Housing Research Report HRR 07/04 - December 2004

Welsh Assembly Government

A Study of Housing Professional Education and Training in Wales Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

Further copies of this document can be obtained free of charge from:

Helen Wyatt Research and Information Unit Social Justice and Regeneration Department Welsh Assembly Government Cathays Park Cardiff CF10 3NQ

Tel: (02920) 821718 E-mail: [email protected] Website: http://www.wales.gov.uk/

ISBN 0 7504 3661 1 © Crown Copyright 2004 Designed by CartoGraphics Typesetting by Text Processing Services ii Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

Contents 1 Introduction 1 2 Results of the Postal Survey 3 Review of Courses in Wales and UK Postgraduate Course 4 Stakeholder Views and Perspectives 5 Postgraduate Housing Education at Cardiff University 6 Black and Minority Ethnic Groups 7 Conclusions and Policy Options

iii Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

1. Introduction

Background to the study sponsor, normally the employer. The “Better Homes for People in Wales: A Assembly is committed to providing about National Housing Strategy for Wales” £94,000 of funding for the 2002-03 and contains the Welsh Assembly Government’s 2003-04 intakes of students. Following the vision for housing in Wales: completion of an initial assessment of the student bursary scheme in 2001, the "We want everyone in Wales to have the Assembly Government concluded that a opportunity to live in good quality, affordable, more wide-ranging assessment of housing housing; to be able to choose where they live professional education and training should and decide whether buying or renting is best be undertaken. for them and their families.” For this reason the Assembly Government High quality housing professional education commissioned ECOTEC Research and and training is vital for all those involved in Consulting in Summer 2003 to undertake a the management and development of review of housing professional education social housing. “Better Homes” makes clear and training in Wales. that the Assembly Government will continue to encourage social housing Aim and purpose of the review landlords, in close partnerships with higher The aim of the project was to evaluate education institutions and the Chartered housing professional education and training Institute of Housing, to enable housing provided across Wales by specifically: professionals to access the education and training they require. Clearly, professional • Identifying local authorities and education and training needs vary across registered social landlords’ (RSLs) need Wales and are best assessed and met by for housing professional education and housing organisations at local level. training; However, the Assembly Government plays a role in ensuring that housing • Assessing the provision of housing organisations have easy access to housing education and training in Wales; training and development facilities of a high standard. Funding from the Social • Identifying the extent to which the Housing Management Grant Programme is provision of services and Assembly used to help carry out this role. funding is meeting the needs of social landlords; Currently the Assembly Government is grant funding Cardiff University to provide • Assessing the opportunities and options student bursaries for its Postgraduate to enable black and minority ethnic Diploma (PGDip)/MSc Housing course. The (BME) students and housing bursary covers 50% of full-time student professionals to undertake housing costs with the remainder met by the education and training; and

1 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

• Recommending options for future Cymru and the CIH in England), Shelter Assembly Government funding. Cymru, Housing Potential and Peter Williams (the original architect of the Welsh As a part of this process the Assembly Postgraduate Housing Courses at Cardiff Government was concerned to specifically and now Deputy Director of the Council of examine whether: Mortgage Lenders). The study was also concerned to ensure that the needs of • The bursary scheme offers value for Black and Minority Ethnic groups were money and is adequately meeting the taken into account. Lastly, in view of the needs of social landlords outside South current Assembly Government support for Wales; and postgraduate study at Cardiff University, the study took an in-depth look at the • Funding might also be used to support Bursary Scheme. housing students and professionals undertaking courses at Undergraduate, The study provides background material on Higher National Certificate (HNC), Housing Professional Education in Wales Higher Education Diploma and other and establishes the views of those involved, levels. whether as providers or consumers. However, the study did not set out to Methodology assess the detailed demand for housing The methodology specified by the Welsh professional education and training, Assembly Government is summarised whether at postgraduate or other levels. below. This section sets out the reasoning This would need to be the subject of behind the approach taken and some initial further detailed studies in the context of detail on the work performed. The the developing strategy for Housing remaining chapters in this report provide Professional Education and Training. additional material regarding approach, results and conclusions drawn. The various stages of the research and the rationale for each stage are: The methodology employed in the study was directed by a desire to understand Stage 1: In order to gain as comprehensive what various courses are available to view as possible from social landlords, a individuals wishing to pursue studies in postal questionnaire was sent out to all housing in Wales and the extent to which Local Authority Housing Departments and the form and content of the study options the major Housing Associations in Wales are meeting the needs of the Welsh asking for background information on each housing profession. The views of the of them. The questionnaire also asked institutions providing the various study questions on: options as experts in housing professional education in a Welsh context were • Social landlord requirements for the considered to be highly relevant. The study professional education and training of also sought views from other interested their staff; parties, including: the All Wales Chief Housing Officers Panel (AWCHOP), the • The extent to which current courses in Chartered Institute for Housing (CIH Wales address their needs; and

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• Views on the importance of Welsh based • the All Wales Chief Housing Officers research and postgraduate education. Panel (AWCHOP),

Additional questions were asked about • the Chartered Institute of Housing (CIH Cardiff University’s Postgraduate courses Cymru) and the CIH in England, and Black and Minority Ethnic issues. • Shelter Cymru, Additional views of social landlords were obtained at stage 2 of the study through • Housing Potential, and the All Wales Chief Housing Officers Panel. • Peter Williams of the Council of Stage 2: The second stage involved the Mortgage lenders (the original architect compilation of a comprehensive description of the Welsh Postgraduate Housing of all housing professional education and Courses at Cardiff). training courses in Wales, as well as taking a wider look at postgraduate courses in the Again a structured approach was taken to UK. This was to set Welsh provision in a eliciting their views on relevant wider context and provide a means of developments in the housing profession, contrasting the availability of different skills that are commonly lacking amongst study options in Wales and the UK. housing professionals and how to better Representatives of the following equip housing professionals with the skills educational establishments were they need. interviewed: Stage 3: The third stage of the report • University of Wales Institute Cardiff involved an in-depth assessment of the (UWIC) Cardiff University student bursary scheme. This part of the study draws on the • North East Wales Institute Wrexham evidence gathered in undertaking stages 1 (NEWI) and 2 as well as two focus groups of students. One group comprised current • Cardiff University students attending the MSc Course at Cardiff, the other former students from this • Coleg Gwent course. Stage 3 also involved detailed interviews and correspondence with Bob The interviews followed a structured Smith, Senior Lecturer in Housing and approach and had the objective of Director of the then Centre for Housing ascertaining the key issues facing housing Management and Development at Cardiff education in Wales, including: structural University. In view of its financial changes, how the sector should be involvement, the Assembly Government responding to a changing environment, specifically required this part of the study. recruitment to courses and the balance of It follows therefore that the research housing educational provision in Wales. focuses more heavily on this course than on others in Wales. It should also be noted Representatives of other relevant that other Welsh institutions have not been institutions were also consulted. These subject to the same level of scrutiny as were: Cardiff in compiling this report.

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Stage 4: The fourth stage involved a funding for housing professional specific assessment of opportunities and education and training. options for taking positive action to enable BME students and housing professionals to Structure of this report undertake housing professional education This remainder of this report presents the and training. This part of the study findings of the research as follows: involved the convening of a focus group by Professor Richard Tomlins of De Montfort Section 2 presents the results of a postal University. It also drew on the responses to survey conducted for the study. specific questions in stage 1 as well as a desk review of policies, initiatives and Section 3 reviews the current provision in research in the UK and Wales. Wales and, where relevant, in the rest of the UK. Stage 5: The last stage involved using the information gathered in stages 1 to 4 to Section 4 reports on the findings of a draw out overall themes and identify policy series of stakeholder interviews. options. Specifically the policy report: Section 5 provides an in-depth review of • Highlights regional and national unmet the MSc/PGDip course in Housing at housing professional education and Cardiff. training needs; Section 6 looks at the specific issue of • Identifies landlord preferences for housing education and training and BME housing professional education and groups. training; and Section 7 examines policy options. • Presents options for the future distribution of Assembly Government

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2 Results of the Postal Survey

Postal survey • 32 Directors of Registered Social In order to gain as comprehensive a view Landlords (RSLs) as possible from social landlords , a postal questionnaire was sent out to all Local • 46 Training Managers of RSLs Authority Housing Departments and major Registered Social Landlords (RSLs) in Wales Methodology asking for background information on each The ECOTEC project team, including David of them. The questionnaire also asked Hucker, the former Housing Association questions designed to inform the study in Chief Executive, and Professor Richard respect of the following: Tomlins, an expert on the housing of Black and Minority Ethnic people, drafted a 1. Social landlord requirements for the questionnaire. Amendments were made in professional education and training of their consultation with the Assembly staff; Government and the final version translated into Welsh. The questionnaire 2. The extent to which current courses comprised 26 questions. in Wales address their requirements; and Response 3. Views on the importance of Wales Some 36 responses were received, with 24 based research and postgraduate education from RSLs and twelve from local authorities. This represents a response rate Questions were also asked on Cardiff of 29.8%. However, given that the University’s Postgraduate courses and questionnaire was in most cases sent to regarding Black and Minority Ethnic issues. two individuals in the targeted organisations, and recipients were asked to Additional views of social landlords were only return one form per organisation, the obtained at stage 2 of the study through real response rate is higher, at 62.1%. This the All Wales Chief Housing Officers Panel. figure is based on a total of 58 recipient organisations. By organisation, this breaks The questionnaire was sent to the down into a response rate of 66.7% for following 121 individuals in 22 local RSLs and 54.5% for local authorities. The authorities and 36 RSLs: lack of response from some landlords that have previously enrolled significant • 21 Directors of Housing, Local numbers of students on Cardiff University’s Authorities Housing MSc/PGDip course was disappointing (e.g. Torfaen CBC, Cardiff • 22 Training Managers, Local Authorities CC, Newport CC).

