Is Outsourcing ICT Support Becoming Inevitable in Education?
Martin Pipe, Head of Service Scope & Design at RM Education, explores the growing trend in schools seeking to outsource or co-source their IT support services as a measure to not only save time and cost, but to manage risks, access expertise and future-proof their technology provision. According to RM Education’s latest annual survey, a growing number of schools are now considering outsourcing and co-sourcing their IT support in order to keep up with the constant changes in technologyand minimise overall support costs. As moving to the cloud continues to help schools drive down expenditure and enhance learning, educational institutions of all sizes are also beginning to look for IT partners who can not only help them transition to the cloud, but provide ongoing IT support and expertise as the breadth of available technologies develops. In guidance issued in July this year, the Department for Education (DfE) reiterated that the marketplace is increasingly seeing cloud services as the way forward, but advises schools to select a knowledgeable and experienced service provider that shares the school vision and can provide both initial and ongoing assistance. They also stipulate that ‘as the complexity of locally hosted, school based ICT solutions increases, it can become more and more challenging to ensure the same level of reliability in respect of the ICT provision in schools’ – making the support of a trusted partner in this journey essential. So what are the key influencing factors driving a growing number of schools to outsource or co-source? Central motivators “You’d think there would be a clear starting point, but the motivators for outsourcing IT services are different for every school as it depends entirely on the long-term and unique issues they face,” says Martin. “However, there’s often a more critical driver, such as their existing systems aren’t working well enough, technology is too slow or failing during lessons, infrastructure isn’t supporting new apps and software, the cost of in-house IT support is too high or they’ve had a change of senior leadership who has brought in new ideas.” Cost is still a prominent factor in the decision to outsource IT support and services – almost half the schools surveyed cited cost as a central influence for bringing in third party support – whilst riskmanagement is another key driver, both from a technical and a staff perspective. Outsourcing IT support allows schools to transfer the risk of day-to-day mishaps and any other risks associated with IT to the service provider, as well as providing cover for sickness and holidays. It also minimises any disruptions from technology, as IT partners providing managed services to schools can run proactive checks on the schools’ systems throughout the day to instantly pick up and rectify issues before they become a problem. Conversely, co-sourcing IT support can fill in gaps in internal expertise and save schools time, money, and effort in recruiting additional staff. By combining services from within the school and from a well-chosen partner, both parties can work to achieve the same goals. Bridging the gap However, perhaps the greatest motivator of all is no longer simply about cost, but about addressing the widening technology skills gap; in today’s competitive marketplace and with technology moving at a rapid pace, schools are finding it increasingly difficult to attract the right type of IT specialists to support them. This trend is again reflected in RM’s survey, with 60% of schools citing the need for additional skills and expertise as the most important motivating factor. “Schools have so many of their own challenges that recruiting top IT talent – quite understandably – tends not to be their main priority,” says Martin. “However, the problem is that when they do try to find the right staff, the marketplace is tough – they’re competing with the enterprise IT market and candidates can often get much more from an organisation than from a school. “As technology becomes an increasingly integral part of education, schools need IT expertise in multiple types of technology, which leaves them with two choices; to find a single IT support specialist with the knowledge and expertise of five different people, which is almost impossible – or to employ multiple experts to cover the vast range of technologies, which is very expensive. “When an IT issue occurs that goes beyond the expertise held locally – such as server failure, or pupils not being able to log into something – schools have to rely solely on their Network Support Manager or IT technician, who may not always be able to help. This puts schools in a vulnerable situation as it could ultimately lead to hours of lost teaching time and major classroom disruptions. “And that’s where outsourcing or co-sourcing IT support can become a major advantage for schools, as whatever the issue, they have access to the infinite expertise of a much larger organisation with every possible skillset they need.” Reclaiming time But while existing IT support staff may perceive outsourcing as a threat, the reality is often that they are not only benefiting from broadening their skillset by working with third party IT support providers, butare actually freed up to concentrate on offering more practical, hands-on IT support around the school. The DfE’s guidelines agree that ‘reducing the costs of managing and supporting a school’s ICT infrastructure can make more effective use of available in-house technical support’ and that ‘staff may be refocused away from purely technical support of a multitude of in-house systems towards supporting the uptake of the ICT and thus delivering improved benefits for the teaching and learning outcomes.’ Martin adds: “When you think about the sheer scale of what an IT technician has to do – from in-class support for teachers using ICT and proactive and reactive management and repair to monitoring security updates and load times and everything in between, it’s becoming almost impossible for them to achieve everything on their list without the support of a third party. “For Network Managers, the plethora of responsibilities is even more pronounced; in addition to network and server management they have to manage tight budgets, constantly monitor performance, implement and manage filtering and safeguarding policies, produce monthly reports and manage their team – as well as staying up to date on the changing technologies and developing an intrinsic understanding of how they can support teaching and learning. Ultimately, that model isn’t sustainable.” Bringing in a third party IT partner allows IT technicians, Network Managers and Business Managers to reclaim the headspace they need to focus on the more important tasks; rather like having a smoke alarm – you can confidently walk around your house knowing that if anything happens, you’ll be told. A good IT partner should understand
Keep calm and seek advice says leading college
With just a week to go before thousands of students across Staffordshire receive their A-level results, Newcastle-under-Lyme College (NULC), the highest performing further education institution in the region, is reassuring students that whatever their results, there are options and support available. Liz Wyman, Head of Learning Resources and Guidance at Newcastle-under-Lyme College said: “Understandably, students can get nervous in the run up to results day, even though the vast majority get into university, an apprenticeship or employment without a hitch. These results are the culmination of two years hard work and there is often a lot riding on the outcome. We would urge students to stay calm and seek advice if things don’t go to plan.” “As a caring college, we want to ensure that students have the best support available, whether they have out-performed expectations, undershot or are simply having doubts about the choices they have made. It is important that students, including those from other colleges, are reassured that whatever their results, there will be options available.” On Thursday 18th August, NULC will open its doors to students collecting results and will have knowledgeable staff on hand throughout the day to give advice and guidance. NULC’s support team will be joined by advisors from local universities and Entrust, who will be available to provide independent career advice. In 2015 NULC celebrated record results, with an overall A-level pass rate of 99.2%. 173 students achieved A* or A grades and 31 subjects achieved a 100% pass rate. For several consecutive years NULC has been the biggest provider of students to higher education in Staffordshire, with 860 students progressing to 91 different universities last year. For those students choosing to stay closer to home, NULC offers progression opportunities through a range of university-level programmes including Foundation Years, Foundation degrees, Higher National Certificates (HNCs) and Diplomas (HNDs). These courses are a perfect option for those wanting to study in a dedicated University Centre within a smaller institution that boasts first class facilities and fantastic student support. It is not too late to apply for courses starting in September; there are a range of course options available, including HNC/Ds in Business, Sport, Performing Arts, and Health and Social Care. NULC also promotes a broad apprenticeship offering with equally strong success rates, standing 11% ahead of the national average. Currently there are around 70 local apprenticeship vacancies available through ‘The Workshop’, a dedicated apprenticeship hub, housed within the main reception area at the College’s Knutton Lane campus. Giovanni Neglia, 19 from Burslem took AS levels, however, instead of going to university, he chose to step directly on the career ladder, undertaking a higher apprenticeship in business administration with Hanley Economic Building Society. He said: “University is not the only option, being an apprentice means that I’m not building debts, I’m getting my qualifications paid for and I am progressing towards university-level qualifications whilst earning and gaining experience.” Principal and Chief Executive of Newcastle-under-Lyme College, Karen Dobson said: “This is an exciting time of year as students across the country receive their all-important exam results. For many, a university place will be calling, but for an increasing number of young people apprenticeships are becoming an attractive choice. An apprenticeship gives you the opportunity to gain practical skills and knowledge in your chosen field, with the ability to study to degree-level, whilst earning a wage.” To find out more about apprenticeships at NULC visit www.nulc.ac.uk/apprenticeships or contact the Work Shop on 01782 254287 or theworkshop@nulc.ac.uk
