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Inspiring excellence: a guide to embedding skills competition activity in Apprenticeships and vocational learning Inspiring excellence | Skills competition guide 1
Contents Foreword
Foreword 03 WorldSkills UK Skills Competitions recognise and reward real talent
and drive up levels of expertise in Apprenticeships, skills and further
1. Introduction 04 education.
2. Who gains what? Benefits of competition activity 06 By building skills competitions into the core teaching and learning
curriculum, providers of vocational education and training can ensure
3. Skills competitions and quality improvement 19 their learners and staff aspire to and showcase excellence in their skill.
4. What are the potential objections? Allaying concerns 25 Speaking with competitors who have been involved in the WorldSkills
UK journey, from taking part in regional competition heats through
5. Developing and embedding competition activity 28 to representing the UK at the international competition WorldSkills,
I am convinced of the benefits that skills competitions deliver to
6. How to go about it 30
individuals and their organisations. From raising self-esteem through
to providing opportunities to develop skill levels further and benchmark
7. Embedding skills competition activity checklist 35
training delivery, skills competitions really can drive up the quality and
8. Resources and support 36 profile of vocational education.
9. Acknowledgements 39 This guide is designed to provide information and tools for all
providers to help them embed WorldSkills UK Competition activity
in their teaching and learning programmes. It provides practical
approaches to establishing competitions as an important part of the
learners’ experience. Over time this guide will be adapted to reflect
more accurately the diversity of approaches from all four nations.
I strongly encourage you all to engage in skills competitions and I
hope we can recruit ambitious young people and teaching staff from
your organisation to participate in Team UK for future international
WorldSkills Competition.
Jaine Bolton
Chief Operating Officer, National Apprenticeship Service and UK
Official Delegate for WorldSkills and WorldSkills Europe
2 Inspiring excellence | Skills competition guide Inspiring excellence | Skills competition guide 3
1. Introduction
The vision is about the whole rather Inspiring excellence draws on expertise from Background
senior managers, staff and learners in colleges and
than just those who are competing work-based learning (WBL) providers across a range Skills competitions and competition-related activities
and it’s about improving teaching and of regions, sizes and types where skills competition have the power to transform learning outcomes
learning. activity features strongly. It also shows how skills through innovations in teaching and assessment
competition work can benefit apprentices, including practices in Apprenticeships and other vocational
Stella Mbubaegbu, Principal, Highbury College Portsmouth those in small companies. learning programmes. National and international
competitions can be used as powerful improvement
It includes: tools to enhance the image of vocational education in
the UK and raise standards.
• reasons for undertaking skills competition activity;
• an exploration of how to overcome possible Competition activity may range from quick quizzes
difficulties and allay concerns; in class to international demonstrations of top-level
• guidance on relating skills competitions to
self-assessment and quality improvement,
skills in formal competitions EuroSkills and WorldSkills. Skills competitions are one of our
It can take place inside colleges, learning or training
specifically Ofsted inspection and the Common centres and workplaces – between groups and
quality improvement strategies – and
Inspection Framework (CIF); departments – and include taster and ‘Have a Go’ one we most enjoy.
• a step-by-step guide to developing an embedded activities. It may also involve industry through
approach to skills competition activity; sponsorship and links with employers. Marion Plant, Principal, North Warwickshire and
• a checklist to help you assess how well-embedded Hinckley College
skills competition activity is in your organisation; Used in Apprenticeship programmes and the
• examples of good practice in a range of settings vocational curriculum, competition activity can
and at a range of levels; and hone attention to detail, develop Personal Learning Of course, competition activity cannot be undertaken
• signposts to other useful resources. and Thinking Skills, and promote bonding across lightly – there are undoubtedly risks that must be
departments and organisations. What’s more, it can managed and health and safety issues that must be
Skills competition activities can benefit everyone Note: The learners described in this guide may be any be fun! addressed. It is also important to ensure that formal
– learners, apprentices, teachers and trainers, post-16 learner involved in vocational education and competition activity is not a stand-alone or marginal
management and employers – by raising standards, training or Apprenticeships – students, apprentices or activity but an integral part of the mission and
improving outcomes and enhancing engagement. employees. strategy.
This guide, commissioned by the National An online version of this guide is available, supported
Apprenticeship Service (NAS) and produced by the by resources that give the views of providers
Learning and Skills Improvement Service (LSIS), will and learners. www.excellencegateway.org.uk/
provide senior managers the Further Education and skillscompetitions.
Skills sector with practical approaches to making
competition activity an established tool within The guide may also be used in conjunction with the
teaching, training and learning. It demonstrates why information and competition toolkits available from
recognised competitions need to become integrated the www.worldskills.org.
into learners’ experience and will also provide valuable
background information to use in tenders that include
a skills competition element.
4 Inspiring excellence | Skills competition guide Inspiring excellence | Skills competition guide 5
2. Who gains what? Benefits
of competition activity
Apprentices would be expected to Benefits to learners It’s a good way of testing your
A group of Level 3 Hairdressing learners at North
be able to perform a car service within Hertfordshire College were given the task of abilities and learning from that.
