By Clare Fitzgerald, Group Head of Business Development at Luminate Education Group
This year, Luminate Education Group, which runs a number of colleges and high education institutions across Yorkshire, is proud to relaunch our 100 in 100 campaign. The aim is to secure 100 new apprenticeships in just 100 days. Previously, this initiative has connected dozens of young people with meaningful career opportunities, and given over 100 employers the skilled support they needed to grow.
The impact was clear. Apprentices gained confidence, qualifications, and a future. Employers gained motivated team members who made a difference from day one. And, crucially, it helped address some of the gaps in priority sectors such as health and social care, education, and manufacturing – three of the region’s largest employers.
Across Yorkshire, employers are facing a familiar challenge: finding and developing the skilled workers they need to grow and thrive.
Only 0.3% of people in our region hold a trade apprenticeship qualification – a strikingly low figure given the scale of workforce demand. That’s why apprenticeships are more important than ever: they’re one of the most practical ways for businesses to grow their own skilled talent, while giving local people access to sustainable, rewarding careers.
As I step into my new role as Group Head of Business Development at Luminate, I’m focused on strengthening apprenticeship opportunities across West and North Yorkshire – making sure they work as well as possible for both learners and employers.
Every week, I hear stories from both employers and apprentices about the positive impact of apprenticeships. Apprentices are taking on new responsibilities, often moving into leadership roles, and regularly progressing onto higher-level qualifications. We’re building a thriving alumni community that demonstrates the long-term value apprenticeships can deliver.
At Keighley College, which celebrates its 200-year anniversary this year, we’ve run successful apprenticeships with local employers since the 1950s. Many of those early apprentices went on to play pivotal roles in their sectors – from manufacturing and skilled trades, which still employ tens of thousands locally, to professional and technical roles that are now among the region’s fastest-growing.
That idea of “see it to be it” really matters. The best way to inspire someone to take up an apprenticeship is to let them hear directly from those who have already benefited. Recently, for example, Roger Page – a former Keighley College apprentice who went on to build a successful career in aviation – returned to share his story with current apprentices. Hearing directly from someone who started where they are now, and who has gone on to achieve so much, shows what’s possible.
West Yorkshire’s Mayor, Tracy Brabin, has praised new TV show Dreamers for shining a light on Leeds’ – and the region’s – vibrant performing arts scene.
The six part coming-of-age dance drama, which was filmed in and around the city, is being aired now on Channel 4.
The show follows the ups and downs of a group of dancers who are part of the ‘Chapeltown Collective’, with most of the cast coming from Leeds City College or Leeds Conservatoire.
Ms Brabin, who during her acting career starred in hit TV dramas including Eastenders and Coronation Street, said: “I’m thrilled to see these inspirational dance students starring in this new hit series from Leeds-based production company Duck Soup.
“They are the living proof that if you want to make it as a creative you can make it in West Yorkshire.”
For cast members like Mika Rowe-Bailey and Tyler Pickles, their involvement represents an exciting step into television – and their first brush with fame.
Tyler, a 23 year old Acting graduate from Leeds Conservatoire, plays Liam while Mika, who works and studies at Leeds City College, plays Zaki. They are joined on the show by Leeds City College students Princess Neila Mubaiwa, Demarkus Marks, Lewis Aird, Morgan Reynolds, Keldon Copeland and Luke Tyson.
Mika, 25, said: “Dreamers is a powerful representation of Leeds, particularly the vibrant dance scene in the North.
“It shines a light on the importance of community dance spaces, especially in areas like Chapeltown, and emphasises the strength of community and friendship. The show captures the raw energy and talent that thrives here.
“There’s a wealth of talent here, and Dreamers has also provided opportunities for local people to develop their skills in the film and TV industry. We’re often told to relocate to London or Manchester, but Leeds is a thriving hub for dance and the creative arts.”
Like many of the cast, Mika – who has a performance background in Bradford and Leeds – first got involved after spotting an audition poster, and was cast in 2023.
Tyler, meanwhile, from Pudsey, is a skilled actor, dancer and choreographer. He landed his role after being encouraged by friends and staff at the conservatoire to apply, eventually securing the part of Liam, who he sums up as ‘a bit of a rogue’.
Describing Dreamersas ‘This is England meets Fame’, Tyler said: “It’s something that we all definitely enjoyed being a part of.
“We’ve all kind of developed as a family, not a term I use lightly, because this was our first time doing this. So we were all in it together and went through the entire process together.