Mayor’s Fund for London supports legal education project with primary schools in London
Almost 1000 primary school pupils have gained an insight into the workings of the justice system through taking part in the Mayor’s Fund for London Theatre of Law project during this academic year. This innovative legal education project is delivered by the National Centre for Citizenship and the Law (NCCL) who have an education team based at the Royal Courts of Justice in London. The project works with primary school pupils from London and aims to improve students’ understanding of the law and the contemporary justice system. The project consists of two days – one at school and one at the Royal Courts of Justice. At the start of the project, pupils are asked to consider how much they know about what happens to someone who breaks the law and how much they know about the different people who work within the legal system. This is then reassessed at the end of the project, usually resulting in a positive increase in knowledge, awareness and aspirations to see the law and related areas as a future career possibility. Matthew Patten, CEO Mayor’s fund for London said: “Working with young people to understand the law and their role in society at an early age is essential to ensure they play a full part in London’s future. Theatre of Law meets this need and promotes social and emotional skills that underpin effective learning and positive behaviour.” During the Mayor’s Fund for London Theatre of Law project, pupils work on creative crime stories inspired by real cases, learn about the consequences of crime, write scripts to prepare for their mock trial at the Royal Courts of Justice and debate punishments. The project aims to improve participants’ knowledge and understanding of the justice system and the consequences of what happens when someone breaks the law. It helps pupils gain an insight into the workings of the justice system and the roles of legal professionals, encouraging students to raise their aspirations to see the law and related areas as a future career possibility. Pollie Shorthouse, Executive Director, NCCL said: “The professional environment of the Royal Courts of Justice is an ideal venue for this project and allows pupils to learn more about crime and punishment and the legal system as they explore real courtrooms. The Mayor’s Fund for London Theatre of Law project provides opportunities to enhance knowledge and understanding of the law among young Londoners and to raise aspirations. This is something we are very passionate about.” One primary school participant told the NCCL team that through the project they had learned: “How many people can be affected by a crime… I didn’t understand how serious crime can be”. Theatre of Law participants are encouraged to develop a variety of important life, literacy and social skills through their involvement in the project. This includes attainment in spoken language, reading and writing, analysis, confidence, public speaking, debating and team work. The project also includes a set of comprehensive resources for schools to use throughout and legal education experts from NCCL are on hand to support and guide pupils in all activities. A teacher from Parkwood Primary School, London stated that the best part of the project was that: “It helped the children to understand the legal process – and getting to see a real court was fantastic. It was also very good that the judge who spoke to us was female.” This helps reduce stereotypes. Another teacher from Roe Green Primary School, London commented: “We really enjoy it and find that it gives the children a really clear idea of law and how the court works.” Schools interested in taking part in future Theatre of Law workshops should contact: london@nccl.org.uk or call 0207 947 7047. Theatre of Law is available for primary schools across London with above average free school meal eligibility. The project is funded by the Mayor’s Fund for London which means that schools only have to contribute £9 per pupil.
LED lighting for schools – a bursar’s guide
According to the Carbon Trust, getting lighting right is essential for both energy efficiency and the bank balance of a school, and as importantly for the wellbeing of its occupants. In the third of this special series of lighting in education guides, Energys will explore how LED upgrades can create multiple financial opportunities. It can also improve site health and safety, maintenance, and deliver infrastructure gains for bursars. Many bursars know the basics; energy efficient LEDs save on bills and the environment. But, the right level and the best quality of light is crucial to alertness, accuracy and the overall enjoyment of those working and learning in schools too. And, LED retrofit technologies can minimise work on school estates, and hike up other gains on the ledger too. Energy and cost savings Overall, The Carbon Trust says UK schools could reduce energy costs by around £44 million per year which would prevent 625,000 tonnes of CO2 from entering the atmosphere. Lighting, says the Trust, represents 20% of school’s energy costs, and 8% of their energy use. ‘Currently LED upgrades use at least 