Prescribing Success - How Professional Apprenticeships Can Help Deliver the NHS’s Future WorkforceIn this article, Nichola discusses the NHS workforce transformation plan to have 1 out of 6 staff trained through apprenticeships in the next five years. Nichola explores the opportunities of scaling up apprenticeship training and the barriers to delivery.Our National Health Service is currently in the grips of a historic staffing crisis that is threatening to undermine this critical institution’s long-term survival. In the same year that we celebrated the NHS’s 75 th birthday, there were reports of staff shortages being on track to exceed 570,000 by 2036 without urgent action.The consequences of this crisis are severe, negatively impacting the access to and quality of healthcare for millions of people across the country. Furthermore, the existing staff members that the NHS does have are subject to higher workloads and longer hours, leading to a record rise in burnout, stress and fatigue .Considering this worrying backdrop, it was disappointing to see that the Government’s proposal to have one out of six NHS clinicians trained through apprenticeships over the next five years was met with much chagrin from parts of the UK health profession, the public and the media.This proposal to open up new routes into the health service through professional apprenticeships, outlined in the much anticipated NHS Long-Term Workforce Plan , was critically labelled a threat to the quality of care , which would put patients at risk and lead to a devaluation in the UK university degree system .This instinctive hesitancy towards the concept of health professionals being trained through apprenticeships reveals an outdated attitude towards the value of professional apprenticeships. A long-standing preference for traditional academic pathways has fostered a cultural bias against training that relies more so on practical skills and direct work experience.The fact is that employers across key industries, including highly regulated sectors such as law and financial services, have all had significant success adopting professional apprenticeships into their talent acquisition strategies. Our health service must demonstrate the same willingness to innovate if it is to overcome the present challenges.The real threat to quality of care is an understaffed health profession unable to meet the health demands of the country. To address this bias against professional apprenticeships, it is important to highlight their unique potential to transform the NHS workforce for the better to ensure it is fully equipped to address the health challenges of future generations.CURBING THE STAFFING CRISIS AND BOOSTING RETENTIONA key element of the Conservative Party’s 2019 manifesto was a pledge to increase the number of doctors, nurses, and primary care professionals in the NHS workforce. The Government’s promotion of professional apprenticeship as an alternative route into the health service is a positive step towards delivering on those key ambitious promises.Maintaining standards of care can and should remain at the heart of our health education and training system. Any doctor doing a medical apprenticeship will still have to pass the same GMC exams as graduates.For existing members of staff members, apprenticeships create opportunities for retraining that would allow ambitious individuals to pursue promotions, explore different roles, and expand their skill sets.At a time when younger generations increasingly value flexibility from their employers above all else, professional apprenticeships could go a long way towards bolstering staff retention in the NHS and fostering a culture of continuous learning and upward mobility.WIDENING ACCESS TO THE HEALTH PROFESSIONAs a national health service, it is important that the NHS workforce is reflective of the diverse populace of the nation itself. Apprenticeships offer a practical pathway for individuals from all econo...

Brave new education: the leaders of our AI futureThe education sector is undergoing a remarkable period of change on a scale not seen in decades – not least due to the remarkable advancement of AI. This article looks at the core qualities needed in school leaders in our AI future.Doomsayers claim AI could “ spell the end of the traditional classroom ”. It’s true that its impact on schools and the jobs within them will be dramatic. Similarly to the pandemic, AI is set to irreversibly change the way we teach and learn. But such colossal shifts will also bring immense opportunity, especially for the leaders who can thrive in this period of innovation and capitalise on the very human traits that will continue to prove essential – and irreplaceable – in school leadership.THE INTERFACE OF A SECTOR-WIDE TRANSFORMATIONAI in education can be seen as an innovative, exciting tool that can accelerate what students and teachers are already doing.Reduced administrative burden seems a certainty. AI will also help teachers to plan lessons and rapidly develop subject expertise. Many in the sector believe these developments will cause a more general type of teacher to emerge, and yet lessons could be more effective than ever as AI offers each student the potential of individualised lesson journeys.THE VISIONARY VANGUARDSchools will always need leaders with vision, passion and high emotional intelligence. Leaders of the future will also need technological expertise to apply AI to school operations, along with ethical awareness and a commitment to continuous learning.A great school leader’s longer term vision for the school will ensure that they will be able to embrace new learning practices and formulate a plan for the whole school community – students, teachers, parents, governors, and beyond.Just as those in the classroom are having personalised lessons from AI, so must the leaders overseeing them. If we learned anything from the technological changes surrounding the pandemic, it is that one