Agenda item

The Director of Tourism, Culture and Inwards Investment submits a report following on the impact of the pilot year (2023-24) and an update on the 2024-25 programme.

The Chair proposed an agenda variance, bringing forward the item on the Update on Leicester and Leicestershire Business Skills Partnership.  The Commission agreed.

The Director of Tourism, Culture and Inwards Investment submitted a report following on the impact of the pilot year (2023-24) and an update on the 2024-25 programme.

The Head of Adult Education presented the report.  Key points to note were:

·       The report covered the pilot year of 2023-24 and assessed the situation at the current point in 2024-25.

·       In 2023-24 there was a target of 200 participants, of which 198 had enrolled and 155 had completed their course.

·       There had been a significant increase in the number of courses in 2024-25, with eleven currently running.

·       30% of the funding was dependent on employment outcomes.  Therefore, strong employment links were needed before a bootcamp could be started.

·       Bootcamps were offered on Digital Marketing, Construction and Cybersecurity.

·       Most County residents enrolled on the Anicca Digital Marketing Bootcamp, whereas most of the other learners were city residents.

·       There was good representation based on geography.

·       Those participants with pre-existing qualifications ranged from Level 1 qualifications up to degree level.  Many graduates wanted to take part to become more employable.  This was legitimate through the funding, but not what was expected.

·       There would be twelve bootcamps this year, and a broader range of providers and subject areas had been sought.  Examples included garment production, sewing and repair, pharmacy, agriculture, solar installation, tutor training (aimed at helping people to teach emerging subjects), environment management and software development.

·       This was a more challenging year as there were a range of providers who had not been involved with bootcamps before, and as such, they had struggled in getting up and running. 

·       A challenge was that funding was allocated on a financial year basis, which meant that there was not much time to set up once funding was confirmed.

·       Funding had now been confirmed for the next financial year and it was hoped to speed up the commissioning process to speed up the start of delivery.

·       The most successful programme had been Cyber Security, through which there were strong links with employers such as East Midlands Airport, meaning that good jobs had been secured by participants.

Members were invited to comment and ask questions, Responses were as follows:

·       With regards to a query on the utilisation of monies, it was explained that in this year’s programme, providers had six months following the end of the course to provide job outcomes.  This would typically come later in the programme, to it would not be expected that the money be halfway spent at this point.

·       In response to a point made about bootcamps not meeting targets, it was explained that funding was reallocated to those in demand.  It was aimed to make this easier to do earlier in the programme in 2025-26.

·       The outcomes in the first wave were above the national level of performance.  The Department for Education (DfE) were met with to review performance.

·       In response to points made about those with pre-existing qualifications, it was clarified that the focus was not on those far away from the labour market, but aimed to upskill those close to the labour market or those in jobs.  Additionally, if employers suggested that they had staff that required certain skills, the bootcamps could help with this.

·       In terms of identifying skills, work had been done in terms of understanding the economy and had been informed by the Learning Skills Improvement Plan.  There was also a bidding process whereby providers needed to give evidence that employers were lined up.

·       In terms of the programme being sustainable and scalable, funding was agreed on an annual basis and more funding would be available next year.  It was aimed to conduct the programme securely, rather than being too ambitious and too quick, it was aimed to grow the programme incrementally.

·       It was aimed to move away from what traditional training partners had done.  it was looked to work with real job opportunities and to accelerate this.  It was clear that there were opportunities and people could be in a better position, although this might be different across different sectors.  It was necessary to start with employers who had jobs to fill.

·       In response to a suggestion that courses could be conducted for electricians and gas engineers, it was noted that the bootcamps were only sixteen weeks long, and such courses would be difficult to complete in this time.

·       In response to a query about how people found out about the bootcamps, it was noted that it was down to the providers to do the marketing, this was done through channels such as the Job Centre and through employers.  The employment hub website contained offers with signposting from the adult education website.  Additionally, people found out through word-of-mouth and through social media.

·       In terms of self-employed participants, it was noted that bootcamps could help to turn an idea into a business.  Many of those on the Digital marketing bootcamp were sole traders.  Bootcamps could help in setting up businesses as well as providing skills.

·       The Digital Marketing qualification was Level 5 and internationally recognised.  The provider, local organisation Annica Training, could be approached for case studies as examples of what it provided.

The Chair noted that the programme demonstrated that people struggled to get into the labour market despite having qualifications.

AGREED:

1)    That the report be noted.

2)    That comments made by members of this commission to be taken into account by the lead officers.

3)    That Annica Training be approached for case studies as examples of what it provided.