Benefits to learners are likely to include:
an hour or hour and a half. If this is designing hairstyles on the theme of ‘bonfire Third year Electrical Engineering apprentice
taking, say 2 – 2½ hours, then it is down night’. They began with a demonstration of • building stronger relationships with other learners;
different styles and spent some time practising • building collaboration between the tutor / trainer
to the Assessor to give constructive the techniques themselves. They researched and the learner; Integrating skills competitions activity into
feedback to get the learner to the possible designs and approaches then designed • identifying strengths and weaknesses; Apprenticeship programmes is in line with the concept
next level. Trying to put a bit of a and produced their own styles drawing on the • contributing to individual learning plans; of expansive Apprenticeships, which aim to stretch
techniques developed earlier. Finally the learners • developing wider networks in other colleges learners to become rounded experts who contribute
competitive edge to the work, through conducted peer assessment using criteria agreed and in industry; to many areas of business success throughout
games, brings benefits. earlier, evaluated the styles and said why they • identifying a network of possible employers; worthwhile careers. For more details see Creating and
thought one was the best. • improving commitment and reliability; Supporting Expansive Apprenticeships (2010) and
Paul Dancer, Director of Transport and Engineering, • better problem-solving skills; Towards Expansive Apprenticeships: A Commentary
North Warwickshire and Hinckley College • gaining experience in associated and wider skills by the Teaching and Learning Research Programme
– eg some may need to get involved in purchasing (2008) both by Alison Fuller and Lorna Unwin. The
Competitive activities can be powerful tools for materials. combination of vocational excellence with the skills
Most people respond to challenges and competitions.
boosting confidence, developing high-level technical required for work and life is important to employers.
The success of so many television programmes
competence and encouraging self-reliance. The Other substantive benefits are described in more
involving competition from music and dance to
enthusiasm of people who take part – learners, detail below.
commerce, cooking and crafts , is testament to this.
Further, the use of competitions and competitive teaching staff and managers, is overwhelming. There are a wider range of skills
games is an established strategy in teaching, training We outline some of the benefits to learners, staff, needed in addition to manufacturing
and learning. Embedding skills competition activity in organisations and employers in the following pages.
skills. It’s not all about engineering
Apprenticeship programmes and vocational learning
capitalises on these approaches to enliven the and finance; these are important skills
learning experience and motivate learners. but managing customers and dealing
with problems are equally important.
Marketing is also important: most
people don’t understand this and the
effect it has. Engineers need a course
on business management, not just
Supports the all-round development financial management – although this
of learners is important, it is only one part of the
Competition activity can both develop vocational skills jigsaw.
to high levels of excellence and enhance capacity
Apprentices in Motor Vehicle Engineering need to in skills and attributes valued by employers such Stephen Burrows, Milling Products Manager, AgieCharmilles
be able to perform tasks in the workshop within a as team work, prioritisation, time management,
given time and to a high level of accuracy. Some judgement and working under pressure. Alongside
colleges build up these skills through a ‘pit-stop other enrichment activities, such as enterprise
challenge’, where teams compete to change wheels education, work experience and cultural experiences,
in the fastest time. skills competitions can contribute to setting clear and
stretching targets for learning and achievement.
6 Inspiring excellence | Skills competition guide Inspiring excellence | Skills competition guide 7
2. Who gains what? Benefits of competition activity 2. Who gains what? Benefits of competition activity
Learners benefit from the extra mentoring associated Young people engaged in Apprenticeships and Helps to achieve qualification goals Where relevant data has been collected and analysed,
with competition preparation, the feedback they vocational learning will need to operate in a global colleges found that all learners who had taken part
receive from industry experts and the extra tuition. economy and may need to work abroad. Even those Competition activity can be used to contextualise the in external competitions in the past few years had
Apprentices get the opportunity to work with who stay within the UK need to understand and value criteria for qualifications. achieved their qualification goals.
competitors from other companies. They can then different cultures.
pass on these enhanced skills to peers and colleagues. Develops skills for employability
Involvement in competitions can be a powerful means What the skills competitions linked At Newcastle College there are lots of
of growing a learner’s self-esteem and self-confidence. cross-discipline competitions encompassing Competition activity develops the generic skills that
to WorldSkills do is give you those performance and self-presentation, which are so important for employability. Young people
international benchmarks and many of provide a great way of drawing different learn how to work in a competitive environment, how
our students will need to develop global types of performers together. Some of the to cope with disappointment, to react quickly and to
criteria for competition work are embedded prepare thoroughly.
careers. How better to do that than in the performing arts curriculum and judging
to see what the potential is beyond performance against criteria is key. The learners If they are to compete in the market
that with which we are familiar in this learn how to meet the criteria for presentation,
time management, reliability, confidence and place, they have to have the other skills.
country? group work. In a job interview, nobody is going to
Marion Plant, Principal, North Warwickshire say ‘talk to me about unit 9’ because
and Hinckley College they are not interested in that. They
really want to know: what skills have
External competitions, including WorldSkills, provide
opportunities for students to meet learners from
you got? Show me what you can do.
other parts of the country and further afield, and gain Who have you worked for? What have
experience of different cultural values. you done?’ So competition work is a
way to demonstrate real skills and also
You can adapt things you have a passion and hunger to learn more
learned [in competitions] to other and develop real talents and skills that
Competitors who do not win still gain. Several learners
commented on feeling nervous before a competition, life situations. I met loads of people move students forward.
but learnt to cope with their nerves by focusing on the from all the other countries – different
task before them. Pre-competition coaching by tutors cultures and everything. Ian Wynd, Quality & Performance Leader, North
is particularly helpful to young competitors in helping Warwickshire and Hinckley College
them deal with pressure and has value well beyond Anecdotal evidence, along with data now
Level 2 learner, Floristry
the competition. systematically collected and analysed by some of the
providers consulted, suggests the learners who take
part in competitions are more likely to complete their
The skills for competitions link to
One disappointed learner soon realised the courses and achieve their qualification goals. those needed in work. The attitudes are
A computing student who won a Gold Award in
experience had made him stronger and worked
IT at WorldSkills 2011 was asked to accompany the same and can be developed from
out how he could overcome his nerves to do
better next time; another was able to analyse his college principal to China. The experience One college has recorded data demonstrating Level 1 Foundation students upwards.
the winning entries to work out how she could of going there was hugely positive for him as that between 2008 and October 2012 all 306
improve her own work. he was treated like a celebrity by the Chinese participants in vocational skills competitions Angela Allan, Director of Projects and Partnerships,
students and talked to many of them about his achieved their main qualification goal. Newcastle College
work.
