How have health librarians been responding to the Covid-19 pandemic?

The impact of the coronavirus pandemic over the past 18 months has highlighted the vital role of information and knowledge services in supporting health and social care, public health, and medicine.

Last month’s Annual CILIPS Conference included a presentation about #HealthLibrariansAddValue – a joint advocacy campaign between CILIPS and NHS Education for Scotland (NES) which aims to showcase the skills of health librarians and demonstrate the crucial role of health libraries.

Library and knowledge services in the health sector have faced increased pressures and a multitude of challenges throughout the pandemic as they have continued to develop and deliver vital services and resources to colleagues under unprecedented restrictions and changed working practices. With the demand for trustworthy and reliable health information higher than ever, it is clear that well-resourced, coordinated and accessible knowledge services are essential.

Supporting the frontline

Throughout the pandemic, the work of health librarians has been vital in supporting frontline workers including doctors, nurses, pharmacists, and social workers. Hospital library services have been directly involved in medical decision-making, providing evidence and resources to support patient care and the training of medical staff. As the information needs of the medical workforce have changed through the course of the pandemic, health libraries have had to be fast and flexible to provide time sensitive and urgent information to those on the frontline.

A project undertaken by the NHS Borders Library Service saw the creation of a new outreach service for local GPs, which involved the delivery of targeted current awareness bulletins, resource lists, and Covid-19 research updates, all of which directly informed the provision of primary patient care and helped to keep GPs up to date on emerging knowledge about the coronavirus.

Health Education England’s (HEE) Library and Knowledge team adapted their services to meet changing workplace needs, ensuring 24/7 access to digital knowledge resources, gathering evidence on how to keep staff safe while working, and developing training programmes to support virtual working practices for healthcare staff.

Supporting decision-making across sectors

Health librarians have played a major role in informing the UK’s pandemic response at a national level, aiding public health decision-making and facilitating partnership working across sectors.

Librarians from Public Health Scotland’s (PHS) knowledge services have worked closely with PHS colleagues to coordinate Scotland’s response to the pandemic. Their work included the creation of daily Covid-19 updates for PHS’ guidance teams, distributing the latest and most relevant research on key topics, and adapting these updates in line with PHS’ changing priorities (for example as their focus shifted from virus transmission to vaccine efficacy). Librarians at PHS have also been involved in creating evidence summaries to support specific Covid-19 research projects, such as an investigation into the relationship between Covid-19 and vitamin D. The evidence gathered by knowledge services helped PHS to formulate their response on the issue and make national recommendations relating to vitamin D intake.

On 12 July 2021, PHS launched their Covid-19 research repository, which is managed and maintained by the library team and collects, preserves, and provides access to Scottish Covid-19 research. This project aims to support policymakers, researchers, and the public by bringing together Scotland’s Covid-19 research in one place and making it easily accessible for all who need it. It is also aimed at reducing duplication of effort, which health librarians had recognised as a concern during the pandemic.

Similarly, Public Health England (PHE)’s library aimed to tackle the duplication of effort across England by creating their ‘Finding the evidence: Coronavirus’ page which gathers emerging key research and evidence related to Covid-19 and makes it accessible in one place. Many resources on the site are freely available and include a wide range of resources including training materials, and search and fact checking guidance.

Health libraries have also been informing decision-making across the social care and third sectors, with NES librarians facilitating digital access to research and evidence via the Knowledge Network and Social Services Knowledge Scotland (SSKS), and providing training and webinars to help users make the most of such services. NES librarians have been involved in partnership working with organisations such as the Care Inspectorate, SCVO, and Alliance.

Keeping the public informed

A key challenge for health librarians during the pandemic has been in dealing with the information overload and spread of harmful misinformation around Covid-19.

Library and information professionals have had a key role to play in providing trustworthy information to patients and the public, helping people to make informed choices about their health and wellbeing. As previously mentioned, librarians have helped agencies like PHS to deliver clear, meaningful, and authoritative guidance to the public, as well as making up-to-date and reliable Covid-19 research centralised and widely accessible to the public.

The World Health Organization (WHO) emphasises the importance of health literacy in enabling  populations to “play an active role in improving their own health, engage successfully with community action for health, and push governments to meet their responsibilities in addressing health and health equity”. Health librarians have been at the forefront of efforts to promote and improve health literacy during the pandemic.

NES’ knowledge services have been delivering training and webinars to health and social care staff on how to improve people’s health literacy, and health librarians working with HEE have created targeted Covid-19 resources for specific groups such as older people and children and young people.

Final thoughts

Clearly, the work of health librarians has been crucial to the UK’s pandemic response and recovery so far, and advocacy campaigns like #HealthLibrariansAddValue are central to highlighting this important work and demonstrating its impact.

Looking forward, it is clear that innovative and high-quality knowledge services will be essential in a post-pandemic world as they continue to aid recovery, promote health literacy and support the health and social care workforce. As set out in HEE’s Knowledge for Healthcare framework, investment is required at a national and local level to build expertise and support the digital knowledge infrastructure which will be required.


Further reading: more on health from The Knowledge Exchange blog

Close to home: getting to net zero means decarbonising the UK’s housing stock

Photo by Erik Mclean on Unsplash

Two years ago, the UK became the first major economy in the world to pass a law pledging to bring all greenhouse gas emissions to net zero by 2050. Achieving net zero means balancing the amount of greenhouse gases we emit with the amount we remove, and it’s a critical factor in tackling climate change by reducing global warming.

But, according to the government’s independent adviser on tackling climate change, the UK will be unable to meet the net zero target without the near-complete elimination of greenhouse gas emissions from 29 million homes. 

The necessity: why buildings need to be decarbonised

In 2014, emissions from domestic properties accounted for 34% of total UK greenhouse gas emissions. A combination of high energy prices and improvements in energy efficiency brought that figure closer to 19%. But those reductions have stalled, and because the UK’s building stock is one of the oldest and most energy-inefficient in Europe, the need to decarbonise is even more urgent.

The benefits: environmental, health, economic

While achieving net zero is one good reason for making our buildings more energy efficient, decarbonisation offers further dividends.

Energy efficient homes are cheaper to run, reducing the levels of fuel poverty that affect millions of households. They can also bring health benefits in the form of healthy air temperatures, lower humidity, better noise levels, and improved air quality.

