My blog

Tag: Apprenticeships

  • Baroness D’Souza: seeing education “gladdens my heart”

    Baroness D’Souza

    What one doesn’t realise is how avid girls are for education. What we do at Marefat is to make sure that every now and then we have a Zoom meeting with our pupils in Afghanistan. We run empowerment sessions which are run by Aziz Royesh from Washington and the girls crowd into their rooms.

    Recently we had the girls speak about what a difference being able to access education has made to them. It was emotional and heart-warming. These are girls aged 14 and 15, and they said things like: “We thought our lives were finished and we were going to be married off.” Now they have hope – and they know that hope is tied to education.

    Our goal is to get these girls educated at secondary level and then put them up for scholarships, some of which is funded by Lord Dennis Stevenson. The goal of Marefat is to educate a whole cohort of women so that they can come back and be in the major professions: Afghanistan needs journalists, lawyers and surveyors. In fact, quite a lot of them want to do engineering too.

    Since the Taleban came back we’ve been teaching in cells – or cluster education as it’s called. That’s quite difficult – and it’s especially difficult to teach science. The girls gather at abandoned schools. It’s very cost-effective because we don’t have expensive school buildings to maintain but we do need textbooks and to pay the teachers. Our budget for the four year period is £8 million – and we need to meet salaries for teachers.

    But we keep going because education is the magic bullet of development. If you can educate girls, you get development in terms of later marriage, and fewer children. Wherever you see education beyond the primary school level of girls you see significant change in that society.

    Of course, the events of 2022 were devastating for these girls. But all is not lost. What some of these girls are doing is teaching their parents or their younger siblings how to read. If you educate a child, you educate a village.

    More broadly, if you help someone, you don’t just help that one person: you help that entire ecosystem. We should be enjoining development agencies to support those strategies which people employ in vulnerable societies at times of hardship: these are typically highly intelligent and based on attuned survival instincts.

    Often what we see in these societies is diversification of income. A woman I’m aware of makes beer, grows crops and makes baskets for the market. She sends her children off to work and builds transactional relationships with relatives in nearby towns. This creative thinking and pluckiness serves them in good stead.

    We need to have respect for what works. We understand that it’s very important in these countries to teach the practicalities of life. What first attracted me to Marefat was its vocational training: there has always been this emphasis on mechanics and electrical engineering as there were some who didn’t go onto academic careers.

    It’s important that we learn the lessons domestically. In the wider world, we should all be supportive of apprenticeships. We must ask ourselves what the point is of our children going to a minor university and doing a degree in media studies. The experience of university might be useful, and it may teach you how to think. But it’s so much better to be an apprentice.

    It really gladdens one’s heart to see children being able to take pride in creating things, and making things. We don’t have enough emphasis on this. Fashioning a ceramic pot is useful and non-useful. One thinks of the beauty of some pots – the attention to detail and the way the clay is treated. It is exciting to think about all there is to learn.

    I sometimes think about how we teach beauty. Sometimes you see something and it’s complete and beautiful: everything’s in its right place. The world isn’t like that, as we know – but my passion is to do what I can to make it better.

  • Grace Hardy on accountancy careers: “Be yourself”

    Considering an accountancy career? Successful accountant Grace Hardy gives her advice

     

    Growing up with dyslexia wasn’t easy. School was often a frustrating experience for me. I struggled with reading, writing and spelling, which made traditional learning environments incredibly challenging. I often felt like I couldn’t keep up with my peers, and my confidence took a hit.

    The thought of spending another three or four years in a similar environment at university filled me with dread. I couldn’t afford to go to university without getting a job on the side and I was worried that doing a degree wouldn’t set me apart from others when I’d eventually have to find a graduate scheme after.

    During this time of uncertainty, my mum introduced me to the world of apprenticeships. I’ll be forever grateful for her suggestion because it opened up a whole new realm of possibilities for me.

    The apprenticeship route appealed to me because it offered a different way of learning – one that suited my needs better. It promised hands-on experience, practical skills, and the opportunity of earning money while learning. Plus, the prospect of no student debt was certainly attractive!