8 Inspiring excellence | Skills competition guide Inspiring excellence | Skills competition guide 9
2. Who gains what? Benefits of competition activity 2. Who gains what? Benefits of competition activity
Awakens inspiration and ambition It gives you the opportunity to learn External competitions provide Benefits to teachers and trainers
new things and push yourself just that opportunities for raising aspirations
Competitions open learners’ eyes to wider possibilities
in life and work. They can show what skills they will little bit further. and for students to meet other students Greater scope for creativity in teaching,
need to develop and to what level. from around the world – which is vital in training and learning techniques
2nd year Electrical Engineering Apprentice
terms of valuing diversity. Learners and Competition activity stretches teachers, trainers and
It teaches them to pay attention to
tutors involved come back buzzing and assessors as well as learners.
detail … when you are in competition Celebrating participation and success of competitors
gives recognition and encourages participation of this is infectious. It can have an effect
you have just a short time to read An interdisciplinary competition
their peers and younger learners. on raising standards.
the requirements of the job and was a fabulous experience for learners
understand them and do them. Then Many learners and apprentices in the Further Maggie Cawthorn, Director of Curriculum and Quality, and teachers. The theme was recycling,
Education and Skills sector have modest aspirations
you have to have the ability to pick and live in areas where employment prospects
Kendal College
which added a further ‘green’
out the important facts and disregard are mostly limited to jobs with low levels of skills. dimension, and there was a real buzz
everything else. Competition activity can be instrumental in increasing
Many of the teachers consulted noticed positive about the college. The competition
motivation, widening horizons and improving
changes in the behaviour of learners who took an also provided a vehicle for joint working
achievement.
Christine Vokins, Competitions Coordinator, interest in competitions – both the participants and
City of Bristol College the observers. between the two teaching teams (hair
and beauty) and between the two
Competitors can inspire and motivate, becoming role groups of learners. A new programme,
models for other learners, especially where the college It is fun for the learners. They gain
celebrates participation in competitions. Observing on hair and media make-up, will require
excellence can fire the desire to achieve similar so much confidence from involvement a similar cross-disciplinary approach.
standards; it is often a matter of honing skills through and get to meet like-minded learners
practice and trying different techniques.
from all over the country. Lorraine Gammon, Head of Creative Studies, Stephenson
College
Janet Smith, Deputy Principal, South Thames College
Many people with whom we consulted commented
that competition activity was great continuing
professional development (CPD) for staff – updating
and extending their subject specialist and pedagogical
skills and knowledge.
Increases motivation and enjoyment
Job satisfaction
Embedding competition activity in the Apprenticeship
programmes and vocational curriculum can motivate There is huge motivation and enjoyment in training
learners by making the curriculum more interesting learners to a standard that has the potential to
than strict adherence to the basic qualification change their lives.
structure – it’s a break from usual routine and more
exciting.
10 Inspiring excellence | Skills competition guide Inspiring excellence | Skills competition guide 11
2. Who gains what? Benefits of competition activity 2. Who gains what? Benefits of competition activity
There is real motivation for staff Personal recognition and development It is quite clear that when learners
One Head of Department commented that
when their learners participate and competitive activities were particularly helpful for enter competitions they become more
Staff get the opportunity to become competition
achieve success. improving performance standards with learners judges, coaches and training experts and showcase used to that type of environment.
at Levels 2 and 3 because their next step is into themselves in front of their peers and employers. So they can take those skills to a
Andrew Beardall, Head of Student Engagement and industry where there are time constraints.
Enrichment, South Thames College competitive job interview. It also
Staff involved in supporting learners
teaches them that the only way you are
Opportunities to benchmark and through competition are pleased to see
going to succeed in a competitive world
learn from others their students develop their skills and
is if you prepare yourself properly.
do well in competition and being able
Competitions offer staff the opportunity to visit to report on improvements and success Keith Ham, Curriculum Manager, Construction,
other training providers both within the UK and City of Bristol College
internationally, and compare the standards expected gives them a buzz.
in internal, regional, national and international
competition.
. Rob Higgins, Head of Department for Construction Crafts Access to additional resources
and Multi-crafts, Highbury College
They report having been “bowled over” by the scale of Successful competition enhances reputation, which
major WorldSkills competitions, and the levels of skills Some colleges support staff to obtain coaching brings in more learners, and more resources come with
on show. They are also able to see new and different qualifications and use their coaching skills in a more learners.
techniques on display. cross-college capacity to support competitors in
Enhanced networking different specialisms. Colleges involved in hosting or even just participating
in competitions have been able to acquire state of the
I think sometimes seeing is Teachers and trainers develop relationships beyond art machinery at substantial discounts.
believing…too many of us are too busy their own organisations with staff and employers, Benefits to Further Education and
inside our organisations and we don’t making contacts and developing communities of
Skills providers There may also be opportunities to attract additional
practice with their peers in the same specialist areas. funding or in-kind support from local employers or the
get out and look enough. It takes one European Social Fund (ESF).
trip to a national skills competition I feel that working with private Increased employability of learners
or indeed the privilege of going to training organisations and other “Giving learners the edge” – participation in
London WorldSkills and the minute you colleges sharing training techniques competitions is something learners can add to their
immerse yourself in that, it captures and resources has been very beneficial CVs and talk about.
you and you never look back. to both Newcastle College and the
Marion Plant, Principal, North Warwickshire and other parties; we have all benefited
Hinckley College from the skills that I and others have
delivered and shared with WorldSkills
and their stakeholders.
