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CMI submission to BIS consultation    New Challenges, New Chances. Next steps in implementing the FE                      ...
Executive summary    •   The Chartered Management Institute (CMI) is strongly supportive of the further education        (...
qualifications to a wide range of FE learners through a flexible system of credit based learning units.We are also able to...
Apprenticeship in Management, which will open up access to skills development to a wider range oflearners than could tradi...
and sectors. Through our employer members, we ensure that our qualifications satisfy employerneeds. We are also able to ga...
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CMI Response To BIS Consultation

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CMI is strongly supportive of the further education (FE) sector and welcomes Government’s proposals to give it more autonomy and flexibility, and to open up access for a greater number of people. We therefore welcome the widening of FE provision, especially in response to local demand and in collaboration with local and regional employers, but underline the importance of maintaining standards.



CMI and other professional bodies have an important role to play in collaborating with the FE sector and employers to ensure qualifications reflect employers’ needs, meet professional standards, provide professional recognition and provide continuing professional development (CPD) for learners.

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Transcript of "CMI Response To BIS Consultation"

  1. 1. CMI submission to BIS consultation New Challenges, New Chances. Next steps in implementing the FE reform programmeOctober 2011Contact:Petra Wilton Philippa TuckerDirector, Policy & Research Public Affairs Managerpetra.wilton@managers.org.uk philippa.tucker@managers.org.ukTel: 0207 421 2708 Tel: 0207 421 2723 1  
  2. 2. Executive summary • The Chartered Management Institute (CMI) is strongly supportive of the further education (FE) sector and welcomes Government’s proposals to give it more autonomy and flexibility, and to open up access for a greater number of people • We therefore welcome the widening of FE provision, especially in response to local demand and in collaboration with local and regional employers, but underline the importance of maintaining standards • We are keen for the FE sector to maintain its essential role in facilitating social mobility and providing learners of all ages with the opportunity to gain more skills, particularly employability skills • CMI and other professional bodies have an important role to play in collaborating with the FE sector and employers to ensure qualifications reflect employers’ needs, meet professional standards, provide professional recognition and provide continuing professional development (CPD) for learners • We are in favour of allowing specialist colleges to enter the market, eg. University Technical Colleges (UTCs). CMI is leading a group of professional bodies to work with UTCs to ensure that transferable professional skills are offered alongside technical skills, to help improve business performance as well as to develop learners’ employability skills • We welcome the proposal to introduce a parallel system of loans for FE as for the HE sector. This will allow learners to shape demand for courses, rather than the more supply-led system which currently exists. We also welcome the smoother path from FE to HE which may occur as a result of the introduction of FE loans • We are keen to emphasise the value of national occupational standards (NOS) which underpin the National Qualifications and Credit Framework and common professional standards and thereby ensure quality assurance. The NOS are important to ensure the consistency of qualifications and transferability across different sectors. The NOS are best developed by Sector Skills Councils and the relevant professional bodies in close collaboration with employers and relevant awarding bodies and providers • CMI supports streamlining the approval process for vocational qualifications, although we look forward to hearing more details on this. We are keen to ensure that reducing bureaucracy and complexity in the approval process does not lead to lower qualification standardsAbout CMIThe Chartered Management Institute is the only chartered professional body in the UK dedicated topromoting the highest standards of management and leadership excellence. CMI sets the standardthat others follow.As a membership organisation, CMI has been providing forward-thinking advice and support toindividuals and businesses for more than 50 years, and continues to give managers and leaders, andthe organisations they work in, the tools they need to improve their performance and make an impact.As well as equipping individuals with the skills, knowledge and experience to be excellent managersand leaders, CMI’s products and services support the development of management and leadershipexcellence across both public and private sector organisations.Through in-depth research and policy surveys of its 90,000 individual members CMI maintains itsposition as the premier authority on key management and leadership issues.CMI has an extensive network of approved centres around the UK, which are authorised to deliver ourqualifications. To date there are 680 centres, many of which are FE colleges. We therefore offer our 2  
