Did I hear you say Taxi?
As a principle of business strategy in any competitive market, success is typically built on knowing what you are good at and succeeding in one, or at most two, of three dimensions; be it high volume low margin efficiency; or customer intimacy in persuasive differentiated services; or innovative high quality product leadership. By virtue of their history and public purpose, TAFEs (Technical and Further Education) however have a multidimensional challenge. The expectation of their role as a ‘public provider’ is to be excellent in all these dimensions, whilst being ‘arms-length’ yet (part) tied to objectives, resourcing and desired outcomes as maybe directed by their public-ownership.
On the 3rd of April this year Tribal hosted its very first Empowering Education Seminar in Malaysia. At the event delegates learned how institutions can improve rankings, financial performance, student experience, results, retention and recruitment. The seminar included keynote presentations and panel discussions with senior leaders from across the Malaysian Education sector. They were joined by Tribal experts from our software and education services business.
No one in education is in any doubt that to ‘reach’ Gen Z students and provide the experiences they are looking for, colleges and universities need to embrace the latest technology. This new generation of students expect a personalised student experience - one that’s tailored to their particular needs, wants, interests, and their preferred methods of communication. And increasingly, student experience for Gen Z is expanding to include return on investment.
Collaboration in FE is not a new concept, particularly when it comes to provision (with an ITP or HEI) and/or shared services (such as HR and Payroll). Indeed, many colleges engage frequently with and benefit from collaborating with their AoC (or other) regional network. But what we are yet to see as a sector, is colleges regularly engaging in formal relationships with others around performance benchmarking…
In May 2019, the apprenticeship reforms will be entering their third year. Long enough for the policy to have bedded in sufficiently to provide meaningful data on how providers and employers are using the levy. Now seems a good time to reflect on the reforms. Before we do, it’s worth reminding ourselves of the breadth of these changes:
Weedon (2018) describes the SENCo as ‘being at the confluence of an ever-increasing barrage of expectations and demands’. Shrinking SEN budgets, increasingly complex pupil needs, and a profession at near crisis point in terms of recruitment and retention, sets a bleak scene in which to support some of our most vulnerable learners. As a busy SENCo (often juggling other roles in school too) it can feel impossible to be ‘something to everyone’. So what is it that makes highly effective leadership of provision for pupils with SEN?
Large-scale IT change programmes are notoriously complex to implement, and all too often fall short of project goals. To deliver the agreed scope on time and within budget takes experienced project management expertise, and ensuring the business is willing to change to reach the strategic outcomes of the project takes active project sponsorship. But these aren’t the only challenges.