Rod Reed, Lecturer, Automotive Engineering,
Newcastle College
12 Inspiring excellence | Skills competition guide Inspiring excellence | Skills competition guide 13
2. Who gains what? Benefits of competition activity 2. Who gains what? Benefits of competition activity
Supports the move from competence to It is really quite remarkable the The publicity associated with competition activity Develops motivation and inspiration
can also contribute to improved perceptions of both
excellence difference in the learners who have … both for the competitors and the
vocational learning and the provider organisation.
taken part in WorldSkills against those wider learner group. There is a lot
Some colleges may see competitions
that haven’t and how much further of celebration of participation, so
as a gimmick to get your name in lights,
they have progressed in their unit. At Leeds College of Building, mini competitions everyone in the college will be aware
but actually it’s not what it is about at that typically last half a day are held during of it and there are posters highlighting
all. It’s about moving from the ordinary Joe Skelner, Lecturer, Computer Aided Engineering, Open Days. These have attracted sponsorship
City of Bristol College and are great for raising the profile of vocational competition involvement and success
to the outstanding or excellent.
skills with parents, prospective students and all around the college.
Peter Lavender, College Governor, North Warwickshire Raises the profile of Apprenticeships and employers.
Andrew Beardall, Head of Student Engagement and
and Hinckley College vocational learning Enrichment, South Thames College
There can be a gap between striving for excellence The impact of skills competitions in action and the Marketing and promotional opportunities
in skills and performance and the requirements of achievements of competitors can transform parents’ Improving links with schools and the wider
qualifications. Many providers of vocational learning and learners’ views on the value of vocational learning Involvement in competitions can raise the profile
and skills are concerned at the lack of differentiation of the college or college department and enhance community
and help them appreciate that vocational skills are
in some vocational qualifications, noting that: not a second best to academic study. This could its reputation – at least one college we consulted
found they attracted more apprentices as a result. Competitions can also develop links with local schools.
contribute to changing perceptions of vocational
learning and career choice. Increasingly, Further Education colleges are using
If you get a Level 3, that’s all you their involvement in competitions as part of their
Kendal College has successfully engaged
get; what about if you are capable marketing strategies and learners and staff involved
disaffected young learners from local schools
in competition events act as ambassadors for the
of a Level 4, 5 or 6 or what if you are in an activity where the participants needed
college. Paticipating in competitions also raises the
capable of technical skills development profile of the college or provider with national and to build a vehicle that was able to move across
ramps. The competition was judged according
that takes you to world class? local politicians. Taking part in competitions may
to several criteria, which meant that there were
lead to opportunities to host or even create new
competitions, thus raising the profile even more and winners in several categories
Marion Plant, Principa,l North Warwickshire and
Hinckley College improving links with employers.
There are many similar opportunities for engaging
in competitions with local schools and the wider
Some colleges we consulted are looking at how A learner in one college won a community.
competitions could be embedded within units of regional final in IT. His parents had no
qualifications. idea that he had such talent until his
father accompanied him to the regional
The vocational excellence exhibited in skills final and then both parents to the
competitions can demonstrate what true excellence regional celebration event. You could
means in a vocational context.
see the awe in their reaction to his
success.
Stella Mbubaegbu, Principal, Highbury College Portsmouth
14 Inspiring excellence | Skills competition guide Inspiring excellence | Skills competition guide 15
2. Who gains what? Benefits of competition activity 2. Who gains what? Benefits of competition activity
The infrastructure of the world As a country we also need to be aware of how our Benefits to employers
Newcastle College runs an annual competition competitors are doing. The biennial WorldSkills
that embraces equality and diversity. Each rests on skills, and if we have International competition, for example, involves 61
curriculum area decides on a theme, following a these high standards of skills, it’s member countries/regions and around 1000 learners Better skilled trainees and prospective
common brief but ensuring it is related to their transformational. It’s about raising aged 18–23 from across the world competing for employees
curriculum and qualification objectives. This medals in more than 40 different skills. Although
year the brief included working with the local standards of skills that the whole world compared with the resources and time invested by Learners are more aware of leading-edge practice and
community and raising awareness of equality benefits from – and is infinitely more top-scoring countries like Korea and Switzerland, more able to work to exacting standards.
and diversity issues. The competition ends with important than a sports competition. we still have some way to go, the performance of
an event and an exhibition. Newcastle United Team UK has greatly improved over the years. The The increased capacity of tutors
football club usually sends players to present So, if we are about skills and we are Further Education and Skills sector has contributed
prizes and ‘Show Racism the Red Card’ is passionate about raising the standards significantly to Squad and Team selection and and assessors, due to adopting
represented. Key people are invited to be guest
of skills, it opens a whole new world of development, and provided facilities and training WorldSkills standards of teaching
speakers – Paralympian Stephen Miller made the experts.
keynote speech in 2012. benefits. and high standards of assessing
and marking, result in better
In WorldSkills 2011, young learners from the UK,
Stella Mbubaegbu, Principal, Highbury College Portsmouth trained apprentices and prospective
many of them apprentices, won five gold medals
Competitions can inspire younger learners to emulate in skills from visual merchandising to bricklaying, employees.
the learners at higher levels. They watch and rehearse
to try to reach the same standard.
