March 2002

ACM CONFERENCE 2002

ACM’s 2002 conference provided delegates with an up to the minute, cutting edge briefing on the major issues for the new Learning and Skills sector. All the presentations can be viewed on the ACM website at www.acm.uk.com. Here is a brief round up of some of the most talked about questions.

• There was much discussion of Margaret Hodge’s remark in a recent speech, that Ministers are looking at the possibility of greater specialisation on the part of further education colleges. So will the colleges of the future be comparatively less comprehensive and comparatively more specialised (on the basis of their strengths) than they are at present? Comparatively may be the operative word here since no colleges are fully comprehensive, and at the other end of the scale it makes no sense to propose a return to monotech colleges. Monotechs may have suited the British economy of the mid 20th century – stable industries employing large numbers of people throughout their working lives - but they would be entirely inappropriate to the fast changing 21st century economy.

• The relationship between the national LSC and colleges in general has got off to a poor start and there is a combative and mistrustful atmosphere. It is essential that we tackle this problem urgently in order to build a partnership characterised by trust, shared purpose and a constructive approach to delivering a 21st century service. Some may find thesniping good sport, but in the long run it can only undermine the interests of learners and colleges.

Chris Hughes, Chief Executive, LSDA

• The 14 – 19 Green Paper presents an opportunity to get across some important messages: for decades we’ve wrung our hands about the relative lack of prestige accorded vocational programmes. The government is facing a stark truth: the education system won’t deliver what the economy needs until we crack this one. This reform presents an opportunity to make a real difference, and with all the wealth of experience in the sector we should offer our ideas on how best to do this. Another critical message we need to get across is the importance of sorting out the crisis around assessment. A third message that will be in ACM’s response to the Green Paper is the importance of not sacrificing curriculum breadth for flexibility: you can, and should, have both.

• We must continue to persuade and pressurise the LSC not to waste public money on unnecessary bureaucracy. The problem has galloped so far out of control and beyond reason that it has become a challenge even to get a grip on the problem, let alone to find a way of carving the solution. BUT we must succeed, because the quantity of resources that is being diverted from their proper purpose towards bureaucracy, flouts good public service ethics.

• Every good manager knows that you don’t get the best out of people unless you value them. Part of valuing people means paying them properly. We need serious money to sort this crisis out. And that money needs to come as part of a one line budget closely articulated with clear outcomes. That will give colleges the best context to get on and deliver.

• We haven’t yet lost the argument about national qualifications for foundation level learners – and we have QCA on our side.

• Basic skills is high up this government’s agenda. The Adult Basic Skills Strategy Unit has overseen the development of a national curriculum, national tests, and a national qualification. This is a political reality that colleges must take on board.

• The LSC needs to pay serious attention to its internal staff development. There has not yet been a national LSC document on quality that has demonstrated a professional grasp of modern concepts of quality improvement.