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The table below lists the respondents to the survey.

Table 1 Respondents Organisation Role Local Authorities Caerphilly County Borough Council Principal Housing Officer Denbighshire County Council Head of Housing Services Flintshire County Council Director of Community and Housing Neath Port Talbot County Borough Council Co-ordinator – Housing Services Powys County Council Policy and Performance Officer Rhondda Cynon Taf County Borough Council Regional Housing Manager Blaenau Gwent County Borough Council Housing Services Manager City and County of Swansea Principal Admin/Finance Officer Conwy County Borough Council Head of Housing Pembrokeshire County Council Customer Services Manager Vale of Glamorgan Council Operational Manager Wrexham County Borough Council Principal Assistant RSLs Aelwyd HA Director Bro Myrddin HA Housing Services Manager Cadwyn HA Personnel and Training Administrator Cardiff Community HA Personnel and Training Officer Charter HA Director of Housing Services C.T. Cantref Housing Director C.T. Eryri Human Resources Director Eastern Valley Housing Chief Executive Glamorgan and Gwent HA Chief Executive Merthyr Tydfil HA Chief Executive Mid Wales HA Chief Executive Pennant Ltd Human Resources Manager Pontypridd and District HA Chief Executive Rhondda HA Director of Housing Services Swansea HA Corporate Services Manager Taff HA Head of Tenant Services/Personnel Mgr United Welsh HA Head of Personnel and Administration North Wales HA Personnel Officer Gwalia Housing Group Staff Development Co-ordinator Pembrokeshire HA Director of Housing Cynon Taf HA Deputy Chief Executive C.T.Hafan Chief Executive C.T.Clwyd Head of Operations Gwerin HA Director of Operations

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The table above shows that just under half • Respondents based in the North were of respondents were directors or chief concerned that professionals in the executives, about a quarter were South have more ready access to responsible for personnel/human resources, housing education provision than those and the remaining quarter middle in the North. management. As such, the survey Views on the need for Welsh based responses represent a very useful cross- research and postgraduate education section of the population targeted. • The need for research capability in Wales is endorsed, although there is The geographic distribution of the some criticism of its current relevance, responses was satisfactory with good visibility and lack of impact. coverage from all areas of the country. • There is strong support for housing Conclusions studies at postgraduate level in Wales. The main points to emerge were: Other and more detailed results are summarised below: Background • Housing professionals working in Provision of education and training respondent organisations have a wide • 39% of respondents agreed that range of qualifications, not just full CIH provision in Wales is adequate, against professional level. 17% who did not. The remaining 44% • Two thirds of respondent organisations neither agreed nor disagreed. employ fewer than 100 people. • Cardiff University (34%) and • Nearly half have no BME staff. UWIC(25%) have the largest share of staff sent by respondents to obtain Training requirements qualifications. NEWI in Wrexham has • Respondents do not expect significant 15%. Only one was training outside future growth in the demand for Wales and 15% of staff training by housing professionals. respondent organisations is via distance • 80% of the sample recruit three or learning. fewer housing professionals per year. • From comments, most respondents are • Respondents have little experience of happy with their local provision, BME tenant issues. although there are some concerns about a Cardiff concentration. Views on the provision of training • Provision of housing professional • Organisations in North and Mid-Wales, education and training in Wales is and in rural areas, tend to have greater considered adequate. difficulty accessing training and education and therefore rely more on • However, there is a perceived need to alternatives, such as distance learning supplement housing professional training and training in England. in financial management, business planning and IT over and above what is • No significant criticism of the quality of provided via formal housing professional courses is apparent. qualifications.

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• Ten of the 36 respondents had recruited not change, with slightly more thinking from the Cardiff MSc/PGDip course, of this will increase rather than decrease these, there was a general agreement (19% versus 17%). Reasons given for that the quality of housing management this included costs and tight finances, in their organisation had increased as a lack of need, and lack of time to release result. staff. Supplementary training needs • Housing organisations in North and • Three areas were assessed as requiring Mid-Wales and in rural areas have supplementary training: business greater difficulty recruiting housing planning, financial management and IT. professionals than those in the South. • 94% of respondents are providing The Welsh context comprehensive Continuing Professional • There is strong support for maintaining a Development (CPD), through dedicated Welsh capability in both mentoring, in-house courses, day research (80%) and postgraduate release, Investors in People and the use education (86%). of agreed training development plans. • There is very little movement of housing Sector growth professionals out of Wales. Information • A significant number of respondents felt provided by organisations about where that a housing professional qualification individuals leaving go to shows that is not significantly relevant to 69% of movers are staying in the same recruitment. role in Wales and 8% going to housing jobs elsewhere in the UK. • Recruitment levels obviously vary with the size of organisation, but in general • A significant number of respondents most organisations (80% of the sample) argued strongly for the need for a recruit three or fewer housing specifically Welsh content in courses, professionals per year. based on the differences from England in terms of the policy context and the • More respondents think that the issues faced. numbers of housing graduates available for recruitment are insufficient than Black and Minority Ethnic issues respondents who do not think so (47% • Numbers of BME staff in respondent versus 19%). organisations are generally low. This is to be expected given a Welsh BME • The number of students sponsored by population of 2.1% respondents at the time of the survey was 120. These are mostly (81%) • Very few respondents felt they had sponsored to undertake a postgraduate, enough experience of BME employees undergraduate and HNC/HND course. and BME tenants to comment. • Most respondents (64%) think that the numbers of students they sponsor will

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3 Review of Courses in Wales and UK Postgraduate Courses

Introduction not unreasonably, that housing is “not in The second stage of the study involved the the same league”. This failure to compilation of a comprehensive description professionalise (that is mandatory of all housing professional education and professional membership for all housing training courses in Wales as well as taking a officers) and to undertake compulsory CPD wider look at postgraduate courses in the is lamented by some while others consider UK. This was to set Welsh provision in a it to be neither practical nor desirable. wider context and provide a means of There are, of course, many shades of contrasting the availability of different opinion in between. study options in Wales and the UK. This section starts with a consideration of The role of the Chartered Institute of whether housing is generally regarded by Housing (CIH) was reviewed to establish practitioners and others as a Profession – a the professional framework in the housing key issue in terms of policy considerations field. The CIH is described on the – and goes on to set out the various organisation’s own website as: educational opportunities available to housing professionals in Wales. It then “…the professional body for people working in goes on to look at postgraduate courses in housing. Our purpose is to maximise the the rest of the UK, the purpose of which contribution that housing professionals make to was to assist in the review of the Cardiff the well being of communities”. Bursary Scheme. There is a wide range of housing This desk-based research was qualifications that can lead to membership supplemented by interviews with the of the CIH as a Practitioner or Corporate educational institutions that run the courses Member. The three main strands are: in Wales as well as other organisations with an interest in Welsh housing professional • Achieving the CIH Professional education and training. The rationale for Qualification (PQ) – comprising an undertaking these interviews, the questions appropriate academic qualification and asked and the findings are set out in the “APEX” practical element. Section 4. • CIH Certificates in Housing. Professional framework An ever-present issue for this study was the • National Vocational Qualifications in debate about the professional status of Housing. housing as a career and its poor image, leading to a lack of interest in it by young Senior housing professionals can achieve people. When comparisons are made with full CIH corporate membership via the professions such as social work, Direct Final fast-track route. The Associate environmental health and teaching for Grade of membership is available to example, many come to the conclusion, facilitate entry, via a professional interview,

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to the CIH for people who are • Accrediting undergraduate and professionally qualified in another field. postgraduate courses.

CIH also provides accreditation to housing • Providing a distance learning service. courses in the UK. It is a positive feature in Wales that all undergraduate courses and • Policy and strategy, for example the postgraduate course at Cardiff lobbying Government. University are CIH-accredited. In the rest of the UK, by contrast, not all postgraduate • Providing information (magazine, courses are accredited by CIH, (for example conferences etc.) and training. the Housing Sector MBA at Birmingham University). This course is supported by However, there are several features of the Housing Corporation and was housing professional education and training developed as a result of a study which that need to be set against these, reviewed existing management undeniably useful, services: development activities in the sector and market tested the design of the proposed • Organisations recruiting housing new programme. The study found that professionals very seldom specify CIH there was growing recognition of the need membership as a prerequisite. for generic management skills in a sector where technical and professional skills have • Membership penetration is low when tended to be given greater importance in compared with other professions. promotion routes to senior management. It identified the value placed by the sector on • While all housing courses in Wales are developing externally accredited training CIH accredited, a significant number in and the development of transferable the rest of the UK are not. management skills. No mention is made of CIH in the course literature. • There would therefore appear to be no intrinsic link between the quality and The CIH provides a range of services to the value of housing courses and CIH housing sector in general and to its accreditation. membership in particular. The organisation’s raison d’etre is clearly to • Many housing professionals do not promote and facilitate the aspire to CIH membership. professionalisation of the housing sector. It works towards this goal by various means. • Indeed, for a significant number of The most important ones, for the purposes housing professionals (eg. those of this study, are: involved with buildings aspects), there is a more attractive route to professional • Offering a route for those working in qualification in the RICS procedures. the housing sector to achieve CIH membership. Courses in Wales Housing Courses in Wales are offered at • Providing a series of CIH Housing Undergraduate level by UWIC and NEWI, Certificates. and at Postgraduate level by Cardiff

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University. Distance learning is available Undergraduate courses from Coleg Gwent. Other distance learning There are two institution-based providers courses are available from English based of undergraduate courses and two distance providers such as CIH Distance Learning learning providers. All courses are validated Centre and Unison Open College London. by the CIH. Degree courses offered are: The tables below provide more detail of available courses.