“We formed it through improvisation so it’s very much ours as much as it is the director’s.”
The Dreamers’ storylines are inspired by the real story of dance in Leeds – and specifically the example of RJC Dance, in Chapeltown.
As such, the show features lots of intricate dance routines based around the contemporary Afrobeat fusion style – arranged, in large part, by former professional dancer and choreographer Dawn Holgate.
Dawn, a Course Leader in HE Creative Arts at University Centre Leeds, said: “I had a wonderful experience working with the cast and crew. Part of my role was to bring together eleven cast members, most of whom were unfamiliar with each other, and create a sense of unity and camaraderie.
“Their on-screen presence needed to feel like a cohesive collective. It was exciting to experiment, workshop ideas, and play around.
“I’m so excited Dreamers is finally on our screens. It was an honour to be involved and to have played such a key role. Hopefully friends and colleagues will enjoy it.”
Ms Brabin, meanwhile, says West Yorkshire Combined Authority is taking steps to help others break into the performing arts. She said: “I want every creative to have the same opportunities that I had, which is why we’re stepping up with tangible support for freelancers and microbusinesses, and investing over £60 million to provide training opportunities to everyone who needs them.”
Leeds City College, Leeds Conservatoire and University Centre Leeds are all members of Luminate Education Group.
As businesses across Yorkshire grapple with widening skills gaps and the need to build future-ready workforces, apprenticeships are once again taking centre stage. At the heart of this is Kelly Marie McAllister, recently appointed Group Director of Apprenticeships at Luminate Education Group – one of the largest college groups in the UK.
With 16 years of experience in further education and apprenticeships, Kelly joined Luminate with a clear ambition: to drive growth, enhance quality, and ensure apprenticeship delivery meets the needs of both learners and industry – locally, regionally and nationally.
“I was ready to take the knowledge and expertise I had developed over my career and put it into practice on a larger scale,” says Kelly. “Luminate is the fourth largest college group in the country, and the opportunity to help shape its apprenticeship strategy genuinely excited me.”
A Vision Built on Experience
Kelly’s experience in the sector has been a powerful influence on her leadership style. Her ethos centres on being a “positive disruptor” – using her platform not only to shape apprenticeship strategy but also to widen participation, drive innovation, and advocate for long-lasting change.
“My experience has given me the confidence to use my voice. I’m passionate about providing life-changing opportunities for those entering apprenticeships – and also for those working within the sector,” she explains.
Now in post, she has quickly established a clear set of priorities: growth, quality, culture and reputation. One of her first actions has been to strengthen Luminate’s team of apprenticeship specialists across both employer engagement and teaching and assessment. But just as crucial is the work she’s leading externally.
“We’re developing new and exciting networks regionally and nationally for both employers and apprenticeship specialists. Collaboration is key if we’re serious about tackling shared challenges around skills.”
Addressing the Region’s Skills Needs
Luminate’s apprenticeship provision has a broad footprint, including Leeds City College, Harrogate College and Keighley College – each with its own local identity and employer needs. Kelly is acutely aware of how critical it is to align apprenticeship delivery with those local priorities.
“We’re seeing acute shortages in sectors like construction, engineering and manufacturing, and health and care,” she says. “These are being exacerbated by a lack of qualified tutors leaving industry for teaching roles in FE. That’s why employer collaboration is so important – so we can share their expertise with the next generation, their future workforce.”
As part of her strategic approach, Kelly is keen to balance national data with real-world employer insight. She values the recent creation of Skills England, which is set to provide national direction, but believes that on-the-ground engagement is just as vital.
“I’m passionate about developing a destination-led curriculum. Skills England and labour market data give us the headlines, but meeting directly with local employers – from microbusinesses to SMEs and large levy payers – gives us the context. You need both to make informed decisions.”
Evolving How Apprenticeships Are Delivered
Internally, Kelly is also rethinking how the Group engages with employers through redesigned Employer Boards. The aim is to deepen partnership working and ensure feedback directly informs curriculum development and delivery. At a time when employer participation is often a limiting factor in the number of apprenticeships taking place, strong collaboration can ensure that the number of apprenticeships on offer more closely meets demand.
“We’ve updated our terms of reference and are really driving forward the idea of collaboration across the group. It’s about co-creation – building pathways that work for businesses as well as learners.”