80% less electricity than an equivalent tungsten halogen source,’ it continues. So, the energy and cost-saving potential for bursars and their schools is clear. Further, ‘A properly engineered LED light has a comparatively long life, typically in the order of 50,000 hours. This can reduce maintenance costs significantly depending on the light source they are replacing,’ the Trust reveals. The Trust says making the business case for such low energy lighting is quite straightforward in terms of electricity saved vs investment required. Calculating the potential savings is based on identifying: a) The current lighting load (Watts or kiloWatts). b) The hours of use per annum. c) The new LED lighting load. d) The unit rate you pay for each kWh of electricity. “It is important to establish this cost-benefit analysis in schools nationwide,” says Kevin Cox, Managing Director, Energys. “When that analysis is done, the financial pathway to energy efficient, cost-saving installation is clear.” Health and safety (H&S) In schools, H&S is key. Today’s bursar’s aren’t just financiers, they are operations managers too. LED retrofit technologies are advantageous from this viewpoint. For a start, LED bulbs are more durable than traditional bulbs, and they have fewer fragile parts. Also, they are mercury free, compared with other bulbs which, if shattered during routine maintenance, require special care and removal, to say nothing of risk to operatives. Further, LED bulbs generate very little heat, so they can’t burn staff or children, and they make for a more comfortable teaching environment. Together, it all adds up to lowered H&S risk, and lower H&S costs. “We are right up to the minute on H&S,” says Cox. “We will install to the highest H&S standards and beyond, adding to the overall, lifetime H&S benefits LED offers to school bursars.” Funding options and capital expenditure For many bursars, even when the cash and environmental rationale stacks up, financing is still a key challenge. “It is wise to consider financing arrangements to suit your needs and more importantly, ensure you are saving money from the outset,” says Cox. “There are many schemes out there, and it’s crucial to research this intelligently and pick the right one. “Energys, in partnership with Utility Rentals and Smart Eco Energy, offers a financing scheme tailored to the needs of schools and colleges.” Such an approach is likely winto favour with boards of governors, tasked with myriad, competing demands for financing. And, you can also use your LED financing plan as evidence of the school’s cash-savvy, energy-intelligent approach in marketing materials and branding. Furthermore, LED lighting can even be included in schools’ lessons plans on sustainability, increasingly a key part of the curriculum. In so doing, another dual benefit arises, with further financial gains and teaching benefits. The shift to LED lighting Energys has a number of case studies on LED upgrades for schools and colleges available. These will help you learn more, and consider the best way to embed sustainable, futurist and beneficial lights in your environment.
Multi-Academy Trusts: What now for quality assurance?
While the softened, non-legislative path to drive English schools to become academies within a wider multi-academy trust (MAT) seems an inevitability, let’s remember that it’s also a path that remains at the heart of the Department for Education plans. For new or potentially expanding MATs, this move has a significant impact on how their senior leaders choose to oversee and monitor quality within each school under their control, says Louise Doyle, a MAT trustee and maintained school governor as well as director of self-assessment and improvement planning resources specialist, MESMA. Currently, 2,075 out of more than 3,300 secondary schools are academies, while 2,440 of 16,766 primary schools have academy status, according to the latest figures. Slightly less than 1,000 of those conversions are part of a MAT (although it is fair to say some only have one school in them). Against such a backdrop, it would be reasonable to suggest that the notion of converting as a stand-alone academy is one that will likely be consigned to the recent past. What’s clear moving forward is the expectation that those converting will be either planning to, or already be part of, a proposed MAT as opposed to the solitary academies. Mesma’s Louise Doyle says that no matter what the size and shape of a trust, quality assurance and more robust governance is critical In the main, for individual academies within a trust, it will be – for those that provide good education for their students – business as usual. Ofsted will inspect them in line with the Common Inspection Framework, while the head teacher will manage internal quality arrangements. Where things may start to differ is the way in which the central MAT leadership team decides to monitor the arrangements across each constituent part of the trust. The need to make decisions based on consistency of reporting, a solid process in place for self-assessment and improvement planning, a clear line of sight to when corrective action needs to be taken based on comparable data are compelling. This notion of consistency and comparability is likely to drive technology decisions that result in changes to business as usual for schools