North East Wales Institute of Higher Education Wrexham (NEWI) BTEC Higher National Certificate in Housing Studies (p/t) PQ Stage 1 BSc/BSc (Hons) in Housing (p/t) Top-up from Diploma BSc (Hons) in Housing (f/t) PQ Stage 1 and 2 University of Wales Institute, Cardiff (UWIC) BTEC Higher National Certificate in Housing Studies (p/t) PQ Stage 1 UWIC Diploma in Higher Education in Housing Studies/ Housing Studies: Professional Diploma (p/t) PQ Stage 2 BSc/BSc (Hons) Housing Studies (p/t) PQ Stage 1 and 2 BSc (Hons) Housing Studies (f/t) PQ Stage 1 and 2

As can be seen from the above tables, the will allow completion of the Diploma in two institutions offer the same suite of two years, via part time study. courses. The exception is the Diploma in Higher Education which NEWI has A comparison of the courses on offer discontinued. UWIC is developing a new shows many similarities and few degree course in Housing and Support, to differences. For example, the BSc Housing be available from September 2004. The courses at NEWI and UWIC both comprise new course will offer a high degree of three levels and there appear to be only flexibility so that practitioners can enter minor differences in the subjects studied. and exit the programme to achieve the For example, Level 1 at NEWI comprises a level of award that best meets their needs. general introduction, followed by a wide The following awards will be offered range of subjects at Level 2, ending with a through full and part time options: focus on three specific fields in Level 3 – public policy and strategy, renewal and • HNC Housing and Support regeneration and project management – and a final year dissertation. At UWIC the • Certificate of Higher Education first two levels both address a wide range of topics, with two projects during Level 2. • Diploma of Higher Education Level 3 is reserved for a final year dissertation. Fees are very similar at about • BSc and BSc (Hons.) Housing and £2,400 for a three-year full time course. Support The courses are however, located in different departments: the NEWI course in There will be a fast track route for the Built Environment Department and the managers and senior practitioners which UWIC one in the Health and Social

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Sciences School of Interprofessional Similarly, HNC courses do not differ Studies. By and large this does not appear significantly in content. to have any impact in terms of the content of the courses offered. The possible Postgraduate courses exception is the inclusion of a construction Only one postgraduate housing course is module in the NEWI course and the available at an institution in Wales, as emphasis on regeneration and renewal and follows: project management in the final year.

Cardiff University of Wales Postgraduate Diploma/MSc in Housing (p/t) PQ Stage 2. 2 year course (with work placement) Postgraduate Diploma/MSc in Housing (f/t) PQ Stage 2. 2 year course (with work placement) Postgraduate Diploma/MSc in Housing (f/t) PQ Stage 2. 1 year course

A comparison of the content of the BSc and UWIC with the content of the MSc Housing Studies courses offered at NEWI course is provided in the table below.

Cardiff Msc NEWI BSc UWIC BSc Core modules: Level 1 – General introduction Level 1 - Social housing policy, - Housing and policy with Economics, Politics, Housing services & the law, strategy Housing, Construction, Law Economics of the housing - Management of Housing and Information Technology. market, Resourcing Britain's Organisations Level 2 – Poverty and Social housing, Development and - Housing Practice Exclusion, Equal planning, Housing - Research and Survey Opportunities, organisations, Research skills, Methods Community/Tenant Professional skills, Challenges Participation, Housing for housing practice. Specialist options: Development, Housing Level 2 - Housing - Public sector Housing Management, Housing Law management, Housing Management and Housing Research. There finance, Housing development - Diversity and Equality will also be opportunities to & design, Housing law, - Research and Policy study Geographical Research skills, Inter- - Planning and Information Systems and professional studies, Development of Housing Computer Aided Design. Regeneration. - Housing and Urban Regeneration Level 3 –Three key areas: Level 3 - Policy development, Public Policy and Strategic Housing strategies for the Working, Renewal and future, Homelessness, Regeneration and Project Housing & community care, Management. In addition you Tenant participation & will be able to pursue building communities, Project individual interests through a management, Equality studies, range of module options and Final year dissertation. by completing a dissertation.

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Distance learning The following undergraduate distance learning courses are also available in Wales:

Chartered Institute of Housing Distance Learning Centre BTEC Higher National Certificate in Housing Studies (p/t) PQ Stage 1 CIH Professional Diploma in Housing Studies (p/t) PQ Stage 2 UNISON Open College, London Professional Diploma in Housing (p/t) PQ Stage 2

Note that the regional distance learning Branch are currently studying via CIH centre for Wales (Coleg Gwent) does not distance learning courses, with 24 attached offer the CIH courses above, but rather to the Wales regional centre at Coleg focuses on the CIH National Certificate in Gwent and the remainder at: Housing qualification (see Section 3.3.4). Students who are based in Wales and wish • Centre for Sheltered Housing Studies (6) to study for any of the above courses must do so via attachment to a centre outside • Cornwall College (2) Wales. • Salford College (2) CIH Distance Learning Course materials and assignments are sent • College of North East London (11) to students’ home address. Students are linked to a Regional Centre (e.g. Coleg • De Montfort University (5) Gwent) which appoints a tutor to provide support over the telephone and by e-mail. The most popular CIH distance learning There are two intakes a year, in March and courses run via Coleg Gwent are the September. Induction days are held during National Certificates in Supported Housing April and October. New students are (46% of students) and Housing invited to attend a one day induction day, Management and Maintenance (33%). The run by the regional centre. Attendance at Welsh centre does not offer the full range the induction day is a compulsory part of of distance learning courses, but only the the course. Level 3 Certificate in Housing (formerly the National Certificates in Housing - see The National and Higher Certificate course Section 3.4.1). Hence the numbers and the Graduate Conversion Course can attached to centres outside Wales. Those be completed in 12 months. The HNC and studying outside Wales are taking the Professional Diploma courses are two year HNC, Graduate conversion and Professional courses. CIH estimates that students need Diploma Courses. to spend approximately 10 hours per week for around 30 weeks. Those students not UNISON Open College working in housing need to arrange a UNISON Open College is an accredited placement with a housing organisation. distance learning college, which means all course materials, tuition and student advice Data provided by the CIH shows that some services are independently assessed by the 50 CIH members registered with the Welsh Open and Distance Learning Quality

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Council to ensure they meet the highest The CIH Level 3 Certificate in Housing standards of educational provision. The (formerly known as the National Certificate College is also a member of NIACE (the in Housing) is a qualification for anyone National Organisation for Adult Learning) active in housing, whether as a paid and EADL (the European Association for worker, tenant or volunteer. Achievement Distance Learning). UNISON provides its of the CIH Level 3 Certificate entitles the own courses, but also offers courses from holder to Practitioner Membership of the outside providers, at a discount for CIH and to use the designatory letters Cert. UNISON members. CIH.

UNISON Open College courses are The CIH Level 3 Certificate can be delivered by a number of open, distance achieved in a year, usually at a local college and flexible learning systems. These are or through distance learning. However, the designed to be as ‘open’ as possible in CIH may be able to accredit an terms of: organisation's in-house training programme so that the qualification can be achieved in • Accessibility; the workplace. As a Level 3 award, this certificate is equivalent to A Level or • Where it is possible, entry qualifications Scottish Higher/Higher Still standard. To have been eliminated; gain the award, all students study six Core Units and six Pathway Units from one of • Open method of learning (for example, the following programmes. students do not need to have their work assessed or take an examination if they • Core Units do not wish to); • Supported Housing • Accreditation; • Tenant Participation • There are no fixed intake deadlines. • Housing Management and Maintenance Vocational and technical training The CIH Level 2 Certificate (formerly • Housing Aid and Advice known as the Foundation Certificate in Housing) is an introductory qualification for • Benefits those new to housing, achievable through a short period of study. As a Level 2 award, • Travellers Site Management this certificate is equivalent to GCSE or Scottish Standard Grades. It is suitable for • Sustainable Communities anyone wishing to gain an insight into housing activities, for example tenants and • Caretaking and Concierge Services other volunteers, trainees on Government- funded programmes or new employees. • Call and Control Centre Operators The CIH may be able to accredit an organisation's induction programme so that The CIH Level 4 Diploma in Housing has the qualification can be achieved in the within it three Level 4 Certificates with workplace. specialist pathways in Supported and

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Sheltered Housing, Student accredited by City and Guilds to provide Accommodation Management, and the NVQ housing certificates in Wales, as Housing. Students may progress to the follows: second year of study to achieve the Level 4 Diploma, equivalent to the HNC in • Bridgend CBC (no activity so far, Housing. although only set up relatively recently and expected to start soon) The CIH also has a Level 4 Certificate in Governance designed specially for those • Gwent Care Consortium (private sector who are Board Members. training provider)

The following CIH Certificate courses are It would appear that activity in Wales in available at Welsh institutions (both in the terms of these qualifications is at a very Cardiff area, with none in North and Mid low level. Wales): Courses outside Wales Barry College Level 2 Certificate Introduction As described in the previous section, the Level 3 National Certificate in Housing MSc/PGDip Course at Cardiff University is (Supported Housing) the only postgraduate housing degree course offered by a Welsh institution. Level 4 Certificate in Managed, Supported Section 3.3 has examined the and Sheltered Housing undergraduate courses at UWIC and NEWI, also in Wales. This section examines the Pontypridd Technical College postgraduate degree at Cardiff in the Level 2 Certificate context of the other postgraduate housing degree courses offered in other parts of the Level 3 National Certificate in Housing UK so as to: (Management and Maintenance) • Compare course characteristics (content, The NVQ/SVQ qualification for the entrance criteria, practical/theoretical Housing Sector offers a wide range of balance for example); optional units. The pre-existing NVQ/SVQ in Special Needs Housing has been • Examine the relative role of the CIH in incorporated into it. These are nationally accrediting courses; recognised qualifications based on standards of competence in the workplace. • Compare quality, where possible; In Housing, they are offered at Levels 2, 3 and 4. Level 4 in Housing is recognised by • Examine relationships with research the CIH as meeting the requirements of the activities and undergraduate courses; first stage of its Professional Qualification. • Compare fees and funding For Housing, the awarding body is City and arrangements. Guilds. At present only two centres are