In addition, a nationwide programme of decarbonising buildings could make a vital contribution to the recovery of the economy from the coronavirus pandemic. A recent inquiry by the House of Commons Environmental Audit Committee  (EAC) found that investing in energy efficiency alone could create 34,000 full-time jobs within the next two years. In the longer term, energy efficiency investment could support an estimated 150,000 skilled and semi-skilled jobs to 2030.

The problems: high costs, skills uncertainty and a “disastrous” insulation scheme

The UK government says the cost of decarbonising homes is between £35 billion and £65 billion. But the EAC believes that this seriously underestimates the cost of upgrading the energy efficiency of homes. With 19 million homes in England requiring energy efficiency installations, this could cost £18,000 per home, even before the installation of a heat pump.

Another area of concern is skills. Brian Berry from the Federation of Master Builders told the committee that every tradesperson in the country needs to be upskilled in retrofit techniques in order to secure overall competency in the supply chain:

“We need to upskill people in the building industry because there is a need to understand how their skills interrelate to one another. You cannot just pick out one bit of this. It has to be seen holistically, which is why I think there needs to be a national retrofit strategy, a clear political direction and a commitment to reducing carbon emissions in our homes.”

The EAC was also outspoken in its criticism of the government’s flagship home insulation scheme. The Green Homes Grant was launched in 2020 to offer £1.5bn in subsidies for insulation and low-CO2 heating. However, only 6.3% of the money has been spent, despite exceptionally high demand.

The committee said the scheme was rushed and poorly implemented, and described its administration as “nothing short of disastrous.” Just six months after its launch, the scheme has now been scrapped. Instead, energy saving upgrades and low carbon heating will be delivered to homes through local authorities in England.

The recommendations: strategies, incentives and insights from overseas

There’s no shortage of suggestions for driving decarbonisation forward. The EAC has called for a government strategy for the next decade to give industry and tradespeople time to upskill and to give households the right signals to invest in energy efficiency. The committee also recommends that VAT on the labour element of refurbishment and renovations is reduced to 5%, a measure also supported by the Royal Institute of Chartered Surveyors.

It’s also worth looking at ideas from overseas. In February, research by the University of Edinburgh reviewed the heat decarbonisations policies in nine European countries. The report highlights particular progress made by the Nordic countries in decarbonising buildings’ heat supply and in making greater use of electricity as a potential future source of low-carbon heating.

The solutions: putting promises into practice

While the challenge of decarbonising homes may be daunting, a growing number of housing providers are taking steps to cut emissions from domestic properties.

The Welsh Government has provided £20m in funding for Optimised Retrofit. Through this scheme, 28 social landlords can retrofit homes and test the ways heat and energy are produced, stored and supplied. If it’s successful, the scheme could be the model for decarbonising all of Wales’ 1.4 million homes by 2050.

Last month, Sutton Council launched an energy-efficiency programme to transform draughty properties with high energy bills into net zero carbon houses which are warmer and cheaper for residents. The programme is based on a successful Dutch initiative known as Energiesprong (energy leap). In the Netherlands, 1300 net zero energy refurbishments have been completed, and a further 500 are being built. The initiative involves insulating the external walls and roof areas, replacing windows and doors and installing new solar panels to power a new central heating and ventilation system. Sutton is the first London borough and the latest UK housing provider to adopt the programme, which has already been taken up in Nottingham and Maldon.

Many housing associations are at the start of their journey to net zero, but a National Housing Federation survey has shown that two thirds of social housing landlords have started planning to make their homes greener and warmer. Three quarters (74%) of survey respondents expect to retrofit homes in 2020-21. A similar proportion (73%) expect to retrofit homes in 2021-22. However, the survey also reported that lack of finance and continuing policy uncertainty remain major obstacles to decarbonising homes. That’s important, particularly given the cost of decarbonisation of social housing – £104bn by 2050.

The future: decarbonisation begins at home

Local authorities, housing associations, and the construction industry are all keen to transform existing homes into greener, warmer places to live in. At the same time, residents – especially those having to make the choice between heating or eating – need to be taken out of fuel poverty. And, as we’ve seen, achieving net zero will only be possible by making the nation’s housing stock more energy efficient.

With so much riding on decarbonisation of domestic properties, the need for more funding as part of an ambitious policy approach is clear. As the UK prepares to host the critical climate change talks in Glasgow this year, there has to be a better understanding that tackling the climate emergency starts on our own doorstep.


Further reading from The Knowledge Exchange blog on housing and energy efficiency

Building sights: how offsite construction could help solve the housing shortage

“Offsite construction” by psd is licensed with CC BY 2.0. To view a copy of this license, visit https://creativecommons.org/licenses/by/2.0/

Long waiting lists, high rents, thousands sleeping rough, millions living in insecure or unsuitable homes and a generation of young people priced out of the market: these are the hallmarks of the UK’s broken housing system.

In England, the government is committed to building 300,000 new homes a year by the mid-2020s. But in 2019, the number of new homes amounted to 170,000 – fewer than half of which were affordable homes. It’s a situation that is almost certain to get worse. Housing analysts have suggested that the restrictions caused by the coronavirus pandemic in 2020 will mean a 30% reduction in homes delivered.

Local authorities are rising to the challenge of the housing crisis. Between 1999 and 2002, councils delivered just 60 new homes as a consequence of central government housing policy. But in recent years councils have been returning to housebuilding in large numbers. A 2019 RTPI report found that:

“…more than two thirds of local authorities are now involved in directly delivering housing and local authorities are delivering homes in numbers not seen for 20 years.”

In the same year, The Guardian newspaper highlighted some examples of council housing projects:

“Bournemouth is building housing above many of its surface car parks, and has won planning awards for the results. Wigan is transforming tricky former mining sites with an exemplary programme of housing for older people. Exeter has one of Europe’s largest Passivhaus schemes underway, while Liverpool is developing rent-to-buy homes.”

Going modular

But if councils are to succeed in their efforts to deliver more affordable, low carbon housing, they will need to change the way homes are built. Increasingly, prefabricated modular construction is being seen as a way to meet some of the demand for new housing. Built offsite in factories, with fittings included, prefabricated housing offers comfortable, well-insulated homes that can be constructed more quickly than traditional building. Offsite construction can deliver a modern apartment block in half the time that it would take to build using traditional methods, which means that units for sale or rent can start making money more quickly.