  3. 3. qualifications to a wide range of FE learners through a flexible system of credit based learning units.We are also able to develop new qualifications in response to the needs of employers, such as theCMI Level 3 in Neighbourhood Management and the CMI Level 4 Certificate in Multi-Agency working.Specific commentsWe have responded to the issues raised in the consultation document and, where relevant, answeredspecific questions as set out at the end of the document.Section i - Vision for the FE landscape and shape of the sectorWe welcome BIS’s policy intentions of increasing delivery of high quality higher level qualifications,including at degree level, within FE colleges. We believe the FE sector has an increasingly importantrole to play in helping people improve their skills and find work, at a time when specific skills gaps stillexist.For example, in December 2008 the UK Commission for Employment and Skills (UKCES) publishedits first annual forecast1 on where future jobs will be created and identified management as by far thefastest growing occupation. By 2017, it estimates that the net requirement for new managers will be2.2m, with 802,000 additional management jobs created. The report concludes that the UK is atserious risk of not being able to meet this demand for management skills, highlighting managementas a high priority skills need for immediate action.Added to this is the Government’s ambitious Open Public Service programme, which represents astep change in the way public services are delivered towards a more collaborative and integratedsystem between the private, public and third sectors. The achievement of these goals for publicservices such as the NHS, police service, local and central government, and education, are alldependent on good management and leadership skills.Part of the challenge for the FE sector is, as the consultation document rightly acknowledges, “tomake itself more responsive to changing social and economic needs, with a more diverse set of high-quality providers who can constantly review their delivery models to ensure they are fit for purpose.”(page 13). An important part of this more flexible, focused FE sector is the creation of a network ofUniversity Technical Colleges, which CMI actively supports. We have set out below a brief descriptionof our involvement with UTCs and the JCB Academy, as an example of how a professional body canwork closely with other educational bodies and employers to deliver better vocational skills.CMI’s work with UTCsCurrently the CMI is leading the working group for Professional Bodies on behalf of the Baker DearingEducational Trust. We are working closely in partnership with the Trust to develop a platform acrossUTCs to test out different collaborative models, allowing the professional bodies to provide a sharedoffer for the “bridge” subjects.“Bridging skills” cover transferable employability skills, soft skills, management and leadership,finance, marketing, customer service, logistics, etc. We believe that they can make a valuablecontribution in terms of supporting the development and delivery of bridging skills and also to leverageemployer engagement through CMI membership. Many professional bodies are already working withschools at a number of different levels, but the new UTCs provide a unique opportunity to develop amore integrated approach. This approach recognises that it will potentially become problematic forschools if they are targeted by many different bodies all with separate propositions.The members of the Professional Body group include CMI, ACCA, RICS, CIPD, CILT, AAT, RAENG,ICAEW, ICSA.Higher level apprenticeshipsWe also support the policy intention of promoting specific training opportunities via partnershipsbetween employers or specialist providers. We have just completed the framework for a Level 5                                                            1 “Working Futures 2007 – 2017”. UKCES, December 2008 3  
  4. 4. Apprenticeship in Management, which will open up access to skills development to a wider range oflearners than could traditionally access the higher education sector.Need for effective leadership and management of collegesWe welcome the acknowledgement that good leadership and management is essential to deliver ahigh-quality, effective and efficient HE sector. We look forward to seeing further details regarding thisproposal and in particular the role that professional standards and accreditation will play inrecognising effective leadership and management across the FE sector.Section ii - Introducing level 3/4 loans and sharing responsibility for investing in skillsWe welcome the proposal to introduce a parallel system of loans for FE as for the HE sector. This willallow learners to shape demand for courses, rather than the more supply-led system which currentlyexists. We also welcome the aim of creating a smoother path from FE to HE which may occur as aresult of the introduction of FE loans, allowing learners to progress to HE qualifications whilstmaintaining the same loan arrangements.It is important to note that management is often a secondary discipline that employees will study on apart-time basis, at an equivalent level to their initial specialist subject area, having been promoted intoa position where they take on new management responsibilities. It is an established route of careerprogression for individuals to