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Postgraduate housing courses available are some 32 courses (16 are accredited by The table below lists all postgraduate CIH), offered by 20 institutions. housing courses available in the UK. There Table 3 Summary of postgraduate housing courses in the UK Institution Course CIH Accredited De Montfort University MSc Housing 3 University of Glasgow MPhil Housing Studies 3 University of Westminster MA Housing Law and Policy MA Housing Practice 3 University of Central England MA Housing 3 MA Housing Studies Anglia Polytechnic University MSc Housing 3 University of Birmingham MSc Housing Research and Policy Public Service MBA for the Housing Sector Cardiff University MSc Housing 3 University of Greenwich MSc Housing Heriot-Watt University MSc European Planning and Housing 3 MSc Housing MSc International Housing Development Liverpool John Moores PG Diploma/MSc Housing Studies Leeds Metropolitan University MA Professional Housing Studies 3 University of Lincoln MA Housing Innovation London School of Economics MSc Housing 3 MSc Housing (International) Middlesex University MSc Housing 3 MSc Organising High Quality Staff Housing Northumbria University MA Housing Policy and Management 3 MA Urban Regeneration and Housing University of Salford MSc Housing (Practice) 3 Sheffield Hallam University MA Housing Policy and Practice 3 MA Housing Policy and Practice (by thesis) South Bank University MA Housing Studies 3 University of Stirling MSc Housing Studies 3 University College London MSc Housing MSc International Housing Studies University of Ulster MSc Housing 3 University of the West of England MA Housing and Community Renewal MA Housing Studies 3 Comparison of postgraduate courses same role as the Cardiff MSc course. The table below summarises the main Several of the non-Wales courses have features of five postgraduate courses that been selected for their proximity to North might be considered to be fulfilling the and Mid-Wales.

16 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

Table 4 Summary comparison of selected postgraduate housing courses

Cardiff University Salford University John Moores Birmingham Liverpool University Degree PG Diploma/ PG Diploma/ PG Diploma/ MSc Housing MSc Housing MSc Housing MSc Housing Research and (Practice) Studies Policy Placement 12 months with One-year paid None None the two year FT placement with option employer in Year 2 of full time course

Entry A degree or two CIH Foundation Degree or Good Honours requirements years housing Course or equivalent degree or experience (for equivalent, or first equivalent. those over 25) degree in related Can transfer discipline, or from Diploma Accreditation of course to MSc. Prior Learning (APL)/ Prior Experiential Learning (APEL)

Fees £2,870 FT £2,870 FT Approx £2,800 Full time £1,435 PT £1,200 PT £2,870. (2002/03)

Funding Assembly Three employer Self Funded Self funded arrangements Government sponsored places bursary meets available and this 50% of cost, route is being remainder usually developed. met by sponsoring housing organisation (for full-time study only)

Department Centre for City and Faculty of Science, School of the Centre for Regional Planning Engineering and Built Urban and Environment Environment Regional Studies

CIH validated Yes Yes No No

17 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

Table 4 Summary comparison of selected postgraduate housing courses (continued)

Glasgow Sheffield Hallam Birmingham University West University University UCE Of England (Bristol)

Degree PG Certificate/ PG Diploma/ MA /PG Dipl MA /PG Housing Diploma/MPhil MA Housing Policy Housing and community Housing Studies and Practice renewal

Placement None None No No Entry University degree Related first degree Related first Related first requirements or HNC, or five or relevant degree. Housing degree. Housing years experience. professional experience experience Diploma students qualification. preferred. preferred. HNC or CIH Commitment to a Foundation career in housing is course, or important NVQ/SVQ Level 4

Fees Full time £2,810 Full time £2,360 £2,940 FT £3,960 FT £1,535 PT £1,180 PT £1,200 PT £1,320 PT Funding Self funded Self funded Self funded Self funded arrangements

Department Department of School of Faculty of Built Faculty of Built Urban Studies Environment and Environment Environment Development

CIH validated Ye s N o Ye s Ye s

It can be seen from the above comparison theoretical and the practical. Of the three that courses appear to fall into two options offered by Cardiff, the one-year categories – those with placements and full time course (without placement) is the those without. Fees are generally most directly comparable to courses comparable, as are entry criteria. The issue elsewhere. of placements may relate to the perception on the part of some of the institutions of It is also clear that funding arrangements an MSc/MA course as an “academic” outside Wales are considerably more qualification, without the necessity of uncertain following the withdrawal of ESRC including an extended practical element studentships for postgraduate housing within the course. The reason for including courses (even though bursaries are a work placement, as in the Cardiff two available to support full time study at year full time course, is that it provides the Heriot Watt and Stirling in Scotland). opportunity to apply what has been Interestingly, Salford University may be learned and offers a balance between the pointing to the way ahead in its emphasis

18 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales on securing more employer funded places. Quality Assessments were carried out by It should also be noted that in the field of the Higher Education Funding Council for Planning, the Office of the Deputy Prime Wales (HEFCW) in 1993/94 and 1996/97, Minister has recently decided to re- with responsibility passing to QAA in introduce bursaries in the light of 1997/98. The information contained in difficulties experienced in attracting these HEFCW reports is limited and its age professionals. clearly makes it of little interest to this study. There is therefore little or no The Quality of courses information available with respect to The Quality Assurance Agency for Higher quality assessments of teaching of housing Education (QAA) assesses the quality of courses in Wales. teaching and learning in UK Higher Education institutions. Established in 1997, The Quality of Research the QAA is an independent body funded The Research Assessment Exercise (RAE) by subscriptions from universities and provides an assessment of the quality of colleges of Higher Education and through research undertaken by higher and further contracts with the main higher education education institutions within the UK. The funding bodies. RAE produces ratings for each institution, which are then used to influence the For the Welsh institutions, Cardiff allocation of over £1 billion of research University, UWIC and NEWI, institutional funding each year, with those institutions reviews have been carried out for Cardiff producing research of higher levels and UWIC in October 2002. None appears receiving larger grants. to have been carried out for NEWI and there has been no Subject Review for The RAE is completed periodically, with the Housing. The Institutional Reviews do not last assessment having been undertaken in include any specific information on specific 2001. All research assessed for the RAE is courses. allocated into one of 68 ‘units of assessment’ which reflect broad subject Subject reviews for housing courses at the areas and were identified in consultation following institutions are available: De with the higher education sector. Each Montfort University, Southampton public-funded higher and further education Institute, Salford University, Liverpool John institution is invited to submit research for Moores University, University of the assessment, with each able to submit to Northumbria, University of Ulster and as many units of assessment as they wish. Anglia Polytechnic University. These The table below sets out the ratings for reviews encompass housing where it falls those institutions offering postgraduate under the remit of Town and Country courses on housing which submitted Planning Departments. research for the RAE assessment.

19 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

Table 5 Summary RAE results

Institution 2001 Rating Proportion of Category A and Research Active A* Research Staff Selected Active Staff (FTE) Anglia Polytechnic University* 2 B 9.1 University of Central England, 3b E 6.3 Birmingham* Leeds Metropolitan University* 3a B 13.0 Liverpool John Moores 3a A** 3.0 University Oxford Brookes University* 4 C 26.0 Sheffield Hallam University* 4 D 14.3 South Bank University* 4 D 6.0 University of West of England, 3a B 23.5 Bristol* University of Westminster* 3a D 17.5 University of Glasgow* 5 A 21.5 Heriot Watt University* 3a B 4.0 Cardiff University* 5* A 33.2 Notes * Institutions providing CIH accredited Masters course(s). ** An A grade indicates 95-100% of staff. submitted Source: RAE Results, 2001, Higher Education and Research Opportunities in the UK.

The rating for Cardiff University, above, is recently been upgraded to 6*. This reflects for the Department of City and Regional the award of the highest research ranking Planning, of which Housing is part. Note in consecutive Research Assessment CPLAN at Cardiff University’s award has Exercises.

20 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

4 Stakeholder Views and Perspectives

Rationale and methodology • Housing Potential: Christina Heard Section 3 set out details of all housing professional education and training courses • CIH Cymru: Joy Kent and Keith Edwards in Wales as well as taking a wider look at postgraduate courses in the UK. This was • CIH: David Butler (CEO) and Martin to set Welsh provision in a wider context Winn (Director of Education and and provide a means of contrasting the Training) availability of different study options in Wales and the UK. • Peter Williams of the Council of Mortgage lenders (the original architect In order to supplement this and obtain the of the Welsh Post Graduate Housing views of Welsh housing educational Courses at Cardiff). establishments, representatives of the following institutions were interviewed: Again a structured approach was taken to eliciting their views on relevant • University of Wales Institute Cardiff: Jan developments in the housing profession, Huyton and Sue Finch skills that are commonly lacking amongst housing professionals and how to better • North East Wales Institute, Wrexham: equip housing professionals with the skills Jane Wafer they need.