size does not fit all. Online learning was rolled out very quickly at the onset of Covid, and the truth is that it didn’t work for everybody.The schools that performed exceptionally were those that had the resourcefulness to go beyond the curriculum. AI will be the same, impacting exams, curriculum, extra-curriculum: leaders must take a case-by-case approach, assessing the needs of each school uniquely to identify the best approach.Leaders must use AI for personalised responses to teachers too, understanding the implications of how people are not simply an array of datasets.METTLE FROM AMONGST THE METALIt’s going to take someone enthusiastic with a clear passion for learning to push this change. It’s also going to take courage to make the right call. Emotional intelligence and resilience has always been key in school leadership – now more so than ever.Not all AI will benefit schools. Leaders should make important decisions based on evidence – and those around them. A true leader shows the courage to have a senior leadership team around them that they talk and listen to, letting others be experts to come back with ideas. Specialise your team and then personalise your learning with AI.LOOKING BEYOND EDUCATIONThe corporate world has eclipsed the education sector in its embrace of AI. It therefore makes sense to hire from that talent pool. Consultants, AI experts, teachers teaching AI – there is immense opportunity for schools who are willing to look beyond the education sector.Schools are becoming more business-like as they respond to an array of challenges – but the ever increasing need for versatility, innovation, and expertise means securing transformational leaders from markets where high levels of competition and cutting-edge ideas are rife.ONWARDS TOGETHERAI may be two-thirds of the solution, but the final and crucial third is human. The AI revolution in schools will not happen overnight. The element of balancing old and new knowledge will continue...

As we find ourselves back to college this week, we may feel we are stuck back in the same hallow… This article explores the transformative power of embracing change, accepting diversity, empowering failure, and encouraging creativity within a further education college. By fostering these mindsets and strategies, the college can support its staff through inevitable changes, ensuring a culture of growth and excellence.In the hallowed halls of education, where knowledge is both the foundation and the frontier, a silent revolution unfolds. It’s a transformation not measured in numbers, but in the hearts and minds of those who shape the future. It’s in this context that I’ve come to appreciate a profound thought: “My view is the hallow never gets smaller or bigger, it just changes shape.”This quote, which has resonated deeply with me, takes on a new dimension within the vibrant tapestry of a further education college. Here, it’s not just individuals who evolve; it’s the entire culture of learning that transforms. Like a chameleon adapting to its environment, your college needs to embrace change as an integral part of growth, both for the institution and its dedicated staff.Embracing Change: A Pillar of ProgressEmbracing change is not merely a choice; it’s a necessity in the realm of education. Change, in the form of evolving teaching methods, new technologies, and shifting student demographics, is the only constant. To navigate this ever-changing landscape effectively, we must cultivate a mindset that views change as an opportunity rather than a threat.When your college community embraces change, it opens the door to innovation. We need to encourage educators to explore new pedagogical approaches, experiment with fresh teaching strategies, and remain agile in response to the evolving needs of our students. Change becomes a catalyst for growth, not a source of apprehension.Change is the conduit through which we advance our methods and approach. It forces us to question the status quo, challenging us to seek better, more effective ways to impart knowledge and inspire learning. In doing so, we remain relevant and responsive to the evolving needs of our students and the ever-shifting landscape of education.Accepting Difference: Fostering InclusivityAs you embark on this journey of change, it’s imperative that you also embrace the diversity of perspectives and backgrounds within your college community. Accepting difference is not just a value; it’s a cornerstone of building an inclusive educational environment.In a diverse college community, we find a wealth of ideas, experiences, and viewpoints. These differences are not impediments to change; they are the fuel that powers it. When we encourage open dialogue and respect for differing opinions, we create a fertile ground for constructive change.Embracing diversity is not merely about meeting a quota or adhering to policies; it’s about harnessing the power of different perspectives. It’s about understanding that each unique viewpoint contributes to a richer tapestry of ideas. In this environment, change isn’t a combined force but a force that amplifies the voices and ideas of every member of your college community.Empowering Failure: The Path to InnovationFailure is often viewed with trepidation, yet it’s a crucial steppingstone on the path to innovation. In our pursuit of excellence, we must empower our staff to take risks and embrace failure as a valuable learning experience.In a culture that empowers failure, educators are more likely to experiment with new teaching methodologies and push the boundaries of conventional wisdom. They understand that failure is not a dead-end but a detour that can lead to groundbreaking discoveries.The fear of failure can be paralysing. It can stifle creativity and discourage educators from trying new approaches. However, when we create an environment where failure is not punished but seen as an opportunity to learn and improve, we unlock the door to inn...

