educationscotland.gov.uk http://www.educationscotland. gov.uk/thecurriculum/whatiscurriculumforexcellence/ References Page 75 Global Standards: bridging the skills gap

McKinsey & Company (2007) ‘How the world’s best Richard, D. (2012) The Richard Review of Apprenticeships. performing schools systems come out on top’, McKinsey on Available at: https://www.gov.uk/government/publications/ Society. http://mckinseyonsociety.com/how-the-worlds-best- the-richard-review-of-apprenticeships (Last accessed 6 performing-schools-come-out-on-top. (Last accessed 26 October 2014). October 2014). Russell, D. (2014) Education and Training Foundation. Nokelainen, P., Stasz, C., & James, S. (2013) ‘What Available at: http://www.et-foundation.co.uk/news/ Contributes to Vocational Excellence? A Pilot Study of the education-training-foundation-confirms-commitment- Individual Characteristics of the WorldSkills UK 2011 Squad’, continuing-support-practitioners/ (Last accessed 6 October SKOPE Research Paper No. 118. Oxford: SKOPE Publications, 2014). University of Oxford. Scottish Executive (2004) Curriculum for Excellence, The North Warwickshire and Hinckley College and South Curriculum Review Group. Available at: http://www.scotland. Leicestershire College (2014) ‘Learning, Teaching and gov.uk/resource/doc/26800/0023690.pdf (Last accessed 6 Assessment in the Federation’. Internal report. Nuneaton, October 2014). NWHC. Stasz, C. (2011) ‘The purposes and validity of vocational OECD (2013) ‘Building the right skills and turning them into qualifications’,Publication number 105. Oxford: SKOPE, better jobs and lives’. Available at: http://www.slideshare. University of Oxford, RAND Corporation. net/OECDEDU/oecd-skills-strategy-building-the-right-skills- and-turning-them-into-better-jobs-and-lives (Accessed 19 Stockerl, Dr K. (2014) Interior Sector Training Review, March November 2013). 2014, FPDC. Available at: http://www.campbellmarsh.com/ interiorssectortrainingreview/ (Last accessed 6 October OECD (2014) OECD Policy Reviews of Vocational Education and 2014). Training (VET). Available at: http://www.oecd.org (Accessed 14 October 2014). Vaughan, David (2014) ‘AMADA helps sheet metalwork to beat the competition’, draft article accessed on 6 April 2014. Ofsted (2012). Common Inspection Framework for Further Education and Skills. Available at: http://www.ofsted.gov. VTCT (2014) VTCT Scoping Project Proposal. Eastleigh, VTCT uk/resources/common-inspection-framework-for-further- education-and-skills-2012. (Last accessed 6 October 2014).

Pan, Chengwei (2014) unpublished report on Workshop 1. June 2014, available through the Project team. Page 76 References Global Standards: bridging the skills gap

Interviewees for the case study: ‘Capacity building Russell, David, Curriculum Manager Engineering and in the UK delivery system’ Science, Northern Regional College, Ballymena

Ainslow, Andrew, Team Leader for HE, Creative Arts, Media Skea, Barry, Assistant Head of Faculty, New College and Computing, North Warwickshire and Hinckley College Lanarkshire

Bailey, Ann, Freelance Health and Social Care Specialist Thompson, Ian, Innovation Centre Manager, Coleg Llandrillo

Darroch, Margaret, Head of Skills Academy and Watkins, Arwyn, Managing Director, Cambrian Training Development, City of Glasgow College Company

David, Mike, iMedia Course Tutor/Computing Lecturer, Whitehouse, Andrew, Technology Lecturer, City of Coleg-Sir-Gar Wolverhampton College

Dawson, John, Lecturer, Emtec, Central College Nottingham

Hall, Dave, National Technical Academy Manager, British Gypsum

Jones, Laura, Lecturer, Derwen College, Oswestry

Karamanoglu, Mehmet, Professor, Head of Department, Design Engineering and Mathematics, School of Science and Technology, Middlesex University

Lavery, Julianne, Freelance Visual Merchandising Specialist

Moore, Peter, The Construction Skills Academy

O’Neill, John, Freelance Lecturer

Pujari, Manjiri, Lecturer, Edge Hotel School, University of Essex Acknowledgements Page 77 Global Standards: bridging the skills gap