and (hopefully) the delivery of better education for all. Sir Michael Wilshaw in his letter to the Secretary of State in summarising the outcomes of Ofsted’s focused inspections of academies in 2016 said “A MAT needs to provide robust oversight, challenge and support to ensure pupils in all their academies receive a good quality of education”. Whilst giving a nod to examples of good practice, the tone of the letter was one of serious concern about whether or not MAT Trustees were any better at driving improvements in educational provision (particularly for those children who most need it) than the local authority from which the academies came. He went on to highlight seven key weaknesses with those levied at leadership concerning confused governance, lack of challenge, an acceptance of information presented and a lack of strategic oversight. In this harder, perhaps less tolerant landscape, where quality assurance – and the effective management of it – is increasingly to the fore in a culture of accountability (and culpability), the adoption of intuitive technologies have to be seen as an integral part of an effective deliverance strategy. Where such tools are adopted, the balancing act must always be about the holistic improvement of educational provision and not using the data produced as the proverbial stick to beat teaching staff with. Their involvement and engagement in self-assessment is crucial. What we must do is avoid a repetition of the negativity that has surrounded graded observations for example, where the process and outcome should be one of development and support. It’s clearly evident that within our brave new world, no matter what the size and shape of a MAT, there’s going to be a critical requirement for quality assurance and more robust governance. Indeed, in the face of recent findings by Education Policy institute, which found that 20 of the largest multi-academy trusts (MATs) – running more than 300 schools – fall ‘significantly below’ the national average for improving pupils’ attainment, the importance of self-assessment not just within each school but right across the trust, is perhaps more important than ever before; and goes to the heart of addressing the issues raised in the all-party parliamentary group’s (APPG) 21 questions http://www.nga.org.uk/News/NGA-News/Pre-2016/21Q.aspx
The Importance of First Aid Training for Children
When we think of first aid training, we normally think about first aid training for adults. This isn’t necessarily a bad assumption. However, it does show that we often don’t bother investing in teaching first aid skills to children, and this shouldn’t be the case. Investing in first aid training for the children at your school not only gives the students in your care vital skills but also encourages communication and leadership abilities. First Aid Training: Giving (Literally) Life Saving Skills First aid skills are essential at all stages of life. Think about the video that went viral in February of the nine-year-old girl who successfully called 999after her mother passed out in a moving car on the motorway. She managed to stay on the phone with emergency services for seven minutes while she explained what her mother’s condition was like (“alive but very poorly”). She successfully explained to the call operator where they were and she remained on the line until the police and ambulance services came to the scene. As much as we’d like to, we’re not able to watch our children all the time. The older they get, the more they’re going to be going off on their own adventures. One of the best ways to calm your nerves about this is to ensure that they’ve got all of the skills necessary to be able to handle themselves in an accident. And I’m not talking about Liam-Neeson-in-Taken levels of “handling themselves” — just basic first aid! Encouraging Communication and Building Leadership Basic first aid training covers a range of fundamental but essential skills. This includes how to get ahold of emergency services, what to ask for, and how to describe someone’s condition. All of this can mean the difference between life and death. Running a first aid training for the children in your school means making sure they have a thorough understanding of how the different emergency services work and what to do in different kinds of accidents and emergencies. As any paramedic will tell you, some of the most important first aid skills are also the simplest. For example, when someone has a bad fall, our first instinct is often to move them. But if they’ve fallen on their back, then moving them can be extremely dangerous. In fact, it could even result in further injury or death. First aid training covers how to respond to a range of different accidents and emergencies — such as burns, broken and fractured bones, and CPR. Instilling first aid skills in children is essential for a number of reasons. It not only gives them invaluable life skills, but it helps to build confidence, communication skills, and the ability to work well in a team. First aid requires teamwork, leadership, and the patience to listen to those around you. Training helps build these skills, which are incredibly versatile and will continue to serve children well throughout their lives. Want to invest in a first aid training course for children? Get in touch and we’ll sort you out!