An article in the 12 November 2020 issue of MJ magazine reported further benefits, noting that:

“…these homes are delivered with up to 40% less carbon, fewer defects, and less disruption to neighbourhoods where sites are located. Once completed the fact they are made in a factory is not obvious to the passer by or occupant, it is just great housing, beautifully built, with low running costs.”

A shortage of skilled labour presents another reason why the old ways of building homes need to change, as a 2016 review of the construction market highlighted:

“We will not have the labour force to deliver what the country needs by working in those ways, and those ways will not create enough added value for clients or suppliers to allow construction firms to prosper, and make those investments in our people and performance.”

The report demonstrated that prefabricated housing can make a significant difference to satisfying demand:

“Tokyo alone is able to build nearly the same number of homes per year that the UK delivers nationally. This is purely due to the reliance on a different delivery model for single family homes which benefits from the mass market cultural acceptance of pre-manufactured modular housing.”

Housing the homeless

Further evidence that modern methods of construction can work well has come from a project in Cambridge, where six modular homes were installed on a temporary site to house local homeless people. A report by the Cambridge Centre for Housing & Planning Research noted that residents were impressed with the design, space and quality of the modular units, and were keen to be involved in efforts to build a thriving community.

The Cambridge project is especially important in the light of the UK’s large number of rough sleepers and ‘hidden homeless’. In March 2020, more than 14,000 homeless people were housed in England as part of the ‘Everyone In’ initiative to take rough sleepers off the streets during the first wave of the pandemic. The programme was hailed as one of the leading successes of the government’s coronavirus response, but it ended in May and has not resumed during the current lockdown.

The future is modular?

So, could modular construction offer a solution to the UK’s housing shortage? Recent research published in the Journal of Engineering, Design and Technology set out to compare the traditional approach with modular construction, and to assess whether a shift in construction systems offers the potential to alleviate the UK’s domestic housing crisis. The study stressed that more research was needed to provide greater certainty about how modular methods could be more effectively grafted onto the current UK construction practices. However, the authors concluded that:

 “…modular construction promises strategic solutions to the lack of affordable housing currently experienced in the UK.”

In the meantime, recent developments suggest that the prefabricated housing sector seems to be going from strength to strength:

  • A 20,000 sq ft unit will be the manufacturing site for a new modular housing company in Durham, with plans to produce 1,000 modular homes a year.
  • A modular housing developer owned by Ikea has signed a 750-home deal with a housing association in the south of England.
  • Planning consent has been granted for 185 homes to be located in Bristol after they are shipped in from a factory in Yorkshire. Half of the homes will become part of the city council’s affordable housing stock.

The numbers of prefabricated homes are still too low. But if this trend continues, offsite construction might start to have a bigger impact on the UK’s housing shortage. The days of bricks and mortar could be numbered.


Further reading
More from The Knowledge Exchange blog on modern methods of housing:

Changing government, changing society: what now for public innovation?

Image: CC Ross Findon via Unsplash

States of Change is an independent, global non-profit organisation which focuses on supporting and promoting learning around public innovation. During June, they hosted an online festival, bringing together practitioners, academics and policymakers from around the world in conversation. The recordings of all the sessions are still available online and in this blog we reflect on some of the discussions.

In the UK, we’ve seen over the last decade the growth and mainstreaming of government-supported initiatives, such as the network of What Works centres, and innovation centres such as Y Lab in Wales.

We’ve also seen the high profile introduction and use of agile methods and service design approaches, such as in the Government Digital Service and Gov.UK.

The question remains, however, how to build capacity for innovation at all levels of government and the public sector. To be successful this requires public sector managers and employees to be supported to develop the skills, mindset and culture that enables innovation.

We’ve written before on this blog about the transformational approach to public sector innovation in countries such as Singapore and Estonia. And during the States of Change Learning Festival there were some great discussions on international experiences. Of particular note, given the current UK Government’s stated desire to reform the civil service, was a webinar on How Singapore Learns, which explored how the Singapore government had, over a number of years, developed capabilities for forward thinking, openness to new ideas and agility.

From ideas to practice

Charles Landry, famous for developing the concept of the creative city, participated in a discussion during the festival on what being creative at an organisational or system-wide level actually means. He noted that what the current pandemic has done to generate urgency and a sense of focus within public sector systems, which may have included toying with small tweaks to bureaucracies, or taking an innovation approach built on numerous small-scale pilots or projects.

There were also sessions looking at tools and methodologies for public innovation, such as behavioural science and public innovation labs. And a discussion between Aarathi Krishnan and Panthea Lee highlighted the need for those working in government to recognise their own privilege. Questions such as “whose voices are we hearing and who is out in the cold?” and “who’s in the room when we ‘imagine’ new futures and how are we making the future just and equitable?” may seem challenging but they are necessary in order to build a different and better future.

How governments think

Another thought-provoking session was a conversation between Geoff Mulgan (Professor of Collective Intelligence, Public Policy and Social Innovation) and Aaron Maniam (Deputy Secretary in the Singapore Government) on how governments “think”. Mulgan highlighted two challenges for government that have been brought to the fore during the pandemic. Firstly, there is a need for new skills and transparent communication about the use of competing and often contradictory knowledge in decision making. Secondly, there’s a need for a new ecosystem of data governance, which would offer protection and public trust about the use of personal data by government. Interestingly, the session also highlighted the differing use of metaphors and language to describe the role of government. How ‘government’ is talked about shapes our view on what it could and should do. For example, is government a brain, or a war machine, or a facilitator, or a steward for future generations?

Evolving public innovation

The COVID crisis has forced rapid advances in how governments observe, make sense of patterns, use models and plan big interventions. They’ve had to make use of data of all kinds, draw on complex scientific advice, and mobilise local and national systems all while maintaining public trust and compliance.

As we move into the recovery planning phase, there is now a need for medium-term and longer-term visions on how every policy area could be different in the future, from health to social care to education to transport to urban planning. This use of the imagination has traditionally been seen as the specialist realm of futurists and horizon scanners. It also requires strong storytelling, to create confidence and acceptance of change. Whether governments around the world are able to leverage new visions, will determine whether the rapid changes we have seen in response to COVID-19 will lead to genuine positive transformations or ultimately just a return to the status quo.