Acknowledgements Driving the agenda for high level standards Organisations Scott Antony, Project Co-ordinator, AAA/ British Food Trust Arwyn Watkins, Managing Director, Cambrian Training Company We are grateful to the many organisations which made this Veronica Burt, Project Manager, People 1st Project possible, and give special thanks to the following: Ruth Asker-Brown, Consultant, People 1st Triple A National Committee members Association of Colleges and Find a Future: for their project supervision. Developing skills demanded by industry David Hall, National Technical Academy Manager, British North Warwickshire & Hinckley College (NWHC): the Gypsum Principal and her staff for the support they have given the Ramon Hawley, Lecturer, Stockport College Project Team Peter Moore, Managing Director, The Construction Skills Academy Skills Funding Agency: for investing in the Project Reaching high in garden design WorldSkills International: the Chief Executive, Technical Carol Snape, Chief Executive Officer, Gateway Qualifications Director, Secretariat, Chief and Deputy Chief Experts, for Julie Hewitt, Director of Business Development and welcoming us into their professional community Customer Relationships, Gateway Qualifications Lee Sanders, Head of Garden Design and Plantmanship, WorldSkills UK: the competition management team and Capel Manor College WSUK Training Managers/Experts for their contributions to the Project Trialling international standards in engineering design Craig Bewley, Chief Executive Officer, Prodigy Learning Matthew Bell, Global Strategic Partnerships Manager, Case studies Autodesk Education Mark Jackson, Team Leader, North Warwickshire and We are grateful to the many groups and individuals whose Hinckley College work has been described in the case studies, and in Barry Skea, Assistant Head of Faculty, New College particular thank the following people. Lanarkshire Ryan Sheridan, Lecturer, New College Lanarkshire Raising the game in engineering design Barry Skea, Barry Skea, Assistant Head of Faculty, New Aligning professional skills with international standards College Lanarkshire Annette Allmark, Director of Strategic Policy, People 1st Ryan Sheridan, Lecturer, New College Lanarkshire Alan Westcott, Visual Merchandising & Presentation Consultant, visual-red Introducing cutting edge apprenticeships Gareth Higgins, Managing Director, KMF Sheet Metal Creating aspiration and success Precision Ltd Charlotte Lilley, Beaumont College Jenny Conlon, Training Manager, KMF Sheet Metal Precision Laura Jones, Lecturer, Derwen College Ltd Louise Keevil, Director, Corporate Services, Derwen College Alan Parrott, Managing Director, Amada UK Ltd Gerry Boylan, Director for Preparation for Life and Work, Michael Scarrott, Product Specialist, EAL NWHC Dave Vaughan, Sheet Metal Technology Training Manager/ Sue Strong, Lecturer, NWHC WorldSkills Expert Page 78 Acknowledgements Global Standards: bridging the skills gap

Karen Morris, Assistant, NWHC Christine Assheton, Chief Executive Officer, OCN(WMR) Stephen Foster, Head of Product Development, OCN(WMR) Elaine Grove, Business Development Manager, OCN(WMR) Hans Almgren, SAGBACKSGYMNASIET, Stockholm

Driving excellence with a WorldSkills strategy Margaret Darroch, Head of Skills Academy and Development, City of Glasgow College

Enabling excellence in VET teachers Lynda Whitehorn, Specialist Lead for Hairdressing and Barbering, Vocational Training Charitable Trust/Chair of the Hairdressing Council Jackie Holian, Director, Dynamic Influence Ltd Elaine White, Training and Education Consultant

Achieving mastery in skills performance The organisations, teachers and students who have contributed to the development and implementation of the new qualifications

Initiating international standards for all stakeholders Professor Mehmet Karamanoglu, Head of Department, Design Engineering and Mathematics, School of Science and Technology, Middlesex University

Capacity building in the UK delivery system The teachers and managers who gave their time to being interviewed for the research

Setting a benchmark for international standards Kathleen Zhong, Director Skills and Vocational Education, The British Council (China) The many officials who have actively supported the partnership at the Ministry of Human Resources and Social Security for the People’s Republic of China

Image credits Lynn Kimpton Association of Colleges (AoC) WorldSkills International