This evolution is particularly relevant as apprenticeships continue to shift in public perception. Kelly believes strongly in reframing the apprenticeship offer – not as a second-choice alternative to university, but as a high-quality, sought after route that takes learners directly into the workplace, or even to degree level and beyond.
She’s also focused on inclusivity – ensuring that apprenticeship opportunities reach underrepresented communities and learners who might otherwise miss out.
Looking Ahead
Kelly’s long-term vision for apprenticeships at Luminate is ambitious, but it’s rooted in a strong belief in the power of collaboration and civic responsibility.
“We’re not just here to respond to employer needs – we want to lead. Apprenticeships should be transformative for individuals, businesses, and entire communities.”
As Yorkshire and the UK continue to invest in skills and growth, leaders like Kelly are ensuring that apprenticeship delivery is more than reactive – it’s strategic, collaborative and future-facing.
Luminate Education Group is celebrating a key milestone in the transformation of Mabgate Campus, as the £27 million development reaches its topping out stage.
Delivered in partnership with GMI Construction Group, the project is turning a once-derelict site into a flagship centre for adult education in the heart of Leeds. The new development will provide 70,000 sq.ft of high-quality, sustainable learning space and plays a vital role in Luminate’s mission to widen access to education, support progression, and regenerate local communities.
Mabgate Campus is already home to Leeds City College’s RE workshop and studios for Leeds Conservatoire. This next phase of development includes a five-storey campus for University Centre Leeds, a purpose-built space for Leeds City College’s adult learners, and a central atrium cafeteria linking new and existing facilities. The design prioritises sustainability, with low-carbon heating systems and energy-efficient features built in throughout.
The project also includes the sensitive restoration of Studio 24 – a much-loved former arts venue, preserving its character while integrating it into the campus’s future as a creative and inclusive learning environment.
David Warren, Group Vice Principal of Development at Luminate Education Group, said: “This milestone marks another step forward in our commitment to delivering high-quality learning environments. The new facilities will replace outdated buildings, providing cutting-edge spaces for University Centre Leeds and Leeds City College adult students. Thanks to funding from the Department for Education’s capital transformation programme, we are ensuring that more students and adult learners can access the education and training they need. It’s fantastic to see the project progressing so well.”
GMI Construction, a Leeds-headquartered company, began work on the site in 2023.
Ed Weston, Commercial Director for Yorkshire at GMI Construction, added: “Reaching the topping out stage at Mabgate is a key milestone in this landmark development. As a Leeds-based company, we are proud to contribute to the regeneration of this area while enhancing the facilities in this space. This investment will create outstanding opportunities for students and deliver lasting benefits to the region.”
The project forms a key part of Luminate Education Group’s wider strategy to invest in sustainable, inclusive, and high-quality learning environments across the region.
Three of our staff members have attended Royal Garden Parties after being recognised for their exceptional services to education, skills and local communities.
Director: Quality of Education Carol Layall, Head of Public Services at Leeds City College Tom Griffiths, and Progress and Attendance Mentor at Keighley College, Fiona Thompson BEM, were all invited to Buckingham Palace in May.
Carol and Tom attended an education and skills focused King’s Garden Party on 14 May, while Fiona attended a separate King’s Garden Party the following week. All three had been nominated for the honour due to their exceptional contributions to the communities they serve.
During their visits they each enjoyed an afternoon of entertainment, afternoon tea and a chance to mingle with members of the Royal Family – while also having a chance to meet and network with other celebrated individuals from across the country.
A privilege and an honour
Carol Layall, Director: Quality of Education
Carol was nominated for her leadership across the quality of education function, and a track record of providing exceptional support for students for more than 20 years.
She said: “It was a privilege to receive an invitation to such a special event. The garden party was amazing and it was lovely to see so many people getting recognition for their commitment to education and skills.”
Meeting other inspirational individuals
Keighley College’s Fiona Thompson BEM, with guest
Fiona is Chair of the Keighley Big Local, a National Lottery funded programme to improve the quality of life of local residents. She was recently awarded a British Empire Medal for establishing Cafe Eden, a monthly coffee morning and support group hosted at Keighley College for parents/carers of autistic children; a cause close to her heart as her son, Eden, was diagnosed with an autism spectrum condition when he was four.
Fiona was awarded the British Empire Medal in the King’s New Year’s Honours list in 2024 for services to the community of Keighley. She said: “The greatest honour for me was meeting so many inspiring individuals who dedicate themselves to supporting and transforming lives within their communities.”