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Further education: happy-ever-after for the Cinderella sector?

“It has, I believe, been an old complaint among many concerned with the technical side of education that that part of education has been the Cinderella. Well, the Government is determined that even if there was any truth in that in the past, there shall be none in the future.”

That forthright pledge came, not from a politician in our own times, but from the president of the board of education in 1935. Almost a century later, further education (FE) is still struggling to break away from its position as an overlooked and under-resourced Cinderella sector.

The importance of FE

FE matters in many ways to many people. Through FE, individuals can get a second chance to obtain qualifications, equip themselves for higher education, and improve their employability or chances of promotion, as well as enjoying countless health and wellbeing benefits.  Employers look to FE  to provide a workforce with the skills they need. So many of the services we rely on today depend on people who learned their skills in FE colleges, from car mechanics to care workers, hairdressers to housing managers. Not incidentally, the wider economy benefits from the improved productivity, increased tax-take and knowledge transfer that FE delivers. In spite of all these benefits, FE colleges attract less attention and funding than schools or universities, and their impact is not so widely recognised.

The Cinderella factors

In 2018, researchers from the Ontario Institute for Studies in Education identified six key issues affecting FE policy in England:

  • English FE is not defined clearly and stably;
  • the strength and continuity of FE colleges have been undermined by multiple and changing funding sources and funders, frequent government reviews and frequent substantial policy changes;
  • increasing numbers of college lecturers are employed on zero hours contracts;
  • mergers and closures have undermined colleges’ community and employment functions;
  • competition among the multiplicity of private bodies awarding FE qualifications is leading them to make their qualifications easier to attain;
  • cuts in FE funding have greatly weakened colleges, leaving them under-resourced.

The hardest-hit service

As the Ontario study noted, funding is a key factor in the precarious position of FE in the UK, something echoed by further research. An independent review of post-18 education, led by Philip Augar, reported that in 2018 English universities received £8bn in government funding to support 1.2m undergraduates, while just £2.3bn was allocated for the 2.2m full and part-time students aged over 18 in further education.

A further report, published by the Institute of Fiscal Studies  found that over the last decade further education and skills spending for young people and adults received the largest cuts across all areas of education spending.

The House of Commons Education Committee has also identified FE as the hardest hit part of the education sector:

“Participation in full time further education has more than doubled since the 1980s, yet post-16 budgets have seen the most significant pressures of all education stages. Per student funding fell by 16% in real terms between 2010–11 and 2018–19 – twice as much as the 8% school funding fall over a similar period.”

Witnesses contributing to the Committee’s investigation were in no doubt that FE has been hit harder than other parts of the education sector because it doesn’t have the ear of politicians in the way that schools and universities do. As one contributor put it:

“…there are more votes in schools than colleges.”

Remedies and recommendations

The Augar review observed that there is a powerful case for change in the FE sector, and made a number of recommendations to improve the quality, capability and capacity of England’s FE college network, including:

  • a national network of colleges should be established, with a dedicated capital investment, and the integration of small, local colleges into groups;
  • full funding should be provided for all students participating in study for levels 2 and 3 to remove barriers to social mobility and productivity;
  • the reduction in the core funding rate for 18 year-olds should be reversed;
  • Education and Skills Funding Agency (ESFA) funding rules should be simplified, and government should commit to providing an indicative adult education budget;
  • the government should invest in the FE workforce as a priority;
  • FE colleges should have a protected title, as universities are entitled to.

The Augar recommendation that £3bn should flow to colleges, along with a one-off £1bn capital funding boost for the national network underlines the need for government to take further education seriously. As things stand, FE is still awaiting a definitive government response.

FE in the rest of the UK

Scotland
In Scotland, where FE colleges provide around 71 million hours of learning to over 242,00 students each year, financial pressures are increasing. A 2019 Audit Scotland report noted that Scottish colleges are operating within an increasingly tight financial environment. It reported that 12 colleges were forecasting recurring financial deficits by 2022-23. The report suggested that there is scope for the Scottish Funding Council to work with individual colleges and their boards to improve financial planning and to achieve greater transparency in the sector’s financial position. More recently, research by the principals of Scotland’s two largest colleges reported that FE boosts Scotland’s GDP by £3.5bn a year.

Wales
The 2016 Hazelkorn review made recommendations for post-compulsory education in Wales, including a new Tertiary Education Authority to distribute funding to universities and colleges, and to shape the vision of the post-compulsory sector. The review also recommended that education policy and institutions should be more focused on Wales’ social and economic goals. The Welsh Government has accepted the recommendations.

Northern Ireland
Six regional colleges, operating across 40 campuses, are the main providers of technical and vocational education in Northern Ireland. In 2016, the Northern Ireland Executive reviewed FE, resulting in a strategy with nine themes covering areas such as economic development; social inclusion and delivery. It includes a commitment to, in partnership with the colleges, review the funding model to ensure that it supports and incentivises colleges to deliver the strategy. With the resumption of the devolved assembly in Northern Ireland, the hope is that the government can work with the FE sector to meet the challenges of funding and the needs of the economy.

Cinderella no more?

Further education is the backbone of the UK’s efforts to meet the country’s growing skills gap, and may hold the key to improving productivity and social mobility. But OECD figures show just 37% of men and 34% of women participate in further education (compared to averages of 49% and 44% respectively across other industrialised countries). Clearly, more needs to be done to help FE level up.

Earlier this month, in his first Budget, Chancellor Rishi Sunak confirmed the Conservative Party’s election manifesto commitments for FE, including £1.8bn for England, Scotland, Wales and Northern Ireland to upgrade college buildings. There are also high hopes that more money will be delivered to FE in the autumn spending review.

The FE sector has welcomed the change in approach. Following the Budget speech, the Association of Colleges chief executive David Hughes said: “Today showed a clear shift in attitude towards technical and vocational education, after a decade of neglect.”

It might still be too soon to forecast a happy ending for the Cinderella sector, but the signs are that FE is coming in from the cold.


