Lack of support around teacher mental health
The stigma around discussing mental health is still very much present, and the majority (80.3%) of education professionals agree that not enough is being done to support mental health at work. In fact, half (50.1%) have considered resigning from a job due to lack of support. That’s according to the latest data from CV-Library, the UK’s leading independent job site. The survey of 1,100 UK workers sought to explore the topic of mental-health in the workplace and how well employers support their staff. With 45.4% of education professionals revealing that aspects of their job can cause them to feel anxious or depressed, it’s clear that something must be done. When asked what measures employers can introduce to help support their staff, respondents said: Promote a healthy work-life balance – 32.9% Refer employees to a counselling service – 19.7% Create an environment where mental health is not stigmatised – 15.8% Have an internal counselling service for staff – 14.5% Allow them to take time out when they need to – 8% Furthermore, the majority (81.6%) of professionals in the education sector believe that employers should offer mental health days for staff, with 80.3% agreeing that they’d be more likely to work for a company that did. A staggering 92% also said that they believe that employers should be given training to help them understand mental health and how to help employees who may be suffering. Lee Biggins, founder and managing director of CV-Library, comments: “It’s concerning to learn that education professionals aren’t feeling supported by their employers when it comes to their mental health and it’s clear more needs to be done to tackle this. It’s a sad reality that mental health problems can affect all areas of life. But if you’re struggling to cope at work, it’s important that you don’t suffer in silence.” Worryingly, the majority (81.8%) of education professionals confessed that they would be too embarrassed to disclose information about the state of their mental health to their employer. What’s more, a huge 81% feel guilty for taking time off for mental health reasons. Biggins concludes: “From our data, it’s obvious that there is a deep-rooted stigma around talking about mental health, particularly at work. And it’s clear that education professionals are reluctant to take days off to look after their mental wellbeing. But the truth is, you wouldn’t feel bad leaving the office because of a migraine or stomach bug and your mental health shouldn’t be any different. “If you are comfortable enough with your boss, it’s important to let them know what’s going on. They may be able to offer you support in the way of counselling, reduced or flexible hours, or time off to recharge. If your employer is very unforgiving and you feel that you are not supported, it could be time to look for a better opportunity elsewhere, in a company where your wellbeing comes first.” For more tips on taking care of yourself, check out our guide on looking after your mental health in the workplace or search over 174,000 jobs today.
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
RANDSTAD STUDENT SUPPORT PUTS SHROPSHIRE STUDENTS IN POLE POSITION
Randstad Student Support, a leading provider of learning support staff, has taken a group of 15 budding Formula 1 racing engineers to the Williams Martini Racing F1 Factory for a day of innovation, excitement and engineering insight. The lucky group from North Shropshire College included 14 students who fought off tough competition to win the trip, managing to take home the trophy in a competition hosted by Randstad Student Support at the Association of Colleges conference held in November. Randstad Student Support worked with 65 further education colleges and 93 universities around the UK last year, providing vital support for 28,000 students, helping them to achieve their potential. All the students on the tour are currently studying either engineering or mechanics at the college and were given a glimpse into the inner working of the Williams garages. Also attending from Randstad was Victoria Short, Managing Director, Sadie Besley, Operations Director and Karen Guthrie, Further Education Development Manager. Students visited the advanced engineering section of the factory, learning how engineers at Williams use their high-tech, scientific knowledge to solve everyday problems. For example, students discovered that Williams’ pioneering work in cooling down race car engines had been transferred to reducing energy bills in the frozen aisles of supermarkets – creating vast energy savings. This revealed the wide range of professional options available to the students and the versatility of engineering as a career choice. With 431 engineering jobs currently available on Randstad’s website there’s high hopes the visit will have inspired a new generation of expertise.[1] Students also got the chance to prove their racing credentials and try to beat the best of F1 drivers on a BATAK reaction machine. Unfortunately the chequered flag was out of reach – with most posting scores half those of professional drivers. And the final pit stop was to the Williams museum, to check out the trophy collection and see F1 mementos up close. Sadie Besley, Operations Director, Randstad Student Support comments: “This competition was all about inspiring innovation in students – and giving them a glimpse into a potential career in engineering. F1 is the pinnacle of professional racing – and we want North Shropshire students to be at the top of their game. It was fantastic to see the students engage with the experience and fully embrace all the elements that create a successful F1 team. A practical and hands-on opportunity can give students the motivation to further their careers and something to aim for in the future. The skills picked up on the tour are highly applicable and will act as a real motivator for these budding engineers.” A real highlight of the trip was a chance to speak to Williams engineers and learn more about their career paths. Students had the opportunity to ask questions and find out more about future career prospects on offer at Williams. There are a wide variety of ways for students to improve their skills, with many apprenticeships on offer throughout the industry. Sadie Besley, Operations Director, Randstad Student Support concludes: “The best way to get ahead and give yourself the best career opportunities in the engineering sector is to get some hands-on experience. It doesn’t have to be paid work, any time that can be spent learning on the job, gaining practical skills and boosting your experience can give you a great advantage as a candidate. It’s hard to find the right person for the right job and experience and enthusiasm are key for outpacing other applicants. “For further education colleges looking to encourage students to pursue their interests in engineering and technology, the best way is to provide opportunities to see engineers in action. This doesn’t have to be a grand trip to a F1 Factory, it can simply be arranging for engineers to visit and speak to students. Practical advice is particularly important. And nothing is as inspiring as seeing a true professional in action.” https://www.randstad.co.uk/employers/areas-of-expertise/student-support/