take a management qualification after their academic qualifications, andin many cases employers are already providing support in terms of granting time off for study leave,rather than by direct funding. We are therefore concerned that the loans system for those aged 24and older may deter this group from taking management qualifications due to the cost.We are also in favour of making it easier for awarding bodies to develop and gain approval for newand innovative qualifications which respond to the demands of employers and learners alike. We haveworked closely with several sectors, including the police service, to develop specific qualificationswhich satisfy their specific needs, such as a qualification in Neighbourhood Management and one inMulti-Agency Working. We continue to respond to employer needs by working closely with employers,our approved centres and other professional bodies to ensure that our qualifications remain relevantto industry.We would point out that the qualification development process is dependent on the regulatorapproving the new qualifications, so any Government policy of encouraging new qualifications to beoffered would have to include consideration of the Ofqual approval process.Section v – teaching, learning and qualifications (NOS)An important aspect of CMI’s work is to raise the status of vocational education and training. Wetherefore very much welcome the Government’s commitment to achieving this aim, and look forwardto working with BIS and other government partners to ensure that vocational qualifications andtraining gain the same level of recognition and value as academic ones, and that vocationalqualifications are easily understood and accepted by employers.Partnerships and professional bodiesAn important role that professional bodies play is in delivering skills improvement in partnership withthe education sector, employers, Sector Skills Councils and trade bodies such as the CBI and TUC. Inworking with all these partners we are able to provide our members with valuable learning resourcessuch as continuing professional development (CPD) programmes; online learning; professionalrecognition of learning and skills (e.g. Chartered Manager) and clear career progression pathwaysacross the FE and the HE sector.National Occupational Standards (NOS)We would highlight that National Occupational Standards provide a valuable system for providingcommon standards across many different sectors, and allow employers to recognise the respectivevalue of qualifications offered by different awarding bodies. Qualifications which are developed fromthe NOS are based on consistent standards and are therefore transferable across different providers 4  
  5. 5. and sectors. Through our employer members, we ensure that our qualifications satisfy employerneeds. We are also able to gauge the needs of learners through our 90,000 members, many of whomare student members. We therefore believe that responsibility for developing National OccupationalStandards should rest with the leading professional bodies for each occupation, rather than withtechnical NOS experts who do not necessarily have direct contact with employers and learners.The importance of management and leadership alongside STEM subjectsWe understand the need to focus on the provision of STEM qualifications and welcome Government’splans to create national subject experts. We would add that technical skills on their own are notsufficient – engineers, scientists and mathematicians also need good leadership and managementskills in order to apply their technical skills to an organisational setting. We would therefore proposethat Government prioritises management and leadership skills to the same degree that it has STEMsubjects, and ensures that management and leadership skills are embedded within technical skillsdevelopment.Section viii – delivering higher education and skillsAgain, we welcome the stated aim of making the HE sector more responsive to students’ choice,providing a better teaching and learning experience and therefore promoting social mobility. It isimportant for the system to deliver a transferable credit and qualifications system across FE and HE,and we welcome the Government’s goal of achieving this. Management is a profession whichcontributes significantly to social mobility as it has few barriers to entry.We therefore welcome the aim of opening up the HE market to greater competition, as long as qualitydoes not suffer. We are also in favour of the proposal that institutions which charge full time fees of£7,500 or less should be allowed to bid direct for 20,000 funded places in 2012/13. It is essential,however, that good careers advice is given to learners to ensure that they pick the most appropriatecourse for them, and that these 20,000 funded places are not wasted on courses which will do little tosupport economic growth.Finally, CMI has a wide-ranging online learning offer, which we have developed to be delivered aspart of distance-learning packages, to suit the needs and time-constraints of the learner. Theseinnovative resources can be adapted to particular sectors’ or employers’ needs, and can also bepersonalised by the learner according to his or her development needs. In this way we help to ensurethat management and leadership development is fully flexible, innovative and sensitive to marketdemands.CMIOctober 2011 5  

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