Further reading from The Knowledge Exchange blog

“Talent without Limits”: the impact of apprenticeships in Scotland

by Scott Faulds

Over the past six years, Skills Development Scotland has been working to increase the number of people starting apprenticeships across Scotland. Recent statistics have revealed that they are on track to meet their target of 30,000 new apprenticeship starts by the end of the financial year 2020. The provision of apprenticeships has been a key element of the Scottish Government’s youth employment strategy , which highlights the government’s belief that apprenticeships are an excellent opportunity for young people to gains skills, experience and a qualification while in employment.

This week (2nd March to 6th March) Skills Development Scotland has launched Scottish Apprenticeship Week 2020, with the theme “Talent without limits”, designed to celebrate the benefits apprenticeships bring to businesses, individuals and the economy. This blog will explore the impact of apprenticeships on business, education providers and young people in Scotland. It will also consider the benefits of work-based learning, graduate apprenticeships and workplace diversity.

Work-based learning

The availability of good-quality apprenticeships allows those who may not be interested in pursuing further education an alternative route in which to gain a formal qualification whilst gaining experience in the world of work. This is known as work-based learning, which is widely considered to be beneficial to the apprentice, education provider, employer and the wider economy.

According to research conducted by the European Training Foundation, workplaces where employees are constantly learning new skills tend to be more productive, more profitable and have lower staff turnover. A recent survey conducted by Skills Development Scotland found that 83% of modern apprentice employers agree that apprenticeships have improved productivity, whilst 79% said that employing apprentices improved staff morale.

Additionally, work-based learning has been found to improve the job prospects of learners, allowing them to build relationships with employers who may offer them full-time positions on completion of their apprenticeship.

The development of apprenticeship programmes allows employers and education providers to develop a close working relationship, which enables a better understanding of the skills required by the labour market. This allows for the creation of educational programmes that are more relevant to the demands of all employers, not just those who operate apprenticeship schemes. As a result, the skills developed by apprentices will be directly relevant to the skills required by the labour market. This could potentially improve the likelihood of securing a job following the completion of an apprenticeship. Thus, it can be said that work-based learning features benefits for apprentices, education providers, business and the wider economy.

Skills, growth sectors and graduate apprenticeships

Apprenticeship schemes provide the government with an opportunity to improve the collective skill base of Scotland by encouraging the development of apprenticeship opportunities in key sectors and areas which have the potential to generate economic growth. For example, analysis conducted by Oxford Economics has found that there will be a 4% growth in science, technology, engineering and mathematics (STEM) related roles in Scotland from 2015 to 2027. This equates to the creation of approximately 42,600 skilled jobs.

Therefore, it is of no surprise that the Scottish Government has been focused on trying to increase the number of apprenticeship opportunities available in STEM roles. In the past year alone, four out of ten modern apprenticeship starts, and the vast majority of all graduate apprenticeship starts, have been in STEM occupations.

Traditionally, securing a STEM role would require a formal qualification secured via an academic route, which can often be costly and take up to four years. Research conducted by Ekosgen has revealed that there has been a decline in the number of pupils studying and passing STEM-related subjects at schools and a decline in STEM enrolments in Scottish colleges. As a result, the traditional academic route in which to secure a STEM role may not be able to produce enough STEM-qualified individuals to meet the demands of industry.

In order to meet the demand for skilled workers, Skills Development Scotland has worked with industry and education partners to develop graduate apprenticeship schemes. These apprenticeships offer people the opportunity to gain up to a Master’s degree qualification in subjects such as civil engineering, data science and software development. The development of this model of apprenticeship has been praised by organisations such as PwC, Aegon and Universities Scotland, as a vital way in which to develop a highly-skilled workforce that will meet the demands of the growing STEM sector.

Diversity and equality

A key theme identified by the Scottish Government within their youth employment strategy is the need to develop clearer routes into apprenticeships for those from previously under-represented groups. The strategy explicitly discusses the need to increase the number of apprenticeship starts from minority ethnic communities, young disabled people, looked after children and a desire to improve the gender balance of apprenticeships (particularly those in male-dominated sectors).

According to Skills Development Scotland’s recent Apprenticeship Equality Action Plan, efforts to improve under-represented groups’ access to apprenticeships have had mixed results. Over the past four years, the number of disabled and BME (Black and minority ethnic) individuals starting modern apprenticeships has risen year on year. However, 72% of modern apprenticeship frameworks continue to have a gender imbalance of 75:25 or worse. This is particularly prevalent within the construction sector where only 2% of participants are female. Additionally, there has been a slight decrease in the number of care experienced people starting modern apprenticeships. Therefore, it is evident that whilst some progress has been made at improving the diversity of individuals starting an apprenticeship, there is still work to be done, particularly when it comes to improving gender balance.

Recent research has highlighted that diversity is essential for organisations who are looking to foster a culture of sustainable innovation. As previously discussed, future jobs are likely to be created in innovative STEM-related sectors, and therefore the need to improve under-represented groups’ access to apprenticeships will be vital to ensure that the quality of the Scottish workforce is able to meet the demand of growing innovative industry.

Final thoughts

In summary, the provision of apprenticeships has had a great deal of impact across Scotland. From developing the skill base of Scotland’s workforce to helping to improve the relationship between industry and education providers, the impact of apprenticeships goes far beyond providing young people with access to work-based learning and a formal qualification.

However, work still needs to be done to improve under-represented groups’ access to apprenticeships. Diversity has repeatedly been shown to increase workplace creativity and performance. Both of these traits will be critical in ensuring that Scotland is able to develop a workforce that can meet the needs of the innovative industries set to experience growth in the future.  


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Whither wind power?

The past decade has seen a dramatic shift in the UK’s energy supply. In 2010, almost three quarters of Britain’s electricity was generated by fossil fuels. But in the third quarter of 2019, renewables outpaced coal, oil and gas for the first time since Britain’s first public electricity generating station opened in 1882.

As Emma Pinchbeck from RenewableUK has observed, the transformation of the UK’s electricity supply has been extraordinary:

“We’re in the middle of basically an industrial revolution. If you look back 10 years ago when we thought about renewables, we only thought about them as this kind of niche climate change technology and now they’re the backbone of the energy system.”