International benchmarking and silver medals in landscape gardening and
Rod Reed, Lecturer, Automotive Engineering,
autobody repair and bronze medals in skills from
experience refrigeration to car painting. They also achieved Newcastle College
Some simply enjoy participating Many providers refer to “being world class” in their
12 Medallions of Excellence. Behind the excellent
in ‘Have a go’ activities where they mission statement and strategic plan. Involvement in
performance of these young people lies a large
If you want these learners to go
squad of participants with outstanding skills,
can try out different experiences. It skills competition activity at local, regional, national
inspired by the chance to take part. on in the next five or so years from
and international levels provides examples against
makes it just a bit more motivating for which organisations, staff and learners can benchmark being an employee to starting their
them. These activities have been very their performance. Increasing participation in skills competitions among own business, creating wealth and
popular. colleges and WBL providers could also contribute employing people, the soft skills are
to increasing the pool of excellent UK competitors
Janet Smith, Deputy Principal, South Thames College and encourage an ethos of striving for excellence incredibly important. And if they don’t
throughout the Further Education and Skills sector. understand that, the business will
probably fail more because of the lack
Developing the world-class skills that
of soft skills than because they are bad
underpin economic competitiveness
engineers. If they are bad engineers
The defining feature of Further Education and Skills they probably wouldn’t get to the stage
providers is their focus on developing the skills and
knowledge required in a world-class workforce. Skills
of forming a business anyway.
competitions show staff and learners what they could
be aiming for. Stephen Burrows, Milling Product Manager, AgieCharmilles
16 Inspiring excellence | Skills competition guide Inspiring excellence | Skills competition guide 17
3. Skills competitions and
2. Who gains what? Benefits of competition activity
quality improvement
The SME employer of a learner who Embedding competition activity within the that the impact of competition activity should be
vocational curriculum provides a valuable lever assessed across the whole of each main CIF heading
got into Squad UK recognised that for self-assessment and quality improvement. The as appropriate to each provider.
the skills that were being performed embedded approach could contribute to improving
at that very high level improved the the performance of individuals, groups of learners, This section looks at the criteria Ofsted Inspectors use
their teachers and assessors, and organisations as a when making judgements about how well providers
performance and the reputation of whole. are meeting the needs of learners and suggests how
the company. WorldSkills exposure competition activity could contribute to evidence of
was something they were very proud However, competition activity must be seen as an effectiveness. The criteria are based on the revised
integral part of the provider’s quality improvement Common Inspection Framework 2012. The changes
to have and they took pride in the cycle, with direct reference to the self-assessment and of most relevance include the increased focus on
Some colleges offer extra tuition for their trainees at reputational benefit that it had brought improvement process. teaching, learning and assessment, more emphasis
on wider skills and outcomes for learners, and the
no cost if the employers provide time for the learners to them. effective use of learner, employer and stakeholder
to take part in competitions. The approach should lead to better
views for improvement.
Martin Shelton, Vice Principal, North Warwickshire and teaching and learning and as such can
Hinckley College
The principal of Leeds College of Building contribute to self-assessment for Ofsted Ofsted would expect to see quantitative data on
the impact of competition activity to support any
approached companies in the sector and inspection. However, the link needs to
proposed that the college would provide Improved business performance qualitative examples in self-assessment reports.
extra tuition for their trainees at no cost if the
be made clear. We have suggested some examples of the types
employers would provide time for the learners to Some employers are branching into new areas of of activity that may contribute to evidence of
business because their apprentices have done specific Nigel Leigh, Principal, Stephenson College effectiveness and quality, based on the information
take part in competitions. In addition, the college
marketing team would work with the employers training as part of preparation for competitions and obtained from the colleges with whom we consulted.
to maximise the publicity from the competitions brought new skills back to the company. However, examples need to be justified by the
for the company as well as the college. Both the Highbury College maintains a special systematic collection of data on achievement and
college and the employers have benefited from success of cohorts as well as individuals.
Some providers are finding that competitions file that is shown to the Inspectors
this arrangement. and is useful in supporting the judgements
employers are recognising the benefit made on the impact of the work. It details every Outcomes for learners
of competitions because there is a entry they have had, the results, the school
Enhanced company profile and marketing direct impact on business performance. they went to, the employer that they are with. Ofsted Inspectors will look for evidence that:
Every department has a ‘good practice’ file and
opportunities Their apprentices are developing the competitions form a major part of that file. • All learners achieve and make progress relative
Competition publicity has proved to be mutually
skills to develop the business and give to their starting points and learning goals
beneficial for the profiles and reputations of both the employers business ideas or suggest
companies and colleges. markets they have not yet explored. Skills competitions and the Common
Inspection Framework
It is useful to work in this way with Peter Lavender, College Governor, North Warwickshire and
Hinckley College
training managers in companies. It Skills competitions provide opportunities for
presenting evidence for Ofsted inspections and
builds links and relationships, and the self-assessment reports. Of course the competition
good publicity from competitions is activity needs to be seen alongside other aspects of
welcomed by the employers. the provider’s work and sit within a comprehensive
system for self-assessment and quality improvement.
We would expect, for example, that issues relating
Nigel Leigh, Principal, Stephenson College
to safeguarding would be properly addressed and
18 Inspiring excellence | Skills competition guide Inspiring excellence | Skills competition guide 193. Skills competition and quality improvement 3. Skills competition and quality improvement
Ofsted expects targets to be set and achievement Quality of teaching, learning and addressed: for example, induction activities could be
measured against starting points and learning goals. A group of South Thames students discussed adapted to provide a mechanism for spotting students
Encouraging skills development at a high level for their experiences of competition activity and the assessment with natural aptitude for the work or to identify areas
learners is the obvious desired outcome of judgement different ways they had benefited. One entered for particular improvement.
on ‘outcomes for learners’. Targets should be the WorldSkills competition in 2011 and got 2nd Ofsted Inspectors will look for evidence that:
monitored throughout the year and distance travelled place: the experience made him more efficient
measured. Many of the providers consulted were clear and conscious of time management because • Learners benefit from high expectations, At Kendal College, activities are undertaken
that learners involved in competitions achieved or he had two hours to complete the competition engagement, care, support and motivation from during induction week to encourage bonding and
exceeded their qualification aims. task. A learner who was not involved in the actual staff build confidence. These may involve group work
competitions but helped with organisation said, to overcome challenges, eg ‘trust’ challenges, or
Students have very high standards “Our task was to meet and greet everyone and to High expectations, care, support and motivation from may be vocationally based, eg making something
show off the skills our College has in creativity.” staff are key features of competition activity. The out of wood in carpentry. There are small prizes
of work and develop very good practical This young woman is now enthusiastic about self-assessment process could record examples of this for these competitions.
and work-related skills. Many students getting involved in competition in the future and report on the impact on learner performance.
win awards at regional and national herself.
