Technical and Further Education Bill

Written evidence submitted by Artist Paul Milton (TFEB 17)

Technical and Further Education Bill Recommendation’s and Overview

When looking at the (Bill) Detail’s The Reform Basis Mainly Consists Of Three Parts:-

(1) Assessment (The Equality and legislation part including policy details.)

(2)The aftermath (The subsequent prediction of where the changes will benefit or not.)

(3)New Burdens Assessment Summary of Bill (Outcome) and (Conclusion) to be published later on in the year.

Basis of Bill:-

The basis of the bill and core lies within equality, a subject I’m very passionate about the intentions are good but until the issue of (The Equality Act) are properly addressed the strength of this part is essentially flawed to begin with.

The main failings of the equality Act lies in policy and policies, the (EU) legislation which reinforces are equality? Due for review depending on (Brexit) or not?

(People can simply discriminate.)

This element also crosses over into employment routes as well (The equality aspect).


The targeting of this reform in term’s (SEND) isn’t realistic the key bracketing to start with is aiming the reform to target student’s and achiever’s who get a grade (A*-C) this criteria and attainment bracket in term’s of (SEND) is not realistic.

"I am dyslexic education was brutal with little or no space for expression or being different we struggle to get even a pass."


"A teacher I spoke to previously said she would of loved more allowance for student’s to be able to express themselves properly as individuals as the curriculum brackets a lot of student’s this bracketing in term’s (SEND) i.e. dyslexia." They simply can’t be their own person."

The wording into context of the Bill’s fields is wrong "Attainment" shouldn’t be attainment it should be "Bracketing" attainment mean’s "To aspire to, a Level" "As previously mentioned what if you can’t achieve those grades?

The Bill seem’s very focussed on the achievers with again the suggestion of the non-achievers taking the apprentice route/menial?

Employment Ambition’s of the Bill:-

The main crux and main make up of the Bill is to also address the issue of employment particularly in term’s of skill’s and skill’s shortage.

The pre-assessment writing and information seem’s sumptuous a pre-judgemental attitude that because the figures are up on people in employment mean’s they are happy.


The basis of the bill particularly shouldn’t just lie in the aim to get people into skilled placements but placement’s and routes of worth especially for people with disabilities.

Employer Role In Intended Changes And Reform To Education:-

The tendencies of the Bill are leaning towards passing the decision of a person’s employment future to the employer in cases such as (Sport’s Direct) and (BHS) I would highly suggest against that.

Companies in today’s market come and go and the standards aren’t there.

(Safety Net for Failing Institutions and Colleges):-

(Further Education Insolvency Regime)

This part of the Bill I tend to agree with this would have helped my previous college in (Hayward’s Heath) which has fallen under the bracket of failing with funding and financial problems’. "Sadly turned into bidding war over the future use of this building."

Area Reviews:-

In theory the college should have been picked up on or flagged up in The Area Review process prior to it coming under financial difficulties, the aim and ambition of this part is a good idea because institutions’ or education provider’s (EP’S) of the future and existing will have some sort of safety net and protocol.

The Area Review process again relied highly on existing infrastructure and steering groups and regional school’s commissioners which needed to be separate and unbiased for a fair and accurate review, there was also a delay’s with varied outcomes, and reports, in regards to these area reviews.

This more than often ended in blending colleges and universities to academies.

Basics Which Need To Be At The Core Of These Reforms: - Teacher Retention, Teacher’s boards of Governors, and The National Curriculum, and Primary assessment process etc "A sturdy and stable platform to make these changes and reform upon."

I have attached a couple of previous write up’s [1] the crux and ultimatum of this Bill working relies on existing infrastructures which I call the "Educational relationship".

If you require any further information please don’t hesitate to contact me directly.

Sincere Kind regards

Paul Milton B.A.Honours

Independent Ambassador for Art’s and Dyslexia.

Parochial Church Council Member.

December 2016

[1] Not published.


Prepared 2nd December 2016