‘FE must be central to our post-Brexit re-evaluation’

The Tes reports that less reliance on imported talent could be good news for further education and skills, but only if we change the culture that produced Brexit, argues Dame Ruth Silver. 

As the discomforting reality of our decision to leave the European Union emerges from a morass of inflated claims, deliberate distortion and downright falsehood, many in further education and skills are beginning to see the likely post-Brexit skills shortage as an unprecedented opportunity for the sector.

Inevitably, a reduction in imported skills will increase our reliance on homegrown talent. Brexit is already having an impact on the UK’s skills profile. Net migration is down due to EU citizens emigrating from the UK while last month’s KPMG survey of European Union workers suggested that almost a million EU citizens working in Britain are either planning to leave the UK or have made up their minds to do so. This significant loss of talent – many of those opting to leave are highly qualified and working in sectors where skilled staff are hard to recruit – will hit the economy hard. With freedom of movement likely to end or be substantially constrained after Brexit, employers will increasingly have to look elsewhere for the skills they need and increasing investment in homegrown skills and talent would seem the obvious response.

Optimism about the post-Brexit status of the FE and skills sector was much in evidence at the Further Education Trust for Leadership’s 2017 summer symposium, “Rising to the challenge”. Aaron Bowater, programme manager and senior researcher at Policy Connect, argued that the implications of Brexit had “radically brought home to policymakers that, when it comes to the UK’s skills base, the buck cannot be passed any longer”, while Seamus Nevin, head of employment and skills policy at the Institute of Directors, described Brexit as a potential “catalyst for the transformation of our skills system”. Both cited the government’s industrial strategy as evidence of the increased prominence of FE and skills in policy thinking. We might add to this the main parties’ general election manifestos, all of which made significant mention of further education.

However, as Andrew Harden, head of further education at the University and College Union, argued, there is something unsatisfactory about this way of framing the discussion: first, because it gives too little credit to the sector’s own efforts to raise its profile and reverse the trend of cuts to provision that has been characteristic of legislative efforts since the 2010 general election (remember that it was the 2015 spending review that brought some measure of stability to the sector after years of cuts); second, because there is a danger of our passively waiting for change rather than proactively seeking to drive it.

FE has a better story to tell than that of its role in plugging skills gaps. Further education needs to embody the kind of change it wants to see in society. It needs to see itself not simply as the solution to an economic problem about ensuring an adequate supply of skills. It should instead be part of a wider cultural change through which opportunities are shared out more equally and education is recognized as crucial to helping everyone in society achieve their full potential and publicly supported as such.

One of the lessons of Brexit is that, as a society, we face a range of problems which go far beyond economic considerations and worries about skills shortages, important though they are. The quality of political debate in recent months and the fundamental lack of probity in its conduct should alone give us cause for serious thought about how our democracy functions, the kind of society we want and how our education system can help create it. The kind of education offer we present says a great deal about the sort of society we strive to be. If we want a society that is fair, creative, resilient, cohesive and productive, we need to radically rethink the way we do things. Further education and skills must be central to that re-evaluation.

Read more ‘FE must be central to our post-Brexit re-evaluation’

Please  tell us your thoughts in comments or via Twitter ~ Tamsin

Are you a trainee teacher, NQT, teacher, headteacher, parent or  just someone who cares about education and has something to get off  your chest in a Schools Improvement Guest Post? Follow this link for more details at the bottom of the page.

Don’t forget you can sign up to receive our daily email bulletin (around 7am) with all the latest schools news stories. Your details will never be given to anyone else and you can unsubscribe at any stage. Just follow this link.

We now have a Facebook page - please click to like!


Outdoor Canopies: The Key to Creating Much-needed Extra Space
Schools abandon exclusion of sixth-formers after parents complain
Categories: Further Education.

Let us know what you think...