More megawatts: the growth of wind power

Increases in turbine capacity, hub height and rotor diameter, and sharp reductions in the costs of constructing and operating wind power facilities have helped to grow the UK’s wind power sector. The current generation of offshore turbines are taller than the London Eye (195m), generating 8-9 megawatts of power. But wind power operators are already planning 300m turbines, with a capacity to generate between 10-15 megawatts. Another innovation has been the development of floating turbines, which can be placed in deeper waters where the wind is stronger and less variable. The world’s first floating wind farm was opened off the coast of Scotland in 2017.

Offshore wind: “a major game changer”

An additional factor driving the growth of wind power is government support. The UK government has provided competitive subsidies to the offshore wind sector, with further help pledged in the 2019 Offshore Wind Sector Deal

The UK is now the world’s biggest offshore wind market. In the past two years, supersize wind farms have opened off the coasts of Cumbria, Yorkshire and Caithness. Another wind farm will become operational in 2020, while work has already started on what will be the world’s largest offshore wind farm, capable of powering 4.5 million homes.

While the UK, along with Germany and Denmark, has been leading the development of offshore wind power, other countries are catching up fast. In 2018, China installed more new offshore wind power schemes than any country in the world. According to the International Energy Agency (IEA) offshore wind provides just 0.3% of global power generation. But by 2040 wind could be the single biggest source of power generation in Europe. Fatih Birol, executive director of the IEA is in no doubt about the future of onshore wind power, telling the Financial Times last year: “It has the potential to be a major game-changer.”

Onshore wind: a sector becalmed

For onshore wind it’s a different story. In April 2016, the UK government ended new subsidies for onshore wind schemes, pointing to growing public opposition. In addition, changes to planning regulations have made it harder to develop new onshore wind schemes. As a result, new capacity in onshore wind has slowed markedly.

The UK onshore wind sector has argued strongly in favour of lifting the ban on subsidies, pointing to the economic benefits of onshore wind and its capacity to replace lost resources. In January 2019, when Hitachi abandoned plans to build a nuclear plant in Wales, the onshore wind industry highlighted 794 projects that have won planning consent and are ready to build. Industry representatives claim that together these projects would generate two thirds of what the Hitachi plant would have produced.

While onshore development in England, Wales and Northern Ireland has lost pace, continuing support from the Scottish Government for onshore wind power means there is a current pipeline of 26 projects in Scotland.

Elsewhere in the world, onshore wind power is strong in Sweden, Denmark and China, but in Germany there is growing opposition to onshore schemes.

Skills and jobs

In 2019, the UK adopted a net zero carbon emission target, bringing all greenhouse gas emissions — excluding aviation and international shipping — to virtually zero by 2050. Achieving this will require profound changes, not least in terms of power generation. This in turn means recruiting the right people with the right skills.

Last month, a report published by the National Grid forecast that the UK’s energy sector will need to recruit several hundred thousand workers in order to deliver net zero emissions by 2050. The report found that in the north west of England alone, over 60,000 jobs will need to be filled to meet the demands of offshore wind expansion, while the continued growth of on-shore and offshore wind power in Scotland will drive the need for almost 50,000 jobs by 2050.

Final thoughts

Wind power is not without its critics. Some commentators have expressed doubts about its contribution to world energy supply, and warned of its environmental impacts. But it seems that a critical turning point has been reached. Wind now accounts for 20% of UK electricity generation, making it the country’s strongest source of renewable energy.

The trend is set to continue, certainly regarding offshore wind power. And even onshore wind schemes may be set for a comeback, with signs that public support for this cheap and clean form of electricity generation has never been greater.

Spinout success: commercialising academic research

Research and teaching in UK universities is widely recognised to be among the best in the world.  In fact, the University of Oxford has topped the Times Higher Education World University Rankings 2020 for the fourth year in a row.

However, in November last year, venture capital firm Octopus Ventures published a new measure of UK universities’ success – the Entrepreneurial Impact Ranking.

Instead of focusing on traditional measures of success, such as research, teaching and citation impact, Octopus Ventures’ new index measures UK universities’ effectiveness at translating this research into commercial success via the creation of “quality, investor-ready spinout companies”.

The results are a little surprising – with Queen’s University Belfast reaching the top spot, ahead of big players such as the University of Cambridge and the University of Oxford.

In this blog post, we consider these findings in more detail, and discuss the potential to further capitalise on the potential of spinouts in the UK, and the key factors that underpin their success.

A brief history of spinouts

A university spinout has been defined by Octopus Ventures asa registered company set up to exploit intellectual property (IP) that has originated from within a university”.

In other words, it is a company that has been established based on ideas derived from a university’s research.  Often, former or current researchers are directly involved in the management team, and start-up funding is provided by the university (or one of its connected venture funds).

UK universities have been allowed to commercialise the results of their research since the mid-1980s. Between 2003 and 2018, approximately 3000 IP-based spinouts were created by UK universities.

Since 2010, there has been a notable increase in investment into university spinouts – both in terms of the number of deals achieved and the amount of money invested in university spinouts, from both private and public investment sources.

High rates of success

There is good reason for this increased investment – the survival rates of spinouts are high compared to other types of start up enterprise.  Research published in 2018 by law firm Anderson Law found that nine out of ten spinouts survive beyond five years.  By way of comparison, only two out of ten new enterprises survive beyond five years in the wider start-up environment.

Indeed, many spinouts not only survive, but thrive.  The UK has produced a large number of very successful spinouts – for example, Oxford Nanopore Technologies, a University of Oxford spin-out company that has gone on to reach a £1.5 billion valuation.  ARM Holdings is another example – a designer of smartphone chips, established by the University of Cambridge, and acquired by Japanese firm Softbank for £24 billion in 2018.

Unrealised opportunities

However, while the UK has seen a number of high profile spinout success stories, Octopus Ventures, argue that there is yet more untapped potential to be realised:

The UK has produced a host of successful university spinouts, but there are many unrealised opportunities that have been left in labs or got lost on their funding journey. These could be worth trillions of pounds to the UK economy.”

This potential is perhaps best illustrated by looking at the unrivalled success of many universities in the United States.  Take, for example, Massachusetts Institute of Technology (MIT).  MIT has been the genesis for around 26,000 spinout companies, with a combined annual company turnover of US$2 trillion.  This is a huge amount from one university – and is equivalent to around 65% of the UK’s entire annual GDP!  The resultant spinouts have also created in the region of 3.3 million jobs. MIT clearly illustrates the huge potential that exists to capitalise on universities’ research.