Targets related to competition activity should be
Learners are prepared for national and international
competitions. competitions in a similar way to athletes preparing for part of overall review of progress for learners who
• Learners progress to courses leading to high-level competitions; they are advised on diet and participate in them or provide active support for
Ofsted Inspection Report, Highbury College 2011 higher-level qualifications and into jobs that competitors. It may be more difficult to establish the
lifestyle and how to perform under pressure.
meet local and national needs. benefit to all learners from the involvement of some
learners in higher level competitions but in many cases
Providers engaged in competition activity are Going to the WorldSkills competitions in London competitors are seen as role models by other learners.
In Hairdressing and Performing Arts cohorts
convinced that this stretches and extends the impressed one lecturer with the magnitude of
at North Hertfordshire College there has been
achievement of their learners and leads to the competitions and the levels of skills on show.
substantial year-on-year improvement in
employment in better jobs. He observed:
retention and success rates over the past five
years. They attribute this partly to involvement in One tutor observed that he typically would work
competition work. An ESOL learner from Latvia was having great
The learners involved in with all learners in the group: perhaps only three
out of 20 have the talent and desire to go further
difficulty in understanding the terms being competitions have an awesome in competition work, but the experience of these
• Learners develop personal, social and used on her Level 1 Hair and Beauty course. experience and this gives them students helps the rest.
She became involved in a competition and
employability skills
her motivation grew enormously. She won the
ambition to raise their standards.
Many of the learners with whom we consulted competition and has progressed to year 2.
Rod Reed, Lecturer, Automotive Engineering,
commented on the development of their Newcastle College
employability skills.
A South Thames College learner is keen to
• Staff initially assess learners’ starting points and
progress to university and do something similar
monitor their progress, set challenging tasks, and
to the competition work but at a higher level.
build on and extend learning for all learners.
This is perhaps where skills competition activity needs
further alignment with the Common Inspection
Framework. While challenging tasks may be set,
there may not be a direct relationship to the initial
assessment process, nor to progression through
individual learning plans. However, this could easily be
20 Inspiring excellence | Skills competition guide Inspiring excellence | Skills competition guide 213. Skills competition and quality improvement 3. Skills competition and quality improvement
• Learners understand how to improve as a result Effectiveness of leadership and • Providers improve teaching and learning through
of frequent, detailed and accurate feedback from rigorous performance management and
staff following assessment of their learning management appropriate professional development
One of the key features of competition activity is Ofsted Inspectors will look for evidence that:
being able to understand the extent to which learner
performance meets criteria for excellence. There is • Providers demonstrate an ambitious vision, have
generally a sustained emphasis on critical reviewing high expectations for what all learners can
of learners’ own work and comparing it with other achieve, and attain high standards of quality
competitors. and performance
Embedded approaches to competition activity need
strong leadership and a clear strategic direction.
The leaders of the organisations interviewed for this
guide demonstrated their commitment to excellence
in vocational learning and provided a facilitating The principal of Highbury College saw a clear
infrastructure to put this into practice. role for competition activity in changing the
once-pervasive local culture of low aspirations,
ambition and attainment and offering the
One of Leeds College of Building’s key strategic ladders of progression that young people need to
aims is to become an outstanding college, and raise their ambition. She observed,
the principal sees competitions activity as a
contributor to this.
In the last inspection,
The culture of North Warwickshire and Hinckley
College is one of ambition and aspiration
Inspectors said that the college’s
Competitions are great for looking Competition work demands discipline and working at
and the principal believes this is enhanced by culture of high expectations very high levels of skills and accuracy. For the learners
at other people’s work, being inspired whole-college engagement in skills competitions. permeates everything. We expect and tutors who take part, and for the learners and
by it and also inspiring other people. students to enter competitions. others who see the competitions, it provides examples
of vocational excellence.
That’s what I like doing, seeing my Many senior managers see competition activity as We expect people to want to be
ideas being brought to life. It all starts a way of overcoming the low aspirations and lack the best. Providers should routinely include competition activity
of self-esteem that are common in some areas of
in your head or on a piece of paper deprivation. Some have developed 10-year plans to
within their review of the learner journey,
then you start building it up from there. incorporate competition activity designed to provide However, involvement in competition activity must
So it’s creative. world-class provision and training. be a visible focus within a range of strategies for At North Warwickshire and Hinckley College the
improvement and achieving excellence. five quality and performance leaders examine
2nd year Floristry learner the learner journey by following the experience
of individual learners; including some of the
Leeds College of Building has a long history of learners who have taken part in higher level
entering competitions and students have won competitions. As a result they have reports of
many medals and awards, including gold medals learners’ views on competition work and how
at WorldSkills. The principal made a point of they have benefited.
showing how competition work was instrumental
in setting challenging targets for learners during
their Ofsted Inspection.