Building a joined-up system for quality service delivery is key to developing ‘fit for purpose’ programmes. In this article we look at the importance of integrated approaches in delivering excellence in employability.In today’s rapidly evolving world, delivering exceptional services to jobseekers requires more than fragmented efforts. It necessitates a holistic, joined up, system-wide approach that encompasses a well-trained workforce, continuous quality improvement, cultural transformation, and forward-looking innovation. This integrated approach forms the bedrock of a network of ‘fit for purpose’ programmes and capable delivery organisations and their practitioners (at all levels) – a dynamic framework that amalgamates diverse elements to ensure the delivery of excellent services to all citizens.Building a network of well-trained and certified practitionersAt the heart of any efficient service are skilled professionals armed with the right knowledge and expertise. Creating quality services involves not just training individuals but forging a network of practitioners who are not only competent in their respective domains but also hold the certifications that validate their skills, this is important for the commissioners of services and jobseekers alike to add validation and assurance that they will receive the level of service they expect. A system-wide approach ensures that professional development and training is standardised, up-to-date, and aligned with the needs of the services being offered, in short provides proof of occupational competence.Quality improvement and continuous improvement Static systems quickly become obsolete. Continuous quality improvement is the engine that keeps services relevant and effective. By implementing mechanisms for constant feedback, data analysis, and iterative enhancement, a service can swiftly adapt to changing circumstances, emerging technologies, and evolving needs. This approach guarantees that the services provided are consistently excellent and in tune with citizens’ expectations. But that is not the whole story, without a ‘will to improve culture’ services will stagnate, and innovation will be stifled. To be clear the very best practitioners operating in a culture where ‘this is adequate’ will really struggle to provide very best services. Both commissioners and providers need to take responsibility for this, where a compliance first culture may stop many practitioners from taking risks and innovating in their professional practice.Transforming Cultures Organizational culture is a powerful driver of behaviour. A shift towards a culture that prioritizes excellence, collaboration, and innovation is essential for services to succeed. This cultural transformation involves breaking down silos between departments, fostering open communication, and encouraging a mindset that embraces change and experimentation. A unified culture enables practitioners to work cohesively towards a common goal – delivering outstanding services to citizens.Centre for Employability Excellence.Going beyond immediate service delivery it is also important to consider the broader implications for the employability sector and its impact on both society in general and the economy. By establishing a Centre for Employability Excellence (CfEE), the sector not only trains and develops professionals for current roles but also anticipates future needs. This proactive approach ensures that our workforce remains relevant, adaptable, and equipped to handle emerging challenges, technological disruptions, and policy changes.Forward-looking policy, design, and innovation. It is clear that a system-wide approach is not just about addressing the present – it’s about preparing for the future. A culture of quality improvement, a centre for excellence, great people, capable organisations, and collaborative commissioning incorporate the foresight to anticipate policy shifts, design trends, and technological advancements. By doing so,...