    I secured an apprenticeship with a Top 10 Accountancy Firm, and it was a game-changer for me. At 18-years-old I was on a £20,000 salary; I was over the moon. This gave me the financial stability I had been craving. From the very first week, I was working on real client projects and given responsibilities that expanded my portfolio and experience. Despite having no prior accounting knowledge, the firm provided comprehensive training and created a nurturing environment for me to learn and grow.

    As I progressed through my apprenticeship, I began to see the inner workings of different businesses. This exposure was invaluable and sparked my entrepreneurial spirit. I realised the skills and the knowledge I was gaining could potentially be used to start my own accounting practice one day.

    After completing my apprenticeship and gaining my AAT qualification, I decided to take the plunge and start my own firm, Hardy Accounting, at the age of 21. It was a scary but exciting move!

    The transition from employee to business owner came with its own set of challenges. Suddenly, I was responsible for everything – from finding clients to managing finances, and from marketing to delivering services. But the foundation I had built during my apprenticeship proved invaluable.

    One of the most liberating aspects of starting my own business was the ability to work in a way that suited my neurodiversity. I could structure my work environment and processes in a way that played to my strengths and mitigated the challenges posed by my dyslexia.

    For instance, I leveraged technology heavily, using speech-to-text software, dyslexia-friendly fonts, and other tools to help me work more efficiently. I also found that my dyslexia gave me a unique perspective on problem-solving, which often proved beneficial in finding innovative solutions for my clients.

    Whilst growing my business I quickly became aware of the fact that a very small number of my clients had any understanding of financial literacy – a key element of running a successful business. This was the seed that later blossomed into a full passion for the topic of financial education.

    After looking into how financial education is integrated into the UK curriculum (or how it really isn’t) I quickly realised that the situation was much worse than I originally thought. An inquiry by the All-Party Parliamentary Group on Financial Education for Young People found that over two-fifths of secondary school teachers surveyed did not know that financial education was a curriculum requirement.

    In addition to this, only two-in-five (41%) young adult respondents were considered financially literate, showing the impact that a lack of childhood education has down the line. Almost two-thirds (61%) of young adult respondents confirmed they did not recall receiving financial education at school – that math adds up pretty clearly.

    Those who were receiving financial education lessons in the UK were taught for an estimated 48 minutes per month on average instead of the recommended 30 hours. These findings made it clear that something needed to happen. In response, I started to lobby the Government for legislative change on financial education. This initiative became a crucial part of my journey, combining my accounting expertise with a mission to improve financial literacy across the board for the better of our communities, economies and people’s every day lives.

    In my business my goal was simple: to provide personalised, tech-savvy accounting services to small businesses and startups, helping them navigate their financial journeys with confidence. I wanted to create a firm that wasn’t just about numbers, but about building relationships and helping to educate business owners about finance so they could understand the ins-and-outs of their businesses.

    The accounting industry is on the cusp of a major transformation. As we move forward, I see a future where accounting is more than just bookkeeping and tax preparation. It’s about being a strategic partner to businesses and providing insights that drive growth and success. The future accountant will need to be part financial expert, part technology guru, and part business strategist.

    Artificial Intelligence is also revolutionising the accounting industry. From automating routine tasks, to providing predictive analytics. In my firm, we’ve embraced AI tools to enhance our efficiency and accuracy. This allows us to focus more on providing valuable insights and strategic advice to our clients.

    However, it’s important to note that AI isn’t replacing accountants; it’s augmenting our capabilities. The human touch – our ability to interpret data, understand context, and provide tailored advice – remains crucial. The successful accountants of the future will be those who can effectively leverage AI while maintaining personal connections with clients – allowing it to maximise our talents rather than replace them.

    For young people looking to follow a similar path in accounting, there are several key pieces of advice I’d offer. Being yourself is the best thing you can do. There are many business owners and everyone has their own approach, therefore it’s key to find something that makes you unique. What is your unique selling point (USP)? Developing soft skills such as communication, problem-solving, and leadership is equally important as technical accounting knowledge.

    Seeking mentorship from experienced professionals can provide valuable insights and guidance in this respect. Being adaptable is vital in the constantly evolving accounting field, ready to learn and adapt to new methodologies and regulations. Lastly, knowing that failure is not something negative is vital. In the entrepreneurial journey, setbacks are not just inevitable; they’re invaluable. Every failure is a stepping stone to success, offering crucial lessons that shape your path forward.