Tackling low-level disruption
According to the teachers’ union, NASUWT, the main concern for staff in schools in all areas, is the growing pressure from ‘low-level disruption’, which is recognised as the most common form of poor behaviour. Therefore, in order for teachers to encourage productivity and boost attainment, in-class disruption must be kept to a minimum. Allie Palmer, ex-teacher and training and support manager at MINTclass, discusses the importance of creating pupil seating plans and the role they play in significantly reducing the impact of pupil disruption, making teachers’ lives easier and creating an effective learning environment. In Her Majesty’s Chief Inspector (HMCI) Annual Report 2012/13, concerns were raised about low-level disruption in schools. As a consequence, inspector guidance was tightened to place greater emphasis on the issue in routine inspections. In addition, HMCI commissioned a survey to ascertain the nature and extent of low-level disruptive behaviour in primary and secondary schools in England. The findings from this survey showed that teachers, parents and carers are rightly concerned about the frequent loss of learning time through low-level, but persistent, disruptive behaviour. Low-level disruptive behaviour includes talking to friends off-topic or passing notes between one another, which tends to only last a couple of minutes, but can significantly impact the flow of a lesson. As a teacher, if you are faced with low-level disruption in your class, there are some simple steps you can take to make your life easier. From my experience, it usually occurs when there’s inconsistency in school processes being applied, for example, not always sticking to a strict behaviour policy. The responsibility ultimately falls to senior leaders to enforce consistency when it comes to behaviour, which in turn, makes classroom teaching much easier and more productive. Praising the positive behaviour is also a good tactic. By focusing on the disruption, you can trigger more negativity and commotion in the classroom. Therefore, it’s important to concentrate on rewarding those students who are delivering. If those who behave are rewarded by being allowed to sit next to a friend one lesson, then disruptive students may take note and follow suit. Allie Palmer However, I’ve found that one of the easiest, yet arguably most powerful steps, is to create a seating plan! In order to avoid disruption in a class, you need to be in control of your students, right from the beginning. It’s important to set expectations; line them up outside and tell them where they need to sit as they enter. Doing this avoids any confusion and also focuses them on finding their name on the seating plan, rather than talking to, or messing around with friends. It also ensures that your students know how every lesson will start, so they’ll begin to accept the routine. Historically, teachers would have to manually create their own seating plans on Word or Excel, which means endless copying and pasting, for it to all change and be out of date after a few weeks, when the whole process would have to be created again from scratch. What may work for one subject, may not necessarily work in another, and the typical alphabetical or boy, girl, boy plans aren’t always the most effective. Thankfully, there are now digital seating plans available that make this process much easier. Once you get to know your pupils, their behaviour and friendships within the class, you can easily and quickly move them around, using the data collected to assess who they will work best with. This can be done regularly, every half-term for example, or on an ad-hoc basis, whenever a child’s behaviour suggests that they may benefit from being moved away from potential disruption. Every teacher will take a different approach when it comes to classroom organisation, but the important thing is to ensure that you have a process in place, which is enforced and integrated consistently into the routine of the lesson. It’s likely that the students will challenge your decision as they will want to sit with their friends, but remember, you have arranged the seating plan to maximise their attainment, so it’s vital to stick with it. The layout of your classroom may seem unimportant in comparison to everything else that a teacher has to deal with, but being in control of this means you can also manage disruption whenever it occurs, encouraging a productive learning environment and maintaining the highest levels of attainment.