Index results

Back in the UK, this massive potential has yet to be realised.  Indeed, one of the key aims of the new Entrepreneurial Impact Ranking is to identify where this potential exists, and which universities are making notable progress towards capitalising on it.

The key data points included are:

  • total funding per university;
  • total spinouts created per university;
  • total disclosures per university;
  • total patents per university;
  • total sales from spinouts per university.

An interesting element of the index is that it is also adjusted to account for the total funding that a university receives.  This means that it is not dominated by Russell Group universities simply on the basis of them receiving the most funding.

Indeed, Queen’s University Belfast was ranked first – putting it ahead of both the University of Cambridge (2nd place) and the University of Oxford (9th place) in terms of its production of spinout companies and successful exits, relative to the total funding received.

Queen’s University Belfast, through QUBIS Ltd, the university’s commercialisation arm, has had a number of spinout successes, including KainosAndor Technology, and Fusion Antibodies, all of which have been listed on the London Stock Exchange.

In Scotland, the highest ranking university was the University of Dundee (6th), which has had a number of successful spinouts, including Platinum Informatics, which specialises in the provision of software to analyse ‘big data’.

What makes a successful spinout company?

As well as identifying the most effective universities in terms of spinouts, the Octopus Ventures report also looks at the shared success factors that have contributed to their effectiveness.

There are three key factors:

  • Funding – Access to early funding is essential to success. Universities that ranked highly in the index were ones that raised funds to help get ideas off the drawing board. As Simon King, a partner in Octopus Ventures states: “Universities that enable early-stage proof of concepts and prototyping by making early-stage funds available, either internally through their own funds or through collaborative schemes with other funds are more successful at creating spinouts.  That’s a key takeaway.”
  • Talent – the issue of talent is considered a ‘consistently challenging’ issue for spinouts.  There is a huge demand for the right skills, and spinouts are often viewed as being high-risk propositions compared to more established enterprises.  Other challenges include a lack of academics’ understanding of the business world, and limited incentives for them to engage in the commercial world in light of the pressure to ‘publish or perish’.
  • Collaboration – As well as university-industry collaboration, collaboration between different universities was a key factor in the creation of successful spinouts. Collaboration helps to increase both scale and capacity, whilst also helping to attract and retain top talent.

Future support for spinouts

Measuring the relative effectiveness of UK universities’ ability to commercialise their research provides a number of signposts for the future in regards to how best to support and further develop this potential.

This is increasingly important given the economic uncertainties surrounding Brexit and the availability of a number of European funding streams once the UK leaves the European Union.

The UK’s Industrial Strategy places a clear emphasis on academic entrepreneurialism as a driver of economic growth.  And in 2018, the UK Government launched the £100m Connecting Capability Fund to support university collaboration in research commercialisation.

Commercialising academic research is far more complex, risky and expensive than establishing a typical start-up.  But their potential contribution to the economy, and wider society, is huge.


Further reading: our blog posts on higher education

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Finding answers to the teacher supply challenge

 

Earlier this year, the NFER published its first annual report on the state of the teacher workforce.

Among its key findings were that “the secondary school system is facing a substantial teacher supply challenge over the next decade, which requires urgent action.”

Unfortunately, this ‘teacher supply challenge’ – also referred to as the ‘teacher recruitment crisis’ – is not a new development.  Back in 2017, the House of Commons Education Select Committee published a report on the recruitment and retention of teachers in England which concluded that the government was failing to take “adequate” action to tackle what it describes as “significant” teacher shortages in England.

In this blog, we will provide a brief overview of the extent of teacher shortages, as well as outlining the key ways in which the government’s teacher recruitment and retention strategy seeks to address them.

 

Teacher numbers have fallen since 2010

The Department for Education (DfE) forecasts that secondary schools will need 15,000 more teachers between 2018 and 2025 to meet a 15% increase in pupil numbers.

However, despite this, teacher numbers have been falling.

This is due in part to increasing numbers of both primary and secondary teachers leaving the state sector – particularly those in the early stages of their career.  Indeed, the retention rates of early-career teachers (between 2-5 years into their careers) fell significantly between 2012 and 2018.

In addition, targets for the required number of secondary teacher trainees have been missed for six years in a row – resulting in insufficient numbers of new teachers entering the secondary sector.

These factors have led to an overall decline in the number of secondary teachers, and a doubling of secondary post vacancies, since 2010.

The secondary teacher shortage has been particularly acute in certain subjects, such as maths, science and languages.  For example, recruitment to teacher training in physics in 2018/19 was more than 50% below the numbers required to maintain supply.

In addition to this, earlier this year, a poll by the National Education Union found that nearly 1 in 5 (18%) teachers expect to leave the classroom in less than two years, and nearly two-fifths want to quit in the next five years.

 

Making teaching ‘attractive, sustainable and rewarding’

The stats paint a bleak picture.  The government’s response has been to publish their first ‘Teacher recruitment and retention strategy’.

This strategy aims to make sure that careers in teaching are “attractive, sustainable and rewarding” by addressing some of the key issues within the profession that have hindered both recruitment and retention.

The strategy focuses on four key priorities:

  • Creating more supportive school cultures and a reduced workload
  • Transforming support for early career teachers
  • Expanding flexible working and career progression opportunities
  • Simplifying the process of becoming a teacher and encouraging more people to try it out

Central to the new strategy is the launch of the ‘Early Career Framework’ – a funded two-year support package for all new teachers.  The Early Career Framework aims to address the high numbers of new teachers leaving the profession by providing them with additional support, including mentoring, training programmes, free curriculum and training materials, and a reduced timetable to enable them to focus on their training.

There have also been a range of additional initiatives put in place to encourage the recruitment and retention of teachers.

As well as plans to increase salaries, teacher trainees can now access bursaries – with the level of bursary granted varying depending on the subject and the degree class of the teacher trainee applicant.  For example, trainees with a first class degree in physics are eligible for £28,000.

There has also been a pilot of ‘early career payments’  where trainees in mathematics receive £5,000 each in their third and fifth year of teaching.  This payment will be increased to £7,500 for teachers in the most challenging schools in specific areas.

