Skills England can pull FE out of the policy shadows

By Mark Hilton, Postgraduate Researcher and Teacher University of Bristol

One of the most difficult aspects of managing and delivering outcomes in FE colleges is the constant confusion caused by sudden policy directives. Policy churn or the associated unintended consequences of poorly thought through policy has been something that has plagued the sector historically. As far back as the 1944 Education Act, FE leaders have complained about a lack of consultation and the subsequent negative impacts of centrally imposed policy dictates that make the business of delivering long term strategic aims aimed at serving the needs of local communities almost impossible to achieve.

During research, I conducted last year, I heard familiar tales from FE leaders of frustrations with centrally imposed policy or funding being withheld as government changed direction in terms of policy. In one interview, I was told how the former PM Rishi Sunak failed to even consult with DfE senior officials before announcing the now aborted Advanced British Standard. The impression was that only Sunak and a couple of close advisors had knowledge of the policy, which probably explains why it was announced in week the DfE had put aside for promoting the virtue and values of T levels!

There is no doubt that FE has been used as a policy petri dish over the years, with governments trailing initiatives which at times have been rolled out across the education sector. Think incorporation and the removal of colleges from LA control way back in 1990s. Fast forward to the academisation of secondary education as one prime example of how FE has been used as a laboratory to test policy - in this case to promote institutional independence and subsequent policies which encouraged competition and the creation of an education marketplace.

What has this continued policy churn and meddling from the centre left us with? Well, for sure a sector that has had to be nimble and adaptable to get things done despite the inadequacies of policy. The sheer exhaustion and policy fatigue has also created a sector that feels hollowed out and surviving on scraps like urban foxes navigating the terrain of the city to find food. However, what is also emerging from this bleak background is a sector that is finally fighting back, challenging, and showing central government that there are different ways of doing policy.

If FE wants to thrive and have central seat at the policy table in the future, then developing networks and alliances that actively promote different policy narratives which can evidence positive local impacts will be key to this. Much has been written about Skills England and a lot of this has been with a heavy dose of cynicism noting the supposed lack of independence of the new body. However, rather than focusing on this negative narrative FE leaders need to embrace the opportunity to construct policy narratives which can led to effective strategic alliances with Skills England.

The importance of developing effective stakeholder alliances and the associated construction of effective policy narratives has been illustrated as the key for success for metro mayors such as Andy Burnham in influencing and impacting government policy. FE leaders need to learn from this and recognise that influencing policy and getting your desired outcomes is about seizing the moment and shaping the policy window rather than reacting against it.

The creation of Skills England could provide a launchpad for FE leaders to do this. FE needs to shape the conversation with Skills England and demonstrate the positive impacts of already existing local collaborations are having on communities. FE leaders also need to highlight the expertise that already exists within colleges and build effective alliances with Skills England to ensure the skills system is reformed appropriately. By showing, demonstrating, and influencing FE can actively shape the evolution of Skills England for the benefit of the sector.

Most of all FE leaders need to recognise that in the policy environment it is the ability to proactively shape and create effective narratives that often win the day. Skills England in its embryonic phase offers the perfect opportunity for FE to take the lead and develop alliances and associated policy narratives that can move it from a sector where policy is something that is imposed from above to a sector that actively shapes policy formation. If FE misses this opportunity, it could be the last window it has to move out of the policy shadows. The responsibility is huge, but the prize could not be any bigger. Skills England needs to be embraced and utilised as a key partner to develop innovative and sustainable policy solutions.