Bridging the digital divide: Empowering education through enhanced connectivityEducation is the cornerstone of societal progress, empowering individuals and communities to thrive in an ever-changing world. However, the digital divide continues to hinder educational opportunities, particularly in rural and underserved areas. Limited connectivity in education in the UK is a critical issue that needs to be addressed.Connectivity issues have had a substantial negative impact on organisations, with Cradlepoint’s State of Connectivity report revealing that an hour of downtime for a global business can cost £290,000. On top of this, connectivity problems have resulted in greater operating costs for 47% of businesses, and 33% report losing potential business as a result of connectivity issues.Over half of the respondents (59%) believe that their government has not made sufficient efforts in this regard, emphasising the need for further investment in connectivity projects. Cellular connectivity emerges as a solution, with 89% of respondents already using it as part of their business operations, particularly for network failover during downtimes. Its flexibility, scalability, and ability to be immediately deployed in disaster areas make cellular connectivity a sustainable alternative to cabled networks, especially in rural or remote areas where laying fibre optic cables may not be feasible or cost-effective.The digital divide disproportionately affects students everywhere, but in particular in rural and underserved areas, leaving them without reliable internet access and connectivity. This divide hampers their access to online resources, virtual learning platforms, and collaborative tools that their urban counterparts readily enjoy, perpetuating educational disparities and limited opportunities for equitable learning experiences.CONNECTIVITY’S IMPACT ON EDUCATIONInsufficient connectivity significantly impacts education and prevents students from acquiring the skills necessary for success in a modern economy, as reported by approximately 82% of participants . Access to online materials and virtual learning programmes is particularly challenging for remote students.To unlock the full potential of all students, it is crucial to improve connectivity within education. For example, 84% of respondents believe improving free connectivity would bridge the digital divide between poorer and wealthier students. As such, Governments, policymakers, and industry leaders must recognise the importance of investing in reliable connectivity infrastructure to create a future where every learner, regardless of location, can thrive in an interconnected world.Enhanced connectivity opens doors to innovative educational models, such as distance learning and virtual collaboration platforms. Students in remote areas can connect with expert educators and access specialised courses that may not be available locally. Virtual classrooms provide opportunities for interactive learning experiences, transcending geographical boundaries and ensuring that no student is left behind.Connectivity also facilitates professional development opportunities for teachers. Equipping them with the latest teaching methodologies, subject knowledge, and technology integration skills through access to online learning platforms, webinars, and virtual conferences. This continuous professional growth enables teachers to provide a more enriching and adaptive learning experience for their students.EDUCATING ON PRIVATE CELLULAR NETWORKPrivate Cellular Networks (PCN) are one type of connectivity method that can help narrow the gap for students. When compared to Wi-Fi, PCNs provide flexible connectivity over large areas, such as university campuses, with greater network performance and predictable bandwidth prices. In combination with the network slicing capabilities provided by 5G Standalone (SA) networks, IT teams can guarantee that crucial applications are supported regardless of the netwo...

Ann Gravells reflects on the last 20 years in further educationAnn Gravells writes about her experiences as a lecturer in further education during the last 20 years, and explains what it was like to work in a college environment.THE PASTWow, time really flies! When I was asked to write this article I began reflecting on how different FE is now, to 2003 when FE News began. It also made me realise just how long I’ve been working in the sector. I started in 1983 when there was no access to computers, social media or the internet. It certainly doesn’t feel that long ago, but the last 20 years seems to have gone a lot quicker than the previous 20 years. Perhaps that’s part of getting older!I DIDN’T PLAN TO BE AN FE TEACHERI didn’t plan to be an FE teacher, I trained as a hotel receptionist; a job I loved. However, a local college asked if I would teach a group of trainee receptionists on a part-time basis, and that became my route into teaching. I then progressed over the years to teach other subjects, and to train staff when the Learning and Development units were introduced. Do you remember the change from exams to competence based learning and assessment? If so, you will remember D32 and D33, the qualifications which assessors of competence based programmes had to achieve. These have changed several times over the years, and are no longer mandatory for assessors in some subject areas.In 2003, Ofsted took on the role of inspections in further education, and my role as the quality systems manager at the college had helped prepare for this. I standardised a quality assurance system for 98 different qualifications. Prior to that, each department (or each member of staff) had used their own system. It wasn’t an easy task, however, it helped to improve the assessment and quality assurance process. Ofsted still inspects the FE sector which can put a lot of pressure on staff. I remember the vast amount of evidence and paperwork which was requested was phenomenal. The inspection process has changed over the years, and continues to change, some of you may think for the better, others for worse.IT WASN’T A REQUIREMENT ‘BACK THEN’ FOR FE TEACHERS TO HOLD A TEACHING QUALIFICATIONIt wasn’t a requirement ‘back then’ for FE teachers to hold a teaching qualification; just to have experience and/or a qualification in the subject they would teach. Apart from a few years around 2007 when it did become mandatory, the same still applies. You might think it a bit odd that teachers in FE don’t need to hold a teaching qualification. However, most teachers have worked in industry, and have amazing skills and knowledge to pass onto learners, they just some guidance as to how do it.I achieved my teaching qualifications whilst working at the college. I found the practical side much more useful than the theory side. I must confess, I struggled with the assignment work, i.e. relating theory to practice, I just wanted to pass my knowledge on in an interesting and interactive way. I soon learnt that there was more to my role than just teaching the subject.I remember one occasion when a 16 year old learner confessed she couldn’t tell the time. She had only ever had a digital watch and there were only digital clocks at home. I spent time with her, drawing pictures of clocks and explaining about the big and little hands. Ten years later I bumped into her in the supermarket. She was with her husband and young son. She threw her arms around me and proudly shouted ‘this is Ann – she taught me to tell the time’. Although a little embarrassing at the time, I had clearly made an impact upon her, and she had never forgotten me or my name. Being a teacher is not just about teaching your subject, it’s about treating each learner as an individual, and supporting them however you can.FE TEACHER TRAINING WAS UNSATISFACTORYOfsted’s report: The Initial Teacher Training of Further Education Teachers (2003) declared that FE teacher training was unsatisfactory. This led to new q...

