Recent research carried out by FE Week indicates that, of the 611 members of LEPs, only 38 have either current or past experience in Further Education.
LEPs are often referred to as ‘the new kids on the block’. They are usually quoted as part of an inventory of such bodies – hinting that, they too, will soon be consigned to history and we will have a new three letter acronym to come to terms with. As though we need not take them very seriously.
BIG MISTAKE.
Without a doubt, the infrastructure of local accountability will evolve as we come to terms with the tension between a free and fragmented market and our natural desire to cohere around a common purpose. In this case, to give young people and adults every best chance of being meaningfully employed and to give businesses every best chance to thrive and grow. The labels really do not matter. However, the purpose, the common aim and collective solutions matter greatly.
LEPs are a potential manifestation of the kind of social partnership between employers, community and education providers that we admire so greatly in other European countries. We could spend time analysing why this solution won’t work here and LEPs themselves could spend time lamenting the paucity of assets they have at their disposal. But let’s not, because by the time we have finished doing that, the unemployed 17 year old is likely to be an unemployed 24 year old and while we might feel better, I bet they will not.
The research findings are a great chance to spot and fill gaps in FE representation. I’m sure that LEPs, currently developing their Strategic Economic Plans, understand why they will want and need a close and strategic relationship with their further education providers but here is a handy checklist, just in case:
1. Colleges offer great vocational training.
Sounds obvious but let’s not forget this core purpose. Employers cite general vocational skills as a need, colleges can do that and also specialise.
2. Colleges understand the progression opportunities for their learners.
They have the knowledge to offer advice on career paths, funding, support and vacancies.
3. Colleges can up-skill and re-skill existing workers as well as provide new skills for those yet to enter the workforce.
LEPs are about growth, so investing in the current workforce will be part of their strategy.
4. Colleges are an ‘anchor institution.’
They have a sense of permanence, of belonging to a community. People care if they move, merge or lose their way. They are major players in the locality that the LEP serves.
5. Colleges have enormous economic impact in their locality.
A recent survey of a sample 157 Group colleges shows the average impact on the regional economy for each college is £550m. For the 157 Group’s 30 colleges alone, that would represent an additional £16.5b into the local economies served by those colleges. Extrapolate that to all of the colleges across the country served by LEPs and the scale of contribution is huge.
6. Colleges have a huge employer base already.
157 Colleges work with over 31,000 employers. Imagine the opportunity to access a business with that size of client list!
The funding routes and accountability structures are important but can be a distraction. Local priority for skills will inform the Growth Deal process. LEPs have submitted their final strategies for 2014 – 2020 European Structural and Investment Funds, including £170m available from the Adult Skills Budget as matched funding. A Skills Funding Incentive Pilot is being developed in the North East, Stoke and Staffordshire and the West of England. For two years from 2015, £330m of skills capital funding will be available via competition for LEPs, open to providers offering vocational education provision.
But the real prize is not about money. LEPs have, on their doorstep, a public asset which offers them access to thousands of employer relationships and millions of the future workforce and future talent of this country. An alliance between LEP Chairs, FE Corporation Chairs and Principals is a mighty powerful force to be reckoned with.