• Cardiff University: Dr Bob Smith Summary of results The views provided by the education • Coleg Gwent: Roger Powell providers are summarised below, followed by the view of the other bodies consulted: The interviews followed a structured approach, the objective being to ascertain Providers of housing professional the key issues facing housing education in education and training Wales including: structural changes, how The various institutions have different roles the sector should be responding to a and, perhaps not surprisingly, have, in changing environment, recruitment to respect of certain matters, differences of courses and the balance of housing view. The analysis below sets out firstly educational provision in Wales. issues on which the education providers are agreed. This is followed by a consideration Other relevant institutions were also of issues in respect of which there are consulted in order to take in the divergent opinions. perspectives of those who have a direct interest in Welsh housing education. These The representatives of these organisations were: made the following key comments in respect of which there was broad • AWCHOP: Raymond Smith, Secretary agreement:

• Shelter Cymru: Michelle Wales

21 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

Whilst learning about ‘bricks and mortar’ is Minority Ethnic backgrounds and Housing an important part of any academic syllabus, Association board members, as well as the professional educators consider housing mainstream housing officers. Distance education to be essentially about the needs learning options are available in Wales, of people and communities. although many distance learning students take advantage of courses run from Individuals move into careers in housing England. Shelter Cymru runs a range of from a number of different backgrounds mostly one-day courses covering issues and consequently have different training including homelessness, welfare benefits, needs. These vary according to the human rights, family law and security of professional expertise and experience that tenure. they have already acquired; their educational attainments and capability; the The trend towards Local Authorities form of studying that is most appropriate becoming enablers, together with to them (full time, part time, distance ‘Customer first’ thinking and the learning etc); and their career ambitions. introduction of performance based cultures, Consequently education providers consider mean that there is an increasingly private it to be incumbent on them to be flexible sector approach towards customer needs in providing courses in order to make them and requirements. There is also an ever- as accessible as possible. They also increasing emphasis on the quality of maintain an on-going review of education provided. developments in the field of housing to ensure that existing courses continue to be There was a general recognition of the relevant and, where appropriate, to importance of a quality research capability introduce new courses - in this regard in Wales, and Cardiff University’s excellent UWIC quoted the introduction of their new research ranking was noted. It was also supported housing qualification. considered important that there should be postgraduate education and training in The Housing sector requires a wide range Wales. of skills - essential transferable skills (for example, working with vulnerable people, There was general agreement that Housing communication and operational skills) and has a poor external image, leading to a less also strategic skills such as policy and than appealing perception of housing as a management skills. Both undergraduate potential career. In order to address this and postgraduate course providers see they argue for higher impact marketing of themselves as meeting this range of needs. housing as a career with the objective of They highlight a requirement to address a engaging the interest of other highly greater breadth of course content given a motivated and capable individuals with a ‘blurring at the edges’ between housing view to them becoming housing officers. and other related issues, such as regeneration, development and poverty. Concern was expressed that resource limitations may threaten the viability of And they point out the importance of some courses. One provider commented making provision for ‘non-traditional that they were experiencing demand that students’, such as those with Black, could not be met in that students cannot

22 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales always secure the financial support they different from the undergraduate courses need from housing sector employers. and should not be compared with any other Welsh based programmes. The There is a view that whilst it is important Cardiff course provides a higher level for postgraduate level education to be on qualification than under-graduate courses, offer in Wales, the current courses address and is completed over a shorter period of only part of the need. Cardiff University time. It has a specific role - to provide offers conversion courses for non-housing postgraduate training for new entrants into professionals. It does not therefore offer Housing and it is consequently further study options for either housing inappropriate to criticise the course for not graduates or for housing professionals who covering all potential student needs. The have a number of years practical course does not set out to provide experience. The similarity of learning progression for housing undergraduates outcomes between housing under-graduate and the proponents of this view argue that and housing postgraduate study means that other non-housing courses cater for this there is a lack of opportunity in Wales to need – such as the Cardiff MBA. They move onto postgraduate study if a offer an enlightened and flexible candidate has first studied housing at admissions policy in that they do not under-graduate level. One consequence of require a first degree, albeit they are this is that there is competition between careful only to admit those who are the two course levels for candidates. The capable of successful completion. In this argument here is that because there is a way a wide cross-section of students have bursary arrangement, and a very flexible benefited. This in turn is good for the admissions policy on the part of the profession. The opportunity to study at a postgraduate courses, candidates are postgraduate level in Wales has proven to understandably attracted to study at the be a very effective way of attracting non- higher level given that it is a shorter course housing specialists; and the Chartered and results in a more prestigious degree. In Institute of Housing in England is looking at certain cases it may be more appropriate, the possibility of establishing a similar in the interests of personal development, to scheme to that operated in Wales. They direct candidates to study at undergraduate see the Welsh bursary scheme as a good level. A second consequence is that model to follow. potential course content relevant to those with aspirations to senior positions in the It is pointed out that there is only one profession is not currently available. This Postgraduate Housing course provider in would include leadership, business strategy, Wales – Cardiff University. The courses run and project and financial management. by Cardiff were established with the Currently Welsh housing graduates and assistance of the Welsh Office (now Welsh senior housing professionals wishing to Assembly Government) bursary scheme; pursue a postgraduate qualification choose and on-going support is fundamental to therefore to study for an MBA. their viability. There is a danger that if the bursary were to be deflected from its Cardiff University’s housing team is aware current focus, Wales could lose this of these views and was concerned to important and successful facility. Also in answer these points. They emphasise that danger would be the part-time course, the Cardiff courses are fundamentally which depends on the full time course for

23 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

critical mass, and the contribution that the its own. This contributes to the large housing team make to the 6* research proportion of Welsh trained housing rating of the City and Regional Planning professionals who remain in the housing Department. Cardiff point out that profession in Wales. bursaries are available to candidates wherever they live in Wales although they Housing in Wales has an image problem. It do accept that it is easier for South Wales is not recognised as a mainstream based students to take up the opportunity. professional career choice and it has been effectively demoted as a service by being The University is conscious that in a rapidly combined with social care and other changing environment courses require services within local authorities. constant review, and it is appropriate to make modifications from time to time. It is Whilst the pace of change in Wales is also conscious that postgraduate courses slower than elsewhere in the UK, the form a part of the overall provision of Housing profession is changing in various housing professional education and training different ways, and, as a consequence the in Wales. In the light of this Cardiff world of housing professional education University’s housing team have an on- and training is changing. For instance the going dialogue with the industry, other replacement of Housing Potential with the educational institutions and key housing Sector Skills Council - linking skills professional organisations. The recent development in with other professional introduction of the two-year part time activities - reflects a new, broader emphasis option, and longer work placements are on facilities management. The role of sited in this context. It is anticipated that AWCHOP is also changing; and the these changes will increase the popularity profession is responding to major new of the part-time option with existing policy agenda items including an housing staff. increasingly private sector approach, stock transfer, gender and BME issues, as well as Other organisations the widening of the housing professional’s The other organisations interviewed role in regeneration. With these changes included the AWCHOP, Shelter Cymru, comes the need for the constant revision of Housing Potential, CIH Wales and the CIH courses, and, a rethink of the connections in England. They each have a different role and linkages between the providers of in connection with housing and professional education and training in consequently have different emphases in Wales. responding to the study questions. The following is an attempt to draw out Given the size of Wales compared with themes: England, it is relatively easy for the key influencers in the industry to meet together Since the establishment of the National on a regular basis. AWCHOP is growing in Assembly for Wales, housing in Wales is importance as a forum having extended its becoming increasingly differentiated from membership to include RSL Chief housing in England. Wales is seen as Executives, education providers, CIH etc. having a ‘uniqueness’ and there is a Increasingly this forum is engaging in policy perceived opportunity for the Assembly to issues, and there is an opportunity for this give Welsh Housing a ‘distinctive shape’ of mechanism to be used more extensively in

24 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales influencing the development of housing agenda of regeneration, stock transfers, professional education in Wales. The Panel diversification etc. has expressed a strong interest in developing strategy for this area, and has Peter Williams of the Council of Mortgage nominated individuals to form a working Lenders comments that programmes are group on the subject. ‘broad rather than deep’ and that there should be ‘a rationalisation of the offerings It is noted that large numbers of housing in Wales and building of working/practical professionals do not aspire to CIH linkages between them’. AWCHOP adds to qualification. There is no requirement this - ‘courses seem to be standing still currently in Wales, to be a qualified and providers need to respond to changes housing professional in order to practice, in the sector with greater flexibility’. and it is ‘still pretty easy to obtain a post AWCHOP also noted that there should be with no housing qualifications’. In fact a greater emphasis on CPD as opposed to Housing Potential commented that housing NVQs, the take up of which is low. qualification with the Royal Institute of Chartered Surveyors is the preferred route With regard to postgraduate education for ‘the building side’, also that senior there was both explicit and implicit support managers are more likely to aspire to an for on-going postgraduate level courses in MBA qualification. The CIH is concerned Wales. However, the need to address therefore to widen access to housing geographical issues (equality of access in courses, and would be in favour of taking North, West and Mid Wales) was steps towards the professionalisation of the highlighted and it was noted that under- industry if this approach were to be more graduate courses are ‘disadvantaged’ in widely endorsed within the profession. relative terms. Set against this it should be noted that the CIH in England are looking Against this background, it is generally at the Welsh Bursary scheme as a model recognised that professional education and that they wish to promote in England. The training is a key issue for the housing CIH recognises the need to have a strong profession and that there are skills gaps. full-time postgraduate course to support Housing Potential sees these in the area of part time opportunities. people skills, engaging communities and sustainable development; and considers Conclusions that there should be more emphasis on By combining the information collated technical and vocational training and concerning courses with the results of employer training. Shelter Cymru notes interviews with providers and other that the high levels of pressure under housing bodies, the following key points which housing professionals operate mean emerged. that ‘people skills may not always be given priority’. AWCHOP identifies skills gaps in It is clear that in common with professions the areas of financial management, generally, the housing profession in Wales marketing and promotion, governance and is experiencing a period of rapid change. tenant participation. CIH express a general As a consequence there is a need to concern over whether current housing continually review the products on offer courses as a whole, are providing the full from the various educational institutions. range of skills needed to meet the current The institutions themselves are very aware