Governing boards must develop their capability and performance to support and drive institutional performanceIn this article, Fiona discusses how and why boards must continually be learning and developing at a rate faster than the rate of change in the external environment, to be effective.Further Education and Skills institutions have faced and continue to face considerable challenges. The sector is facing many new risks, opportunities, and challenges, and failure to rise to these challenges may well result in institutions no longer being sustainable.Since boards have the ultimate responsibility for their institutions, such challenges are not only institutional learning challenges, but board learning challenges too. Increased uncertainty and complexity is challenging the status quo of boards, and their effectiveness. For their institutions to survive, boards must continually be learning and developing, and doing so at a rate that is faster than the rate of the changes and challenges in the internal and external environments.Board members have a fiduciary duty to act in the best interests of others and so must keep learning to fulfil their duty. It is in the interests not just of our learners but of our communities and society at large that the boards of Further Education and Skills institutions continue to improve their ability to govern – making sound decisions in support of sustainable institutions.THE STATUS QUOTypically, we observe that boards are predominantly reactive in the way they learn, learning on the ‘job’ which whilst understandable, is sub-optimal. Such learning is less effective than proactive learning, as it cannot match the speed of change necessary to meet the constant risks and opportunities institutions face. There are particular hindrances to board learning that show up repeatedly. The most commonly observed and stated by board members, are listed below:- Hubris and ego- Lack of self-awareness – “I do not need to learn”- Lack of accountability- Time constraints- Poor behaviour, lack of trust, poor relationships- Lack of clarity of purpose- Lack of evaluation practicesAs part of my board consultancy work, I often encourage the Board and executive members to have a discussion to set out clearly their expectations of each other, to develop a shared set of values and behaviours. Not only does this save time and increase effectiveness as people no longer have to negotiate these in real time, but it is also a fantastic way to break down personal bias, boundaries, and hubristic behaviours that hamstring boards from learning, hindering their effectiveness.Boards that have developed a learning mindset are not sidelined by challenges, rather they increase their effectiveness, through improved capability. But boards are often lacking such a mindset, usually because board members are time-poor and unwilling to add further to the already significant workload that comes with being a responsible board member.WHAT EFFECTIVE BOARDS DOEffective boards understand that they need to develop some key characteristics to continually strive to be the best they can be, and they recognise that they are never going to be fully formed – there will always be something new to learn or that they can do better at or more of.1 They understand the fundamentals of governance – that there is collective responsibility for the direction and sustainability of the organisation and that it is on behalf of others (they do not act in their own interests), and therefore to remain effective in governing, they have to keep learning.2 They embrace learning and development as a key input to effective decision making, so are deliberate and intentional in their learning.3 They develop a board culture of learning and continuous improvement by having a development plan; a learning item on each agenda; they use the governance professional as a learning co-ordinator; share learning experiences amongst themselves; evaluate at the end of every meetin...