22 Inspiring excellence | Skills competition guide Inspiring excellence | Skills competition guide 234. What are the potential
3. Skills competition and quality improvement
objections? Allaying concerns
Embedded approaches to skills competition Some of the more pressing objections voiced against Many of the colleges visited had a designated
activity should also be routinely included in lesson competitions are outlined below along with possible coordinator or manager for the competition activity.
observations: solutions used by the colleges we consulted. Having systems to coordinate the extra administration
and planning required for more formal competition
Some of the best lessons I have “Staff will be involved in a lot of activity can also relieve the pressure on teaching staff.
seen as an observer have included extra work”
competitions. One I observed just One college has a competitions manager, who
drives the competitions across the college, and
recently was a Grade 1 lesson in beauty Embedding skills competition activity into
A major concern for some staff is that they will be
competition coordinators for every curriculum
required to do a lot of extra, unpaid work. Some
therapy. It was a theory class but there Apprenticeship programmes and the wider curriculum involvement in competition activities may be area. These staff have reduced teaching loads,
was a competition at the end as to must be done coherently to ensure that the activity additional to normal duties, but a great deal can be which enables them to provide additional tuition
is relevant and contributes to individual learning accomplished within the normal curriculum delivery above that provided for NVQ Levels 2 and 3.
who had retained the most knowledge plans and targets. All the providers consulted saw a process with some planning and imaginative teaching,
and understanding and it was just clear relationship between motivating and stretching training and learning strategies:
brilliant. So it’s not just about external learners and competition activity, but it is important
competitions; it’s about curriculum and
that the evidence supporting this view is credible and Having a thread relating to “Some learners are uncomfortable
recorded systematically.
how teaching and learning is enhanced competition activity within the about competing”
by competitions. curriculum and its delivery is not
The quality manager at Kendal College noted Tutors need to be sensitive to learners who find
that Inspectors would need to see standards
necessarily about doing extra. Many competition uncomfortable, and ready to provide
Jackie Page, Director the Skilled and Talented Academy and
being set and the level of achievement raised, aspects of the learners’ programmes support. The learners should be introduced to the
Head of Centre for Workbased Learning, Highbury College concept gradually and taught to cope with the
and evidence that competitions contribute to can be delivered or enhanced by
raising standards. Evidence of ‘distance travelled’ pressure and learn from their performance.
Some colleges link continuing professional was seen as key alongside inclusive activities.
internal competitions and by classroom
development (CPD) activities to the competition work, or workshop activity. Setting up an When learners first start they
seeing it as a valuable way of updating staff and assignment or activity may take some are often very apprehensive about
making their teaching more relevant. In some cases,
the staff are taking coaching awards , enhancing
Skills competitions provide a natural platform for time initially but it may make the job peer assessment and don’t want to
meeting the needs of the local community in the
their ability to coach and mentor their colleagues and development of a world-class workforce but they also easier in the longer term as learners’ judge one another, but it’s done in a
competitors. motivation and skills increase.
require the full support of apprentices’ employers. non-threatening, anonymous way. They
Even then it may require learners to put in extra time
in evenings and at weekends. Nigel Leigh, Principal, Stephenson College
write their number (for the assessment)
A hairdressing manager in one college is on a piece of paper, fold it and all the
planning to take a coaching qualification
and is already coaching competitors in other One apprentice who got through to On a practical level, for example, remission or rewards papers get put into a pile and are then
may be negotiated. opened up and counted. It’s all done
curriculum areas. For example, she is working higher levels of skills competitions did
with a construction learner to prepare him for a
competition. extra work in his own time. The employer in a very sensitive way and the tutor
Some colleges have set aside resources for an
in this particular case is a former student Innovation Fund, which is one of the key drivers of avoids any ‘preferential’ or negative
of the college and sees the benefit of curriculum and competition development. Tutors types of judgements.
• Providers successfully plan, establish and can access the funds through a bidding process
manage the curriculum and learning involvement in competitions. and use the money to develop a curriculum idea or Rachel Hopkins, Hairdressing Lecturer and Coach, North
programmes to meet the needs and interests of support competitions within teaching, training and Warwickshire and Hinckley College
learners, employers and the local and national Lorraine Gammon, Head of Creative Studies,
learning.
Stephenson College
community
24 Inspiring excellence | Skills competition guide Inspiring excellence | Skills competition guide 254. What are the potential objections? Allaying concerns 4. What are the potential objections? Allaying concerns
If this support is provided, learners who lack working relationships now works very closely with Even if people go to a competition
confidence often find competition activity particularly Some vocational areas routinely incorporate us. The company also provides free training to the
rewarding. competition activity within their courses. Kendal learners and me, and has also donated thousands of and mess it up they still get something
College Hair and Beauty, for example, run lots of pounds worth of equipment and consumables.” out of it and may be able to improve
Two Level 3 BTEC IT Systems Support learners competitions and select a ‘student of the month’. next time. Loads of other students,
who entered a WorldSkills UK competition said
how much they enjoyed it and felt they gained
especially younger ones, ask me
a lot of confidence: “It gave us a real insight about competitions because they are
on what we had to do because it was our first interested in them. I always tell them to
competition and we didn’t really know what we
were meant to do. This year we are going to go
just do it because the amount of stuff
again and hopefully we will get better results.” you get out of it is just amazing.
One added: “I used to be shy and didn’t talk a lot.
Now I feel free to talk to new people.” Hairdressing learner
Learners involved in this research observed that, far
“Teachers focus more on from being envious of successful competitors, their
competitions than on the peers are supportive:
“Competitions are elitist and
qualification”
damaging” I suppose people not involved in the
Clearly, it is important not to take the focus away
Some may view the use of competitions as elitist or competition might get upset or jealous,
from learning that leads to the learner achieving their
qualification. even potentially damaging to learners who do not but I’ve never found this. Most people
succeed. In informal and formal competition activity are happy and say I have inspired
tutors need to develop learners’ capacity to learn from
However, competition is part of life “Competitions cost a lot: this is their mistakes and critically evaluate what they need them and helped to give them more
and learners need to be prepared for it. spending money on the few” to do to improve and succeed. Involving teams can confidence.