25 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

of this need. In addition a strong view different emphases. It is helpful to quote emerged from the consultations that the individual bodies: provision should be considered holistically, embracing the many different levels and ‘The big issue is on the skills gap – in particular forms of study as well as the depth and in the areas of financial management, breadth of the subject matter and marketing and promotion, governance approach, target student groups etc. and tenant participation’ – AWCHOP

It seems, therefore, that there would be ‘Housing workers are under pressure to deal support for the development of an overall with high demand and people skills may not strategy for housing professional education always be given priority’ – Shelter Cymru and training in Wales. AWCHOP have nominated a sub-committee to consider ‘CIH Wales has a concern over whether their approach. This is a potentially helpful current training is providing students with the development whereby the education right skills to meet the current agenda of providers, CIH (Wales), the Assembly and regeneration, stock transfers, the housing profession as a whole can diversification etc.’ CIH identify, strategically, the future education needs of the sector. Amongst other things ‘In terms of skills gaps, ways to engage the whole question of professionalisation communities and people skills in general could be considered, as well as ways in were highlighted. Other gaps are community which the structure of professional issues and sustainable development’ development can impact on the image of Housing Potential housing, and consequently its ability to attract additional able and committed The demand for distance learning in Wales individuals into the sector. is strong. However the Welsh regional centre provides only a limited number of There is an extensive offering of courses courses and many are attached to centres ranging from one day seminars arranged outside the country, this means that by CIH, Shelter Cymru and others, through students miss out on the Welsh context NVQs, to undergraduate and postgraduate that would be available from a Welsh study. In addition housing professionals can based provider. benefit from generic courses – such as finance, management and leadership – that There is a need to address the poor image are run by non-housing specialists and are of housing as a career. Housing Potential suitable for individuals from a wide cross has made some progress in this area, in section of professions. schools, but most recognise that is still a significant problem. From various sources it appears that there are skills gaps in the provision of Postgraduate education forms a key professional education and training for element of this study. However it is clear housing professionals in Wales. Of the from the views of respondents and greatest concern appear to be leadership, consultees that it is just one part, albeit an financial planning, business planning and important one, of the overall provision of people skills. The various sources do not all housing professional education and training identify the same areas of need, having in Wales.

26 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

There is general agreement that the beneficiaries based elsewhere in Wales and postgraduate housing course in Wales is their sponsor organisations with a feeling valuable and the importance of Cardiff’s of ‘unfairness’. Whilst the bursary is in research ranking is recognised. Housing is theory available to them, in practice there part of the 6* research rated City and are practical limitations in their doing so. Regional Planning Department of Cardiff Consequently there is a perception that the University. Unlike most English housing South East is better served than the rest of courses, Cardiff offers an extended Wales. Secondly the bursary only supports practical component in addition to strong postgraduate study, whereas in certain academic elements. Most landlords cases it may be appropriate to support responding to the postal survey recognised undergraduate or other forms of study. the added value attributable to their staff Thirdly there are potential postgraduate having completed one of the Cardiff level programmes, providing progression courses. from undergraduate courses, and also courses (relating to identified skill gaps), Despite this, there is some debate over the that are not currently available at Cardiff use of the bursary scheme in support of the University. postgraduate programme. This relates to three principal issues. Firstly that its link This issue, and the arguments on both with Cardiff means that in practice the sides, will be considered again later in this catchment area tends to be principally report. South East Wales. This leaves potential

27 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

28 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

5 Postgraduate Housing Education at Cardiff University

Introduction Cardiff University, housing and the A more detailed review was carried out of Bursary Scheme the specific issue of the Bursary Scheme, Cardiff University (or as University of Wales via which the Welsh Assembly Government Institute of Science and Technology) has makes funding available for students taking provided education in the field of housing the full-time MSc Housing Course at since 1987-88. The MSc course in Housing Cardiff University. This part of the study is, starting from the academic year 2003- draws on: 04, provided as a number of options:

• Desk study. • Two years full time, with work placement • Two focus groups; one comprising current students attending the MSc. • One year full time, without placement Course at Cardiff, the other a group of ex-students from the course. • Two year part-time, day release

• Interviews and correspondence with Dr A one year full time/one year part-time Robert Smith, Senior Lecturer in Housing (day release) option has been discontinued. and Director of the former Centre for Housing Management and Development The MSc. course is accredited by CIH and at Cardiff University. validated every five years. The course was last subject to an external assessment of Background teaching quality (by HEFCW) in 1996-97, The Cardiff postgraduate course is when it was awarded an “excellent” rating. essentially a conversion course. It is The course is reviewed at the end of each designed to provide opportunities for academic session and updated accordingly. individuals with limited or no housing Methods for monitoring and evaluating the experience to follow a career in the field. course include student evaluations at the One of the Assembly’s purposes in end of each semester, a staff-student panel, commissioning a review of the course is to reports from external examiners, meetings consider the extent to which this objective with employers and an annual review of is being effectively achieved. the scheme of study.

A number of lines of evidence have been Housing education is provided by the collected and compiled to allow some School of City and Regional Planning conclusions to be drawn on these (CPLAN). Teaching of housing is questions, including background undertaken primarily by a term of seven information on the course, focus groups staff: with students and consultations with education providers and other interested • Professor Alan Hooper (Convenor) parties. Before looking at these questions in detail, some background information is • Professor David Clapham (Course provided below. Director)

29 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

• Dr Pauline Card courses taught within CPLAN, and contribute to modules offered by other • Ms Bridget Franklin Schools within the University. According to Dr Robert Smith, all staff are expected to • Dr Craig Gurney be active in academic research, contributing to the achievement of • Dr Bob Smith CPLAN’s recent, revised, 6* research rating. • Dr Richard Walker (currently on leave of absence) The table below shows the numbers taking the PGDip/MSc Housing course, from its Housing staff also provide teaching for inception to the current academic year. other postgraduate and undergraduate

Table 6 Numbers of students taking the PGDip/MSc course Year Full-time Part-time Full-time/ Totals Part-time 1987-88 13 6 - 19 1988-89 11 13 - 24 1889-90 10 14 - 24 1990-91 12 14 - 26 1991-92 9 18 - 27 1992-93 10 16 - 26 1993-94 9 18 - 27 1994-95 9 19 - 28 1995-96 7 13 - 20 1996-97 11* 19 - 30 1997-98 10 8 5 23 1998-99 12 12 5 29 1999-2000 7 7 8 22 2000-2001 8 22 5 35 2001-2002 6 11 2 19 2002-2003 11 0 - 11 2003-2004 7 25 - 32 Totals 162 235 25 422

*Includes one self-financing student without Welsh Office Bursary

30 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

Virtually all students taking the full-time “…engage students with the complexities of course have been funded by the Welsh housing problems, and to provide them with Office/Assembly Government Bursary at a the skills required to become reflective and rate of 50%, with match funding from responsive practitioners”. employers. The only rare exception is where a student provides the match The course has six core modules, including, funding. Nearly all students taking the at the present time: part-time option have been funded wholly by their employer. Self-financing part time Two Housing Policy and Strategy modules; students have been known only plus occasionally. 1. Strategies and Choices The Full-time/part-time course was established in 1997-98 to access ESRC 2. The Management of Housing bursaries, but this route was terminated Organisations when ESRC funding was withdrawn across the UK. 3. Housing Practice

The University did not recruit to the part- 4. Research and Survey Methods time course in 2002-03 because the course was being re-structured at that time. The In addition, students choose from a new course was introduced from 2003-04 number of specialist areas for further study, and it is now possible, for the first time, to examples of which are: complete the MSc course full-time in one year, without a work placement. The 1. Public Sector Housing Management University has pointed out that neither it nor, in its opinion, housing employers, 2. Diversity and Equality believe that students completing this option will be as “employable” as those 3. Research and Policy taking the two-year option. 4. Planning and Development of Housing The part-time course is not eligible for funding via the Assembly Government 5. Housing and Urban Regeneration Bursary and housing organisations are clearly willing to fully fund students taking The course is made up of a series of this option. This fits well with the needs of lectures, seminars, workshops and project employers and employees where the work. Assessment is by group and student is already working for a housing individual work, essays, reports, projects, organisation. presentations and examinations. Where work placements are included, students are As intimated in its marketing literature, the allocated a personal supervisor from the course running for the year 2003-04 has University, in addition to their employer- the objective to: based supervisor.

31 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

Prospective students must have either a Research group (formerly the Housing and degree, or for those aged 25 or over, at Built Environment Group) as: least two years housing experience in a “position of responsibility”. The 1. Funded and un-funded research (staff Department operates an equal following their own research interests) opportunities policy, which includes encouraging mature, non-graduate 2. Responsive (e.g. via invitations to students with relevant housing experience tender) or proactive (via proposals and people from BME backgrounds to submitted for consideration to bodies apply. such as ESRC or the Joseph Rowntree Foundation). Housing research at Cardiff Housing-related research is carried out 3. Short, medium of long term research, within the Housing Research group (one of with responsive examples tending to be five such groups within CPLAN), the scope short-medium term and proactive including housing provision, management research longer term. and development and aspects of urban design. Its membership comprises the 4. Research done by individuals or by seven academic staff detailed in Section teams 5.3, plus research students and associates. BME issues This group’s housing research work has, The Assembly Government has developed until recently, been based around the a range of policy initiatives designed to Centre for Housing Management and combat discrimination and disadvantage Development. However the work of the suffered by BME groups. A key element is Housing group has now been integrated housing and BME people (see Section 4.5). into CPLAN, which has been re-classified as In terms of the Cardiff Bursary scheme, the “School of City and Regional there are two issues: the numbers of Planning”. There is therefore no longer an students from BME backgrounds taking the independent Centre for Housing course and the course content with respect Management and Development. to BME issues.