    These experiences, though challenging, provide unique insights and foster resilience – essential qualities for any entrepreneur. Embracing failures as opportunities for growth and learning is what often sets successful business leaders apart from the rest.

    Being self-employed has opened a realm of possibilities for me. I have since started the Unconventional Podcast and have launched the Unconventional Academy to help other young people start businesses and learn about financial education. In addition to this I am in the midst of my campaign to get legislation passed through Parliament to improve financial education throughout our school system – building for a better future, now.

    The road might not always be easy, but with determination, the right support, and a willingness to learn and adapt, you can achieve great things. Your journey is just beginning, and I can’t wait to see where it takes you!

  • The civil service is a ‘truly fantastic profession’: Sir Philip Rutnam

     

    Sir Philip Rutnam

     

    I worked in the civil service from 1987 until 2020; I began by working in the Treasury and my initial expectation was exceeded in terms of the interest in the work and responsibility that I was given quite early on. There’s this erroneous idea of it being a stuffy place full of hierarchy and restrictions instead I found it was a place where you were given very clear objectives and a lot of responsibility to take them forward.

    The treasury is interesting because it’s right at the centre of government but you also realise that while the Treasury has the power to say no, it doesn’t generally have the power to make things happen: it can could refuse to provide the funding but it can’t actually usually change the system of education or healthcare.

    Did I have mentors in the early days? I had very good people responsible from management giving me direction and mentors who gave me more informal advice. Like any career you do end up having to make your own way but what’s vital is to have exposure to a range of different people who have got advice and give advice and to try to learn the best from each of them.

    When it comes to what the optimal setup is within the civil service, I definitely think you need to have people with a combination of deep specialist expertise with enough capacity as a generalist to get things done within government. In my own career I liked staying in roles for a good few years in order to try to get to grips with what was happening. By the time I was permanent secretary at the transport I feel we got the balance right.  Incidentally, I believe HS2 will get to Euston in the end – and I hope without too much delay.

    The fundamental job of the top of the civil service is to help ministers – and sometimes they will have just arrived in position – to translate their political objectives into practice. It’s a question of helping ministers identify their objectives sufficiently and then work out how they are going to be turned into reality.

    I never found it difficult to be apolitical because that’s a core part of the professional skills set. You are there to serve the democratically elected government so being impartial is a precondition for being there.

    It’s important to understand that there is an enormous variety of different things you can do in the civil service: it has about 500,000 people employed in it.   People tend to think that the civil service is all about working with ministers – somewhere between Yes, Minister and The Thick of It.  There are scientific and technical jobs of huge importance.

    In the Department of Transport working for me, there were people responsible for investigating air accidents or rail accidents; people working in and running really large operational systems like licensing drivers and vehicles at the DVLA – nearly 5000 people the single biggest employer in Swansea.   We also had really large complicated computer systems: so we had IT experts, and experts in programme and project managements.

    In fact, we had everything from policy experts through to statisticians, data scientists, social researchers, economists, lawyers, actuaries, accountants, finance experts, and specialists in estate management. This is a hugely under-appreciated: if we don’t think this message is important we won’t end up with a good civil service.

    There are also lots of different entry routes.   There are apprenticeship entry routes, and other degree entry options.   There is the fast stream with the exam, which is probably one of the smallest entry routes. You can become a specialist in HR, finance, or project and programme management or commercial management.

    The fast steam certainly means that your get more opportunity subject to performance to get promoted earlier: but once you have got to grade 7 there’s no further advantage to being on that track. It is competitive but enormous efforts are made to identity talented people from a wide range of backgrounds. It’s a fantastic profession.

     

  • Lee Elliot Major – The Good Parent Educator: Book Review (2024)

    The Good Parent Educator by Lee Elliot Major, a review by Evgenia Lazareva

    I have been following Lee Elliot Major’s inspiring work for some time now. A global leader in his field, he advocates for social mobility and empowering parents. The captivating title perfectly defines a new era of parents post pandemic, which we all became involuntarily. Raising a young child in London puts immense and constant pressure to get it right education-wise, despite me working in the industry, so as soon as I saw the book, I clicked order.  