New schools careers initiative to plug digital skills gap
A new school careers scheme is addressing teachers’ lack of understanding about the digital industries and the shortage of up-to-date information on how school leavers can get digital jobs. Digital Advantage was set up in response to feedback from creative and digital employers who think the national curriculum and classroom careers advice is failing to equip school leavers with the skills and experience needed to fill thousands of digital jobs. Employers report that schools do not have the technical know-how, latest careers information or relevant work experience links needed to prepare pupils for common roles such as web design, advertising, software development, marketing, social media, mobile technology and e-commerce. Earlier this month MPs from the House of Commons Science and Technology Committee warned that the UK needs another 745,000 workers with digital skills by 2017. The ‘Digital Skills Crisis’ report identified that the skills gap costs the economy around £63bn a year in lost income. Digital Advantage is working with over 500 students aged 16-18 from 20 schools and colleges in Greater Manchester and Lancashire and has been developed in line with the government’s drive to extend after-school activities. It has developed a two-term digital enterprise course that brings industry experts into school classrooms to teach the latest digital employability skills and provide real-world careers advice. Twenty four hours of teaching and mentoring helps young people to understand the digital industries and give them the skills they need to get into it. The course has been designed by industry to help pupils develop new business ideas, use the latest digital technologies, create portfolios of their own work and improve core skills in communication, team work and problem solving. Teachers receive training on how to prepare students for the digital workplace and integrate digital skills development into existing lessons. They also get support with setting up school coding clubs and digital holiday camps. Students benefit from work place visits, inspirational talks from industry experts and, this year, the chance to win a £5,000 start-up prize for creating a digital business. The scheme encourages sixth formers to consider an apprenticeship in the creative and digital industries straight from school rather than going to university. It aims to help 16-18 year olds secure well-paid, entry level digital jobs, straight from school. Every sixth former that completes Digital Advantage’s course is guaranteed an interview with a digital company for one of over 200 apprenticeships in the North West region. Bernie Furey, assistant head teacher at St Ambrose Barlow RC High School in Salford said: “Digital Advantage has given the pupils a flavour of what it would be like to work in the creative and digital industries. Some of our highest achieving pupils are now considering a career in these industries, something which they previously would not have considered.” Jackie Holt, managing partner at communications agency BJL and the IPA’s (Institute of Practitioners in Advertising) North West City Head said: “As both an agency head and a mum of a 14 year old boy, I’m very impressed by the opportunity that Digital Advantage brings to schools, teachers, kids and even parents. Schools need to forge better links with working environments, showcasing the type of real-life challenges that their pupils are going to face in 2-3 years. Teachers need support to be able to deliver that insight and knowledge so initiatives that provide real briefs can be inspirational. Kids are exposed to working collaboratively, under pressure and importantly with a competitive perspective – something that they definitely will face in the working world.” Andy Lovatt, managing director of The White Room, which delivers Digital Advantage said: “We want to show high achieving sixth formers that university isn’t their only option. Creative, technical and business brains are desperately needed right across digital industry. Students that get apprenticeships through Digital Advantage will benefit from high quality work experience, respected qualifications and good starting salaries; giving them a head start in the digital industries over young people coming out of university.” Digital Advantage is funded by the Greater Manchester Combined Authority, City Deal Apprenticeship Hub Funding.
5 Top Tips for writing a CV and getting a job interview
School leavers and job seekers have been urged by the UK’s leading careers specialist not to send generic CVs when they apply for vacancies. Richard McMunn, founder of the award-winning How2become.com business, says CVs should be tailored to specific roles to significantly increase the chances of being invited for interview. Richard, whose company has helped thousands of people get into their dream profession over the last 10 years through career guides and training courses, was speaking as school leavers across the country prepare to seek out their first full time job. Competition for job vacancies is also likely to be increased in the coming months with the economic uncertainty caused by the recent Brexit vote for the UK leaving the EU. Richard McMunn, founder of How2become.com Richard said: “From my experience, a massive 95% of job seekers create one single CV and then send that same one off to a swathe of different prospective employers. “These generic CVs don’t stand out from the others and, with so many applications now being made for vacancies, it is no surprise that the people who send them are not shortlisted for interview. “My advice is to put that little bit of extra effort in to make sure your CV exactly matches the skills and qualities required for the role you are applying for.” As the author of more than 100 career guides, with many becoming best-sellers, and the presenter of a wide range of job-specific courses, Richard is in a good position to advise job-seekers on how best to apply for work. These are his 5 top tips for writing a CV and securing a job interview: • 1 Carefully read the job description, as well as the key skills and qualities required in the role – use a highlighter pen to pick out the important elements of the job • 2 Create a CV which is concise, easy to read and free from waffle, ideally on no more than two sheets. • 3 Begin your CV with an introductory statement about you, your experiences and what you have to offer in this particular post – this will tell the employer you are serious about the job and not a serial job applicant. • 4 Insert keywords and phrases from the job description – the employer will pick up on these straight away and it will help them decide that you should be short-listed for interview. • 5 Repeat this exercise for every vacancy you apply for, sending a new job-specific CV rather than the same ‘one size fits all’ generic one. Free careers guidance resources are available on the how2become.com website on building a CV and the key interview skills via these online links: www.how2become.com/resources/ultimate-guide-to-building-a-cv/ www.how2become.com/resources/interview-skills/