Where possible, tutors should look for also help to secure an inclusive approach as long as
The range and volume of competition activity need the competitive ethos does not lead to disagreements Floristry learner
naturally occurring opportunities to use to be matched to the available budget. Informal and schisms within groups of learners. This can be
competition activity in the curriculum. use of competition activity as a teaching, training counterbalanced by an overall culture of support and
In general, most pitfalls can be avoided by ensuring that
If competition activity is embedded in and learning tool should not require extra budget collaboration.
the overall values of the college – inclusivity, striving
and can benefit all learners. Competition activity at
the curriculum teachers will value what higher levels does require more coaching, practice and Some of the colleges we consulted were running
for excellence, equal opportunities – are inherent in the
approach. Specifically, senior managers need to:
happens naturally and the activity will equipment but some providers may fund this partly competitions for Foundation Level learners – like the
from existing resources if they judge it to be a good Footsteps to the Future competition initiated by North
be a real preparation for life. way of achieving better results. Others proactively
• emphasise that taking part and learning from the
Warwickshire and Hinckley College. NATSPEC, the
experience – not just winning – is the important
Maggie Cawthorn, Director of Curriculum and Quality, seek extra sources of funding or support, notably from association for independent specialist colleges that
thing
Kendal College employers. provide further education for students with learning
• ensure that staff and learners understand that
difficulties and/or disabilities, also promotes skills
taking part in competitions is not compulsory
Some teachers may use approaches where teams Rod Reed, Automotive Lecturer, Newcastle College, competitions.
• ensure that there is an inclusive approach to
develop questions for each other – perhaps on some noted the benefits of forming a strong working
competition activity and it is accessible to all
aspects of their course. This helps both teams to relationship with a company through training In many cases, competitors are simply glad to be
• ensure that the competitions are fair.
reflect on learning as the people asking the questions apprentices and competition work: “One of the involved in competitions and value the experience:
also need to know the answers. businesses with whom I have already forged strong
26 Inspiring excellence | Skills competition guide Inspiring excellence | Skills competition guide 275. Developing and embedding
competition activity
This section outlines the key features of three models of embedding competitions activity that are typical of Committed but not embedded Competition work is run by
different approaches found in Further Education and Skills provider organisations. In practice, no competition work
may be undertaken in some organisations or a mix of all models may also be found in a single organisation. There is commitment from some of the senior
enthusiasts
managers but little formal coordination and support:
There are some staff who are very committed to
Totally embedded and well • There is a realistic budget for skills competition
• Commitment from principal/chief executive is
competitions, especially those at national and
activity, delegated to appropriate managers. international level, but without their commitment
established • Competition activity is planned and formal
intermittent.
there would be no competition activity.
• There is limited awareness of the value of
competition work is aligned with major
This is an ideal stage of development and would have competitive activities and their potential
competition cycles, such as WorldSkills. • Competitions are brought to the attention of
developed over some time. contribution to quality improvement and teaching,
• There is a coordinator for formal competition the principal/chief executive just before a major
training and learning – and governors are not
activity who oversees a calendar of events and competition or if a team or individual has been
• There is leadership and active commitment from aware of the activity.
makes practical arrangements, eg for travel and successful.
the chief executive and governors. • The college is committed to providing skills for
accommodation. • The enthusiasts spot likely winners and coach them
• Competition activity is a regular agenda item employability and developing entrepreneurship in
• All vocational areas have a Skills Champion, who exclusively in their own time.
on governing body, senior management team and learners.
looks for opportunities for skills competitions. • Competition commitments often get in the way of
departmental meetings. • Big wins are celebrated but opportunities for
• There is an established process for capitalising on routine duties.
• Performance in competitions is used to inform the publicity are not capitalised on.
publicity relating to competitions. • There is no budget for competition activity and
organisation’s benchmarking processes. • There is commitment to competition work in some
• Participation in competitions by both learners and funds are sought on a ‘special case’ basis.
• Quality improvement and self-assessment policy documents but it does not run through all
staff is encouraged. • There is little dissemination of the practice
processes explicitly include competition activity. documentation.
• Participation and success are celebrated across the developed through competition activity.
• Staff development and training are linked to • There is some scepticism among senior team and
organisation. • When an enthusiastic member of staff leaves all
competition activity both for the development of staff who find it hard to prioritise competition
• Evidence of the impact of competition activity competition activity in that area ceases.
vocational specialisms and pedagogical expertise. activity.
on learner performance is routinely collected and
• Support of employers is actively sought for both • Evidence of the impact of competition activity on
analysed to identify trends and areas to improve. For a step-by-step guide to developing a model
the apprentices involved in competitions and for learner performance is not routinely collected.
• Extra tuition is provided for learners who wish to appropriate to your organisation, see section 6, which
sponsorship of the activity. • Staff are deterred from running competitions by
extend their skills. follows.
• Competition activity is inclusive and is a feature of the lack of a coordinator because they have to
• Competition activity is seen as a part of curriculum
all learning programmes for young people. make all the arrangements.
enrichment.
• Commitment to skills competition activity is • There is a small budget for competition activity but
• There is cross-fertilisation of practice across
visible in mission and strategic plan, all relevant the system for gaining access to it is not clear.
vocational areas.
policy documents and schemes of work, as well as
in promotional literature for learners, employers
and the community.
28 Inspiring excellence | Skills competition guide Inspiring excellence | Skills competition guide 29You can also read