All staff are expected to be active in Information kept by Cardiff University research. As appropriate staff collaborate indicates that some 24 students from BME with colleagues in other research groups, backgrounds have taken the MSc. Housing other Schools (Cardiff Business School for programme over the 17 years of its example), outside organisations and existence. It is increasingly considered good independent consultancy practices. Also practice by public sector organisations to through cross-departmental research collect data that includes a breakdown by centres such as the University’s ethnicity. Dr Robert Smith, Director of the Regeneration Institute and its Local and (former) Centre for Housing Management Regional Government Unit. and Development, has indicated that numbers have increased in recent years, The types of research activity undertaken although they are generally low, in line have been characterised by the Housing with both the size of the BME population

32 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales and the number of BME housing all, were driven less by an interest in professionals in Wales. In fact, the housing than by the availability of the University itself has limited influence over funding. The MSc was viewed as a fast- this for those on the part-time course, as track option to CIH accreditation and candidates are usually put forward by their subsequent accelerated career progression. employers. For a number of years one particular housing association targeted a Views on course content were generally Bursary place at those from BME positive, in particular with regard to the communities, but this was discontinued. broad scope. Coverage of certain specialist areas was considered to be weak - IT, In terms of course content, CPLAN has finance, HR, and customer relations; and indicated that “…issues of difference, students would appreciate more case diversity and equality of opportunity are studies and local examples of practice. The addressed across a number of individual research activities of the department were modules”, although it is difficult to measure considered an asset to the taught course. the effectiveness of this approach. Ideally, such content would include the use of case The placement was considered a strong study material and good practice examples. element, but many would welcome There is a specialist “difference and alternatives to the two stage approach equality” module, in which sessions are (academic followed by placement). Also devoted to issues of gender, ethnicity, concern was expressed by some about the disability and housing for older people. quality of the placements, which could be However, this is an optional rather than a variable. core module. A point raised in Chapter 6 is that access by members of BME The re-designed course will have fewer communities to housing education and exams and a longer placement. Some were training would be enhanced if a flexible concerned that this might make the course approach were adopted, involving week- "easier" and de-value it. long blocks that can be built up into a qualification to meet individual’s needs. It is Former students not clear if, given its research-led Invitees to this focus group were selected philosophy, Cardiff University would be by ECOTEC from a list of names provided interested in offering such options. by the University. Eight ex-students attended the discussion, which was held at Focus Groups Celtic Manor Hotel, Newport on the 8th Current students September 2003. The main points made A group of 12 students taking the MSc during the discussion were as follows: course in 2003/2004 was convened at Cardiff University on the 30th July, 2003. The general view was that it was a good The main points that emerged during the course overall. It encouraged students to discussion were as follows: think strategically and helped to propel them where they wanted to go in their Students' motivation for choosing the careers. Where they had occasion to make course was primarily financial and complaints about the course content the geographical. Comparisons of quality with University had taken these up and changes other courses did not feature. Most, if not had been made, and it was emphasised

33 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

that the ‘constructive criticism’ made the full-time course, as there is a better mix during the session should be considered in of practical and theoretical study. They the light of this overall positive view. considered it would be useful, in this regard, to have more housing practitioners The group considered that the teach, in addition to academic tutors. postgraduate level was the way into housing if you ‘wanted to get on’. Because there is no requirement for Employers are keen for employees to have graduate entry onto the course, the the qualification although the route is seen students observed a difference in the to be more helpful with Housing capability levels of students admitted. Associations than Local Authorities. Funding was a consideration but not the The housing professional’s role covers a main reason for attending the course. wide range of areas such as community However, none of those attending made a development, tenant issues, strategy and conscious decision to enter the profession. operations. There was a high level of job satisfaction amongst the former students Some felt that course content could be present, a feeling of making a difference to kept more up-to-date and more ‘cutting people’s lives, setting targets and reaching edge’ and relevant in terms of the issues of them etc. This is despite the fact that the day – for example new legislation and housing officers often find themselves best value issues as well as the practical facing challenges created due to the problems that housing officers face. The shortage of social workers - this can be a housing management module, professional problem area as appropriately trained and practice skills could be improved, and personnel are not available to help. IT skills could be addressed more effectively. The one module on BME issues The former students felt that there is a could usefully have been expanded upon. negative external perception of housing as a career – it is not really established as a The course needs to be more interactive; profession and outside the industry little is also there was little contact with and known about what it exactly entails. The feedback from tutors. Marking was felt to role of Housing Officers are little be inconsistent, and there was considerable understood with the general public not variation in the competence levels of the understanding what they are there for or teaching staff. what they do.

The course should be added to by CPD Placements were not researched or short/extra courses once in the profession. managed and varied greatly in what they offered. It would be desirable if they were Many felt that the MSc is not really to be overseen by a supervisor to ensure an relevant to the job they are doing now, as adequate practical experience is acquired. it had an academic rather than a practical It would also have been useful to have focus, albeit the benefits could appear later training in customer care as the profession on in their careers. The part-time course has a customer focus. was considered by many to be superior to

34 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

Conclusions does not offer the practical skills that are The most striking finding of the first focus required; group (current students) was that, in a situation where many were not sure what • While there is no difference in the postgraduate course to pursue, the choice of modules available to FT versus availability of the Bursary was the main PT students, the part-time course was influence on their deciding to come to considered better as there is a better mix Cardiff. This appears to be a good of practical and theoretical study.; indication that the scheme is successful in achieving its key objective – to divert • There is a need for more teaching by students from other disciplines towards practitioners rather than academics and housing. It might perhaps be questioned there was a great variance in the level of whether students who are motivated so competence among the teaching staff; directly by finance rather than interest in the field of housing will have a genuine • The course should be added to by CPD commitment in their work, in particular to short/extra courses once ex-students the needs of the clients they will be have entered the profession; serving. However, there was a noticeable difference between the first and the second • The course should be shorter, an issue groups in this regard – the former students that has already been addressed by the emphasising the job satisfaction obtained in re-launch of the course from 2003/04. that their employment put them in a position to ‘make a difference’. It would seem therefore that the course is fundamentally achieving its objective of Many of the comments made by the ex- encouraging students into the field of students group are difficult to validate, housing. Also former and current students given that the course has changed over the endorse it as a good course providing them years. Clearly, it is not possible to assert with material useful to them in their careers categorically that the views expressed by in housing. There are some areas of individuals are necessarily indicative of criticism, which were identified through the widely held opinions. However, attention student focus groups which can perhaps be should be drawn to the following points on summarised as an over emphasis on which there appeared to be broad academic rather than practical skills, and agreement: that there are certain subject areas that could benefit from a more detailed review. • Overall, it was a good course, which encourages students to think On this basis, it would appear that the strategically; Cardiff course, whilst capable of improvement in certain directions, is a • The MSc had an academic rather than a good course and should be continued. practical focus; Whether the provision of the Assembly Bursary is the best way to ensure its • Employers are keen for employees to continuation is a further question which have the qualification, but the course will be considered in a later section.

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36 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

6 Black and Minority Ethnic Groups

Introduction A key theme of the BME Housing Action The study reviewed the specific issue of Plan is the requirement placed on all local people from Black, Minority Ethnic (BME) authorities and Registered Social Landlords groups and housing education and training (RSLs) in Wales to have individual BME It also touched on the wider context of housing strategies in place by April 2004 BME groups and housing. (or to be part of a regional or multi-agency BME housing strategy). An example of the Policy context latter approach is the 2003 Draft BME The Race Relations (Amendment) Act 2000 Housing Strategy prepared by the North places an enforceable duty on the Welsh Wales RSL Equality Partnership on behalf of Assembly Government to promote racial five RSLs and the North Wales Race equality and prevent racial discrimination. Equality Network. Equally, the six LAs in The Act applies to public authorities, but North Wales are co-operating to prepare a while Registered Social Landlords (RSLs) are BME housing strategy. not classified as such, the Assembly Government aims to ensure the aims of the Other key themes of the Action Plan are: new legislation are passed on to RSLs through the Black, Minority Ethnic Housing • Provision of BME housing and services Action Plan for Wales and subsequent changes to the Regulatory Framework for • BME tenant involvement RSLs. A series of Statutory Codes of Practice, produced by the Commission for • Tackling racial harassment Racial Equality (CRE), provide guidance to the Assembly Government, local authorities • Race equality training and public bodies. • BME people and private sector housing The Black, Minority Ethnic Housing Action Plan is therefore the key policy driver. Its • Good practice and research development was the culmination of a process that started with the publication in • Monitoring and review 2000, by the Assembly, of the “From the Margins to the Centre” Report which Most local authorities and Registered Social assessed the need for a BME Housing Landlords (RSLs) in Wales are currently Strategy for Wales. The publication of this preparing BME housing strategies . In report was followed up by a conference on addition much work has been, or is being BME housing issues in March 2003. In April done by the Assembly Government to 2001, the Assembly consulted on its gather evidence on the housing and socio- proposed BME Housing Strategy, and the economic circumstances of BME people in BME Housing Action Plan for Wales of Wales. September 2002 was subsequently developed to implement it . The “From the Margins to the Centre” report makes little or no reference to the key role