 

Retraining opportunities for later life career changers

As well as financial incentives for trainee teachers, the government has also pledged £10 million to encourage business leaders, boardroom executives and high-flying graduates to take up teaching.

The charity Now Teach is one of three organisations that will benefit from this funding.

Now Teach encourages people who already have successful careers to retrain as maths, science and modern foreign languages teachers.  It was set up in 2016 by journalist Lucy Kellaway, who – after over 30 years at the Financial Times – has since qualified as a teacher herself.  Through the Now Teach programme, experienced professionals can achieve Qualified Teacher Status (QTS) either through a school or university-based route.  It has so far encouraged over 120 professionals to retrain as teachers – including a former Nasa scientist, an investment banker and a corporate lawyer.

As well as working to recruit new trainees, Now Teach also aims to support their retention – noting that older trainees are generally more likely to drop out of teacher than their younger counterparts.  Now Teach also works towards improving part-time and flexible working options within schools.

 

Unmet demand for flexible working

Indeed, support for flexible working is another key aspect of the government’s teacher recruitment and retention strategy.

At present, far fewer teachers work flexibly than the workforce as a whole – only 17% of secondary school teachers work part-time, compared with 27% of workers nationally.  The gap is even more pronounced when you consider that teaching is a female-dominated profession – 42% of women nationally work part-time.

A recent NFER research paper found that there is unmet demand for part-time working, particularly in secondary schools.  They found that, as well as helping to improve teacher recruitment and retention, increased levels of part-time work within schools may also help to improve staff wellbeing.

The government has made a number of commitments to promote flexible working within schools, including plans to update its guidance on flexible working and to promote flexible working opportunities via its new Teacher Vacancy Service.

 

“It’s not the answer, but it’s an answer.” 

While improving flexible working opportunities and encouraging later life career changes may not in themselves be sufficient to address the wider teacher supply crisis, they are important as part of the government’s wider drive to encourage more people into the teaching profession.  As Lucy Kellaway observes: “It’s not the answer, but it’s an answer.”

Addressing the poor status and perception of the teaching profession, by improving key factors such as salary, workload and work-life balance, is undoubtedly key to encouraging more people to enter and remain in the profession.

It will be interesting to see whether and how the various initiatives set out within the government’s Teacher Recruitment and Retention Strategy impact upon recruitment and retention levels over the next few years.


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Teaching offenders to code: supporting digital skills and reducing reoffending among those leaving prison

Breaking the cycle of reoffending by teaching prisoners to code

In the UK, we have one of the highest numbers of adults in prison in western Europe, and of those who have been in prison, almost half will re-offend within a year of release. Reoffending in the UK is estimated to cost as much as £15bn each year. One of the major factors in reducing reoffending is finding and sustaining employment upon leaving prison, however, it has been suggested that the skills and training that offenders receive while in prison only prepares them in a limited way for life “on the outside”.

The importance of digital literacy and the disadvantage caused by a digital skills deficit

Whether it is applying for benefit payments, booking a doctor’s appointment, online shopping, paying council tax or word processing and data navigation in a wide range of today’s job roles, having a basic understanding of digital literacy is important. For many people these skills are acquired over time, sometimes even by accident as we come into contact with more and more digital services in our day to day lives, including in many of today’s jobs where word processing and email skills seem to be a given.

However, for people leaving prison, perhaps who have been away from the fast pace of digital development for a few years, the leaps and bounds in terms of technological change and how we use digital platforms for a range of tasks can be a daunting prospect. While there is some exposure to digital platforms inside prisons, there are increasing calls to ensure that in order to better reintegrate into society on release from prison, digital skills should be higher up the agenda for those prisoners being prepared for release.

Linking digital skill programmes to labour market need

While we raise concerns about digital literacy, it is also widely reported that the UK is facing a digital skills deficit, with job roles going unfilled because there are not enough skilled individuals to fill them. Why not then, supporters argue, align the two policies to meet a need within the skills market and better support offenders to be able to live a full, digitally literate life on their release from prison.

In his Ted talk on teaching coding in prisons, Michael Taylor highlights some of, what he sees as, the key issues with the current skills and training programme in prisons: it is mundane and repetitive, and it is not linked to skills or labour market need. Coding, he argues, in addition to being accessible, cheap to teach and not requiring any pre-requisite qualifications, is an easy way that prisoners can be equipped with high-level digital skills to help them find employment, and teach skills that employers want and need to employ.

He also argues that coding is a way to equip offenders with the basic tools to go into a range of careers or further training across a range of occupations, in a range of sectors doing a wide range of different jobs – giving the variety and scope for development that many offenders simply don’t get from current skills and training programmes. The benefits, he argues, go beyond just teaching the ins and outs of how to code, with digital skills having wider applicability around managing information, communicating, transacting, problem solving and creating as well as raising confidence and self esteem.

Learning from digital skill programmes in prisons elsewhere

The Last Mile programme in California is being used as a model to create a UK based coding programme for prisoners. The programme teaches digital skills, specifically coding, to allow offenders to find employment once they leave prison. The American programme is based out of San Quentin prison and has consistently shown positive outcomes for participants, with a recidivism rate for participants dropping from over 70% to 0 in the latest cohort of “graduates”. These positive and tangible outcomes are one of the reasons supporters have been so keen to roll out a similar scheme in the UK.

The UK Government has acknowledged this evidence and in March 2019 the Department for Digital, Culture, Media and Sport announced it is investing in two pilot schemes, one at HMP Humber and one at HMP Holme House which will see a selection of “carefully vetted prisoners” participate in new digital skills programmes. Prisoners will learn CSS, HTML and JavaScript before moving on to more advanced coding techniques. They will then be invited to work for partner companies, eventually on day release, with a view to better preparing them for work when they are released from prison, while also helping employers manage perceived risks that come with hiring former offenders.

Final thoughts

Offenders leaving prison face a number of barriers to successful reintegration into the community, and preparing them fully to meet all of these challenges can be a difficult task in itself. However, by better equipping offenders with digital skills we will enable them to leave prison with knowledge employers are looking for. Coding programmes could be one route to developing skills for prisoners due for release which can help them adapt to life outside prison, give them purpose and options and, it is hoped, reduce the likelihood of reoffending in the future.


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