One Size Does Not Fit All: Elevating Educational Pathways Beyond DegreesHadi Moussa, EMEA Managing Director at Coursera, explores why the fast-evolving labour market demands a shift in the nation’s approach to education to prepare learners for the new economy.From a fast-evolving global skills landscape to a tight UK labour market, the national dialogue concerning how to effectively elevate further education attainment must broaden its focus. Indeed, the nature of today’s ever-changing job market demands more focus on alternative educational credentialing, beyond the traditional degree model, to quickly and effectively skill the next generation of workers for the digital economy while mitigating the skills shortages that have been hampering national productivity for over a decade.BEYOND DEGREESAgainst this already-unpropitious backdrop, the seismic labour market shocks likely to be caused by Generative AI loom on the horizon, which alone is predicted to catalyse 12 million occupation transitions by 2030. As people leave disappearing or dwindling occupations, the global labour market will need to reweight its focus on skills and competencies. While a meaningful degree premium continues to exist for most degree-holders, it’s therefore more imperative than ever that businesses and educational institutions ask themselves: are we equipping our learners with the skills required to succeed in the challenging contemporary labour market?With skills at a premium, skills-first qualifications such as microcredentials, professional certifications, and apprenticeships are emerging and expanding as extremely effective models in skilling learners for today’s in-demand jobs. Crucially, such pathways can be entered irrespective of A-Level attainment, with this expansive approach to skills development proving key in unlocking opportunities for students who have missed their school target grades, and may be more adaptable to different avenues of educational attainment.Stanford University’s ‘AI in Healthcare’ and the University of Michigan’s ‘Python for Everybody’ are two such examples of job-relevant, flexible, accessible skills-first online specialisations. These courses are helping learners prepare for sector-specific roles, offering them tailored learning opportunities, while allowing them to balance their professional and personal commitments alongside their education.What’s more, an increasing number of microcredentials also ‘stack’ into university degrees, meaning that those with these qualifications can either deploy them to launch a career or progress to higher education with a more solid skills base. For example, learners who complete Google’s IT Support Professional Certificate can use their qualification to count towards the University of London’s BsC in Computer Science – or to pursue an immediate career in the field. Such stackable qualifications enjoy the type of dual employer/educator recognition that have not been attained by traditional A-Levels.ADAPTING OUR APPRENTICESHIP APPROACHApprenticeships also present a pragmatic, adaptable and cost-effective alternative to conventional three-year degrees. This educational approach provides learners with specialised practical skills, as well as invaluable on-the-job paid experience. By engaging in paid work while learning, apprenticeships are empowering students to earn as they learn, while fostering a direct professional experience, setting them apart from the more theoretical approach often favoured by traditional degrees.However, by pairing online learning with traditional apprenticeships, we can create a more holistic, flexible, and responsive system. This integrated approach can enable us to provide more tailored, sector-specific training – from digital skills to data analysis, marketing, and beyond. This would benefit employers seeking to meet rapidly changing skill needs and apprentices who require greater flexibility due to family or other caring responsibilities.LOOKING A...

Ingredients for success: embedding excellence in technical and vocational educationBen Blackledge, the newly appointed WorldSkills UK Chief Executive, explains how Team UK’s participation at EuroSkills is helping to raise standards in apprenticeships and technical education through the WorldSkills UK Centre of Excellence.The UK is set to make a triumphant return to EuroSkills next week, Europe’s largest skills event. The young apprentices and students from 32 countries that will compete at EuroSkills Gdańsk are the very embodiment of excellence in their skill and that is why we use the EuroSkills competition to benchmark UK skills and identify innovative methods of training and assessment.It is this insight that we are using to drive forward the WorldSkills UK Centre of Excellence, which we launched in partnership with NCFE. It is our ambition that excellence should be available to everyone, wherever they work or study, whatever type of institution they attend, and whatever their level of learning or ability. We know there is much excellent practice taking place across England, Scotland, Wales and Northern Ireland, and we know that our programmes which are proven to secure medal success on the European and international stage can help raise standards even higher through our WorldSkills UK Centre of Excellence programme.INGREDIENTS FOR SUCCESS NEEDED TO EMBED EXCELLENCE ACROSS ALL PARTS OF THE SECTORTo understand the ingredients for success needed to embed excellence across all parts of the sector, we commissioned the Association of Col leges to undertake independent research supported by our Centre of Excellence partner NCFE . The research, although acknowledging the very challenging context in which providers are working, identified four key findings of embedding excellence regardless of circumstance and location.A WHOLE ORGANISATIONAL APPROACHFirstly, a whole organisational approach to excellence is vital. Leaders need to prioritise the embedding of excellence and make sure it is supported within governance and accountability mechanisms. Leaders can also support excellence by making sure there is a culture of sharing best practice with local partners.DEVELOPING TRANSFERABLE EMPLOYABILITY SKILLSSecondly, developing technical skills alone was not seen as sufficient to represent excellence in teaching and learning or assessment. There needs to also be a focus on developing transferable employability skills, such as resilience and emotional intelligence. We know how important these skills are in the workplace, and that is why we dedicate a significant amount of our competition-based -training programmes to helping young people develop these attributes. These resources are available for educators and young people to access for free on the WorldSkills UK Learning Lab .CPDThirdly, the research highlighted the important role of purposeful continuous professional development (CPD). When we launched our award-winning WorldSkills UK Centre of Excellence we were determined that it would have a direct impact on the quality of teaching. It was great to see that educators cited this programme as a good example of meaningful CPD because they felt the programme was motivational in its delivery and supported them in achieving measurable improved outcomes in their teaching.ENGAGING EMPLOYERSLastly, engaging employers is a critical factor. Their involvement ensures that the qualifications and curriculum are relevant for learners and that the CPD being delivered to educators matches the needs of industry. Without employer involvement, we cannot ensure that skills delivery programmes are meeting economic demand.THE CONCEPT OF EXCELLENCE IS REGARDED AS SOMETHING THAT CAN BE APPLICABLE TO ALLIt is clear from the research that the concept of excellence is regarded as something that can be applicable to all, regardless of the technical field, level of learning and ability. It is also encouraging to see that the research endorses our collaborativ...

