Ofsted’s Common Inspection Framework (2012)

Further education colleges are required to have robust self-assurance processes that are inspected by Ofsted and evaluated to consider if they enable a college to “know itself”(Ofsted 2012). Where colleges believe they are strong they provide evidence to justify this view and similarly there is a need for them to recognise areas

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for improvement, know why improvement is required and illustrate the plans they have to address these areas. The Case studies used for this research consider that they are “good” when compared to the criteria used by Ofsted to differentiate

categories of institution and their current inspection grades would concur with their self-assessment.

The Ofsted Chief Inspector’s Annual Report (2013) illustrates how further education colleges, irrespective of their current Ofsted grade, are required to continue to improve. He says:

“Last year, we raised serious concerns about the further education and skills sector. This year, we have cause for optimism. In many of the providers we inspected, we have seen improvements in the quality of teaching, as well as higher expectations for learners…However, there is still too much provision that is not responsive to local employment needs. This provision is therefore inappropriate for young people, regardless of the quality of teaching”(page 5). Evidence exists of the need for the vocational education sector in the UK to improve when comparing its overall achievements with other countries (Department of

Business Innovation and Skills 2013). Within the UK there are perceptions of vocational education institutions relating to some of the concerns raised by employers and their representative groups, although, as was illustrated in the introduction to this thesis, this is not a new view (Samuelson Commission (1884)). Coffield (2008) illustrates the paucity of relationships that often exist between

colleges of further education and employers. However these relationships may result from systemic failure, such as the validity of vocational qualifications, as Stasz

(2011) points out. The knowledge employers have of changes to the content of qualifications and the relative merit of one award when compared to another may be unclear, and reduce the validity of qualifications and their perception of further education. The Wolf Review of 14-19 vocational education (2011) made 27

recommendations for improvement within the vocational education system: it says; “…many of England’s 14-19 year olds do not, at present, progress

successfully into either secure employment or higher-level education and training. Many of them leave education without the skills that will enable them to progress at a later date. The [Wolf] Review received many hundred

submissions form individuals and groups with extensive knowledge of our vocational education system. Many highlighted its strengths and

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achievements. But none wanted to leave things as they are: nor did they believe that minor changes were enough. This is surely correct”. (page 8). Within the quality assurance processes used by further education colleges as they attempt to continue to improve the practice of vocational teachers is observed by colleagues and college managers. It has been illustrated above the increased importance placed on teaching, learning and assessment within the criteria used to evaluate the effectiveness of colleges by Ofsted, therefore the practice of vocational teachers becomes more publically accountable. When considering excellence in skills developmentHughes et al (2004) state that:

“Good teachers make a difference!” (page 1)

An observation made by an interviewee, who was a college senior manager, in the LSIS (2012) research showed how some of the best lessons she observed included the use of competitions. Her endorsement of the use of skills competitions is

contained in a guide promoting their use and therefore should be contextualised. However there may be merit in these observations and they should not be

overlooked. Another area evaluated by the Ofsted Common Inspection Framework is the effectiveness of leadership and management. Ofsted inspectors look for

evidence that:

“Providers demonstrate an ambitious vision, have high expectations for what all learners can achieve, and attain high standards of quality and

performance” (2012).

The ways in which skills competitions can contribute to providing evidence of high quality vocational education for Ofsted inspections, as is mentioned above, is known by vocational teachers to be captured in self-assessment reports. The nature of evidence that may be collected to support colleges during Ofsted inspections is illustrated by LSIS (2012) as a means to encourage the engagement of colleges with this initiative. Inspectors consider the progress made towards targets set for learners and the “distance travelled” during their time on a course. During the course of the LSIS (2012) research they indicate that many providers consider that learners engaged in skills competitions achieve or exceed their qualification aim. An extract from one inspection report illustrates this claim saying:

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“Students have very high standards of work and develop very good practical and work-related skills. Many students win awards at regional and national competitions”(page 20).

Ofsted’s Common Inspection Framework includes a grade for colleges inspected with regards to the outcomes of their learners. The report above reflects the positive contribution of skills competitions to learners’ achievements and is further endorsed by anecdotal evidence of the enhanced potential for learners who engage in skills competitions gaining employment. The “outcomes” Ofsted consider extend to the destinations of learners and their moving into employment is a principle aim of their studying for vocational qualifications. The LSIS research points out:

“Many of the learners with whom we consulted commented on the

development of employability skills…Providers engaged in competition activity are convinced that this stretches and extends the achievement of their

learners and leads to employment in better jobs”(page 20).

The Wolf Review (2011) also recognises the need for vocational courses to lead to employment opportunities for young people and, as is illustrated above, engaging with employers remains a challenge for those working within vocational education.

2.6 Research question 5: What approaches to change management