‘FE through and through’
Tom Griffiths (right) with other guests
Tom has worked both in and outside the classroom to improve the life chances of vulnerable people within the community. Over the last five years he has established a partnership between Leeds City College and Harehills-based community centre CATCH, which is dedicated to improving opportunities for young people.
Tom has also been involved with the development of a study programme for FE learners with a passion for youth engagement and working within the community; and led on the setting up of an Emergency Food Support scheme for students during the cost of living crisis.
Leeds City College’s Public Service department has also worked with Leeds Learning Alliance to develop the Pathfinders Programme, aimed at developing future public service leaders.
In 2024 , Tom was shortlisted for the Association of Colleges’ Good for Me, Good for FE Award, in the Inspirational Role Model of the Year category, and has been described by colleagues as: “FE through and through…he understands its purpose and that it changes lives.”
The Labour government has made economic growth its top priority, but to drive this it will need to address skills shortages in the STEM sector which are holding us back to the tune of £1.5bn per year, writes Ann Marie Spry, our Vice Principal of Adults.
Colleges and higher education institutions like ours clearly play a vital role in addressing this problem – but not only through teaching the technical skills our learners need to succeed.
After analysing employer reports about recruitment in STEM fields a few years ago, what came over loud and clear was that while many of the students had the knowledge needed for the job, they didn’t have the necessary – and equally vital – behaviours.
So looking through a number of documents that mapped out the key characteristics that STEM employers were looking for, we whittled them down to create what we have called STEM 7. These are the attitudes and behaviours that underpin not just the science and tech industries but all kinds of jobs, from pastry chefs to fashion designers.
A skillset that transcends boundaries
STEM 7 consists of: creative thinking, problem-solving, communication, collaborative working, intellectual curiosity, flexibility and data-driven decision making. Just about all of those concepts are actually relevant regardless of the subject. Everybody these days has to use digital technology and maths in one way or another, and if you think of the design approach and problem-solving inherent to engineering, most jobs require creativity too.
Our challenge, as educators, is to ensure our curriculum provides opportunities for students to step out of their comfort zones and take on tasks in some of those STEM 7 areas they may struggle with. Engineers, for example, are known for having many important qualities – including problem-solving and, through their design approach, creativity. But they are not traditionally renowned for their collaborative approach or communication skills, both of which are invaluable in the workplace.
That’s something our approach can help students with before they join the world of work, by stretching and developing them to ensure they have some of those transferable skills that businesses of all types really value.
And we know it’s working. We included some of our partner employers, like tech consultancy BJSS, in the first discussions about our STEM 7 strategy to make sure they were on board, and they’ve been nothing but supportive.
Opening minds
Introducing this concept has meant challenging both ourselves and our students to broaden how we think about STEM. As someone with a science background I feel strongly that many people tend to have a fear of ‘science’ and the STEM subjects, but that’s something we can and will change because it’s all around us in everything we do daily.
One key way of doing so is through revising how we teach and moving away from the thoroughly unhelpful old perspective that saw technical and artistic courses as being entirely separate. Thankfully, there is an increasing awareness that both disciplines depend on each other and share many underlying principles, not least when it comes to creativity and intellectual curiosity.
The shorthand for this new perspective is STEAM (essentially, STEM plus the Arts) and Computer Game Design and Development is a classic example of STEAM in action. We teach the subject at Leeds City College as part of our very broad offering from the School of Creative Arts, at Quarry Hill campus – and it is the epitome of a field where technical know-how and creativity are equally important.
An immersive approach
Combined with this more open-minded perspective on what actually constitutes a STEM topic is the need to exploit emerging immersive technologies like AI and VR.
Such tools can offer great benefits to our students and the industries they want to enter. If you are studying healthcare, for example, you really want to learn on a hospital ward and we can offer that; indeed it will be one of the many new facilities that Harrogate College will provide following its £22m rebuild.
What VR does though, is give you so many additional options – in this case it allows you to change ward layouts, for example, and patient scenarios so that students are exposed to a wider set of challenges and leave college with a deeper understanding of what their jobs will entail.
We are already successfully using VR in welding at Keighley College, while across our group emerging technologies are helping us enhance the teaching of everything from science to electric vehicle infrastructure.
By combining these high-tech teaching aids with a STEM 7 approach, which also delivers those in-demand ‘softer skills’, we will start to plug those STEM-shaped holes in the country’s economy.
This thought leadership piece was recently published in FE Week.