Upskilling can overcome imposter syndrome as new technologies emerge in the workplaceIn this article, Kelly Hills discusses how Generative AI is sending waves through the technology community. Kelly explains how upskilling can help workers bridge skills gaps and combat imposter syndrome.Generative AI is sending shockwaves through the technology industry – both good and bad. While it has the potential to boost efficiency and take over repetitive administrative tasks, it’s also putting tech workers under pressure to react quickly and build new skills.The pressure heightened by Generative AI is already making some job roles redundant, as tools like ChatGPT produce work ‘indistinguishable’ from human output, and bringing automation to writing, debugging and formatting code.All of this will likely compound imposter syndrome if employees aren’t able to keep up and develop the skills needed to work alongside the tech as businesses embrace it.In fact, we are already seeing employees realise the need to upskill to work with the new technology – Pluralsight’s ChatGPT and Generative AI course has jumped into the top 2% of courses learnt on the entire platform since its release in December 2022.This feeling of needing to quickly embrace new technology or risk your role becoming redundant isn’t new. The pace of change happens very quickly, and many have felt like they were being left behind before the dawn of AI, whether that was learning a new programming language or working on a cloud migration for the first time. Especially as a software engineer, there is huge demand to react to new tech evolutions to level-up, increase efficiency and innovative capability.Honestly, when I started my career as a junior software engineer, I was seriously struggling with imposter syndrome. I always worried that my skills weren’t up to scratch. Although imposter syndrome does still sometimes creep up on me, learning how to gain confidence through upskilling has helped keep those feelings of inadequacy in check.Below are my five key pieces of advice for those who may be feeling similar pressure to work with Generative AI, and how leaning into a continuous learning journey can be empowering.ACCEPT THAT YOU CAN’T BE AN EXPERT IN EVERYTHING, ALL AT ONCENo matter your role, there will always be a lot to learn. Being a good software engineer is about staying on the learning curve. This is what makes the industry so exciting, but equally can be so daunting.For example, there are currently five main cloud computing environments in use, and these are still evolving. Understanding the intricacies of each would require countless hours of learning which is simply not feasible – trying to achieve this will lead to frustration and diminished motivation.Rather than feeling overwhelmed by the enormity, understand that there will always be new concepts, that you can keep expanding your abilities but that it won’t happen instantly. Take breaks to maintain focus and motivation while learning new technical concepts.VIEW SKILL DEVELOPMENT AS A CONTINUOUS LEARNING JOURNEYThe tech skills you learnt just six months ago may be outdated now – clearly evidenced by how quickly Generative AI has come to the fore, and the speed at which it is evolving. Viewing skill development as a continuous process that can be integrated into your daily routine rather than being done once and ‘completed’, is the best way to build momentum and prevent burnout.As well as embracing continuous learning, finding ways to put your skills into daily practice such as through the use of hands-on labs and sandboxes is also important. In fact, nearly two thirds of technologists say that these methods are the most effective at preparing them to apply new learning on the job.ADOPT A GROWTH MINDSET AND SEE LEARNING AS AN OPPORTUNITYThe majority of my peers, including myself, love learning and solving problems; that is what we do day in day out as software developers. Upskilling plays into that curiosity. Online...