37 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

that increasing the numbers of BME Action Plan does provide a basis for housing professionals (through education considering “positive action” where and training) might have across a range of monitoring reveals that some BME groups issues. However, the draft BME housing are under-represented in the workforce. strategy prepared by North Wales RSLs However, from the Assembly Government’s does include achieving equality of point of view, there would clearly be little opportunity in recruitment and selection point if Welsh housing organisations did and recognises the low numbers of BME not value BME employees and these people working for housing associations. therefore took their qualifications Section 9 of the BME Action Plan elsewhere. Any such move should (Empowering BME social housing therefore be part of a wider series of organisations and Assembly Government activities within the overall framework of members and employees), has target the BME Housing Action Plan. outcomes to have numbers of BME staff in the social housing sector (including RSL Focus group board membership) that reflect the ethnic The results of the focus group highlighted composition of the communities they serve. the importance of customer focus as far as This includes actions 9.11, 9.12 and 9.13: interactions between BME clients/tenants and housing officers are concerned. The • To review the skills of current BME staff general perception was that housing and work with them to identify career officers are poorly equipped to deal with progression opportunities. different cultures. The results therefore serve to reinforce the findings of the postal • To positively promote training and survey, in terms of not only lack of development opportunities to BME staff awareness of race issues but also gaps in including secondment and mentoring “people skills”. The findings with regard to opportunities. BME groups would tend to suggest a wider challenge in terms of improving the ways • To review training and development in which housing officers (and others) deal policies, procedures and practices to with vulnerable people. ensure that they do not discriminate against BME people and provide Existing schemes opportunities for BME staff to progress Pathways to Housing was a one-year to senior levels. programme designed to increase opportunities and awareness of housing None of the small number of schemes careers for excluded groups. Pathways Plus designed to address the need to encourage is a new, three-year pilot programme to re- more BME people to go into housing introduce positive action training to Wales. professional education, as opposed to into Its aims are to increase opportunities for a housing career per se, are Wales-specific. BME people within the housing sector by The most successful schemes employ a providing a diverse 3-year placement bursary system to assist BME students to programme. In principle, the Pathway take housing courses and this would schemes send a positive message that the certainly seem to be the most direct and organisation/sector is concerned about cost effective way to address this issue in under-representation and is prepared to Wales. Action 9.21 of the BME Housing introduce a visible initiative to tackle that.

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It potentially introduces a cadre of BME of regional positive action providers and staff to the profession that can inspire at times their recruitment of trainees has others to follow them. It is important to not been the best. remember that the scheme can only be provided where the training provider or • The poor level of support from the employer can demonstrate that a group is training provider. To address this under-represented in a particular area of problem there should be regular reviews work. We understand that a number of to ensure that mentoring is of a high high profile BME staff in the sector have standard and meets the needs of the come though this route. trainee (e.g. is a female or BME mentor needed?) While, in principle, there is wide support for these schemes, they tend to be Education and training criticised by those who are not comfortable In terms of education and training there with the concept of positive action would therefore appear to be a continuing (providing opportunities) and who see it as need for: positive discrimination (guaranteeing outcomes). As soon as any scheme starts • Increased race awareness training for guaranteeing either interviews or jobs for housing officers (this is already being its participants then it is implementing addressed under the Assembly’s BME positive discrimination and acting Housing Action Plan and local BME unlawfully. housing strategies being developed).

Positive Pathways should not be the only • Improved access to short courses for route for BME employees. The buzzword housing officers on specific customer- (for a while) around equalities and diversity orientated issues. has been “mainstreaming” and any Pathways programme would have to be • Financial support to allow BME housing conducted alongside initiatives to improve workers access to short training courses access through mainstream channels. In and thus develop their careers. particular, the Pathways initiatives is expected to be linking into mainstream • An increased effort to recruit more initiatives (e.g. day release college courses) people from BME groups into the rather than replacing them. Particular housing profession (possibly by means attention is drawn to the idea of a series of of a dedicated Wales-based bursary-type short “block week” courses leading to initiative). different levels of professional qualification that could quite easily be linked to In terms of the education and training Pathways. supply in the housing sector, flexibility would appear to be a key consideration. In implementation, the equivalent Adoption of a more responsive model programmes in England is sometimes would see providers better able to met the criticised because of: needs of trainees from increasingly diverse backgrounds by offering a range of short • The “poor quality/motivation of block week courses, which trainees can trainees” - in England, there are a range build into “their own qualification”. Re-

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structuring of provision around such block- services for BME tenants and potential based courses, which could be used as tenants. Of more direct interest to this building blocks to a qualification, would study are schemes that aim to increase the offer an alternative route into the numbers of people from BME backgrounds profession. who work in the housing sector, thereby improving understanding of the needs of Conclusions housing customers from BME groups. The results of the policy review show that Education and training therefore clearly the Welsh Assembly Government is forms an integral part of addressing the strongly committed to addressing issues wider challenges. This encompasses both concerning BME groups and housing. The training of non-BME and BME housing policies in place and actions being people to provide a better customer focus undertaken will deliver improvements. A and the recruitment of more BME people particularly strong element is the approach to the housing profession. which sees the BME Housing Action Plan as a working document, which will be The Assembly Government and the continually reviewed, monitored and National BME Housing Review Group developed. There is also a clear recognition might consider ways in which the issue of that the Plan’s objectives can only be housing professional education and training achieved by working in partnership. The for BME people, as a means to increase most significant contributors will be social representation where appropriate, could be landlords as they translate strategy into accorded higher priority as activities move action, through their BME housing beyond the initial stages of strategy strategies. Therefore, while several action development at local and regional level. points that relate directly to education and training for BME housing professionals are The Pathways and Pathways Plus initiatives included in the Action Plan, it is not yet have achieved encouraging results, but clear what impact can be achieved in there is a need to provide a range of routes practice and by employing what methods. for BME housing professionals and The review and monitoring of outcomes strengthen links to existing mainstream will therefore be crucial. provision. The Bursary Scheme offers one route to encourage the greater uptake of The main focus of the above tends to be housing professional education and training on addressing discrimination and improving by BME people.

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7 Conclusions and Policy Options

This chapter briefly summarises the key In the rapidly changing environment of the research findings set out in detail in this housing profession, not surprisingly, the report together with recommendations for various housing professional groups the Assembly Government and the Housing interviewed expressed certain concerns Profession in Wales. with regard to housing professional education and training in Wales. They also The study objective was to review housing had constructive suggestions to make. professional education and training in There is a general concern that the Wales, looking specifically at the Assembly profession has a lack-lustre image, and that Bursary Scheme; and has involved desk this has the effect of deterring new research, a postal survey, interviews with entrants. Training needs were identified in key experts – education providers and particular aspects of housing work – such customers (employers and students) – as people skills, IT, and business planning. together with a review of relevant BME Access difficulties due to physical distance issues. from education providers were highlighted by some respondents outside of South East The key findings were as follows: Wales; and some questioned whether the Assembly bursary scheme should be Welsh educational and training institutions extended beyond the Cardiff post-graduate provide a wide range of Housing courses course. The research also highlighted a that are highly valued by the profession, very low level of awareness of BME issues. and these institutions consequently play a vital role in supporting Welsh social Suggestions for the enhancement of housing providers. Because of their focus housing professional education and training on the Welsh market, they are able to in Wales include the establishment of a include peculiarly Welsh elements. forum in which the profession can take a Research participants confirmed the more strategic approach to Welsh housing importance of maintaining this Welsh based professional education and training; the education and training, given the devolved potential for further ‘professionalisation’ of administration in Wales, including, the housing profession; the introduction of specifically, post-graduate education and additional courses or course modules research. targeting particular development needs; extending the Assembly bursary scheme to The Assembly Bursary Scheme, has been include other courses; and, looking at ways very effective in encouraging new entrants in which BME representation can be into the profession, and former Cardiff increased in the profession. students are now in positions of influence throughout the Welsh housing world. The Taking into account the research Cardiff post-graduate course is highly undertaken, together with the conclusions valued by the profession, and Cardiff’s 6* detailed in the report and summarised research rating means that its research above, the Assembly Government is output is of a very high standard. recommended to:

41 Welsh Assembly Government – A Study of Housing Professional Education and Training in Wales

Establish an all-Wales forum to facilitate a would be the subject of an application, on greater degree of joint working between behalf of a candidate, to attend eligible providers of housing education and to education and training in Wales, to promote a deeper understanding between encompass postgraduate (or “post- providers and housing employers. professional”) and undergraduate courses. AWCHOP would seem to be a good place to start such a forum, given its experience If it is decided to implement this decision, it and representative nature. is important that a sufficient period of time should be allowed for all providers to Commission further research on the value anticipate the changes; and that the and potential ways forward to deliver a Assembly and profession are satisfied that higher degree of professionalisation of the change will involve a clear gain. A list housing practitioners in Wales, focusing in of eligible education options could be particular on those dealing with vulnerable drawn up by the Assembly Government, in tenants. Some form of accreditation conjunction with the housing community, scheme might be tested, drawing on the via some type of forum that could be co- work underway in the development of the ordinated by AWCHOP or CIH Cymru. The social care workforce (Circular on the Social eligibility framework established would be Care Workforce Development Programme designed to seek to address some of the for Personal Social Services 2003-2004. gaps identified by this study – for example Welsh Assembly Government, Social leadership, working with people, IT and Services Inspectorate for Wales, 9th May business management. 2003). Links might also be made to the newly established Sector Skills Council for A revised Bursary system would allow housing, which has an interest in the wider greater choice of types of training and adoption of national training frameworks. education to be developed - in terms of subject (e.g. leadership, business skills, Consider, with the profession, ways in “people skills”, IT, supported housing) and which the skill gaps and other issues format (modular courses, distance learning identified during the course of this research part-time/full-time), focusing more closely can be addressed. And, if necessary, on real sector needs. Such options would consider broadening the use of the bursary have to conform to minimum duration fund. criteria to maintain the focus of the Bursary funding on housing-related education and Consider, with the National BME Housing avoid divergence into the market for short Review Group, ways in which the issue of training-courses. A system, in which housing professional education and training applications for such grants are assessed for BME people could be accorded higher and awarded competitively, should include priority. This will assist in increasing BME candidate interviews and some limited representation in the housing sector and in input by the Assembly. This should have turn improve services provided to BME the effect of encouraging all providers to communities. review the range of options provided. Hopefully many would choose to work Consider, with the profession, whether the closely with other providers to provide a Bursary could be offered to housing uniquely Welsh, and all-Wales, solution. organisations in the form of a grant, which

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