    It was just what I needed. A comprehensive step by step guide, an insightful education roadmap – from birth to workplace. Backed up by solid and thorough research, yet so easy to read, it is cleverly structured, with fascinating facts, key takeaways, and useful bits of advice. You can independently explore each area and dig deeper thanks to helpful additional reading and references provided at the end of every chapter. The author speaks as a parent and educator, thus making it very relatable.

    It also could not have come at a better time: emerging from lockdowns, still slightly traumatised by home schooling, it’s the right time to be rethinking education entirely. As parents, we desperately try to get our children ahead in this turbulent reality. We are also exhausted, confused, and some even consider relocating to the sunnier climates and leaving this “educational arms race” behind (I know I am). Wherever you end up, the information that Elliot Major presents in this book is applicable to any family. 

    It compels the reader to “reflect on what you think education is for”. It is not “just grades”, but the fact remains that certain university degrees result in much higher earnings. Do you then aim for Oxbridge, or look at the bigger picture? “Parents are the single biggest predictor of children’s life outcomes”, says Elliot Major. No pressure then. It is about balance, finding out what matters most to your child and using available resources and information. The good news? “Most things turn out to be ok in the end”.

    So how do you become a good parent educator? If you do only one thing, “instil a love of reading” in your child. Ok, I think I have nailed that one. If you are struggling, Elliot Major offers practical and realistic tips to succeed. The section on choosing schools struck a (painful) chord. It completely consumes parents and often is a significant expenditure. Read that chapter very carefully before going to any school visits, and you will be well equipped.

    Unfortunately, parents can’t solely rely on schools to deliver results. The evidence in the book states that “what happens outside, not inside, the school gates” and “stable and supportive home background” are key for academic success. Work needs to be done at home, and not just the homework (which is more important in secondary than primary). Children need help with their mindset, motivation, and efforts, and to “light the creative or sporting spark.” Elliot Major believes that “children should devote as much time to arts and sports as to scholarly study” as they are “central to human development”. I could not agree more and instantly felt better about myself as a parent educator by the end of chapter seven.

    The research on attainment of summer born children was eye opening. It is disappointing that our rigid system needs that much challenging. But there are things that can be done: in particular, don’t be afraid to become your child’s advocates. Elliot Major further explores tutoring, digital exposure, learning styles, assessments, and a few other significant areas that parents must be aware of.

    The book culminates at life after school: apprenticeships, universities, Oxbridge, and venturing into the job market. Once again, Elliot Major stresses that no matter which path you choose – and there is a case to be made for each of them – “nurturing essential life skills’ is crucial when stepping into the real world of work (and avoiding your adult children living with you).

    Wherever you are on your child’s educational journey, the knowledge and advice in this book are valuable. There is even a little quiz at the end for readers, which took me completely by surprise, but I did well. I will be re-reading this book as my child grows and in moments of parenting doubts, and will continue to empower my inner Good Parent Educator.

    The writer is the co-founder of Collab Education

  • Understanding the Future of the Apprenticeship Levy under the New Government

    Finito World

     

    Initially it sounds a good idea to expand the apprenticeship levy and reform it into the “growth and skills levy”. This would mean that other forms of training were now possible under the scheme, with businesses allowed to use 50 per cent of their apprenticeship funding. This is all part of a general offer to young people between the age of 18 and 21 called the ‘youth guarantee’.

    It is difficult to gauge the cost of such a move. Under the previous government, Labour’s proposals were estimated to cost £1.5 billion – and it’s not clear how it would be paid for.  At that time, the then skills minister Rob Halfon argued that it is ‘important that the apprenticeships budget remains ring-fenced for apprenticeships to ensure continued affordability of the programme”.

    The real problem is in what firms will do with the money. Some analysis points to the likelihood that firms will use the money from the new levy to cover their costs for training programmes which they would probably have paid for already. Labour stated before coming to power that it would issue a list of approved courses, but already it looks less simple to administer than the levy was before.

    The inevitable result of the new levy would be fewer apprenticeships – probably down to under 150,000 per year, a huge decrease in the number of young people having apprenticeships – but that’s only if the figure is right, since it essentially charts a situation where large employers use all their levy and use up the 50 per cent allowed for non-apprenticeship training.

    Obviously the situation would be more complex than that – and so the question comes down to the detail of how the policy will be be designed and what incentives will be built into the system. Watch this space.