Our Board of Governors is pleased to announce the appointment of its new Chief Executive Officer, Bill Jones. He will formally take up the post on 1 January 2026, following the retirement of current CEO, Colin Booth OBE.
Bill currently holds the position of Deputy CEO at Luminate and Executive Principal of Leeds City College, where he leads transformative initiatives across teaching, stakeholder engagement and institutional performance.
He will be taking on the group CEO role at a significant moment, as we continue to shape the future of further and higher education through strategic partnerships, curriculum innovation, and a steadfast commitment to access and inclusion.
A clear vision for the future
John Toon, Chair of the Board, said: “This appointment follows a rigorous and highly competitive recruitment process, attracting interest from across the education and public sectors.
“Bill demonstrated a clear vision for the future of our group, with a deep understanding of our values and the challenges and opportunities facing education at both a regional and national level. The Board is confident that he will provide outstanding leadership in the years ahead.”
Bill has worked in the education sector for almost three decades, holding senior positions at Sheffield College, Rotherham College of Arts and Technology and Burton & South Derbyshire College.
A continued commitment to changing lives
He said: “It is an immense privilege to be appointed as the next Chief Executive. Having worked within the group for over ten years, I’ve seen first-hand the impact our members, staff and students make across our communities every day.
“I am proud of what we have achieved together under Colin Booth’s leadership — and I’m excited to build on that strong foundation. As we look ahead, my focus will be on deepening our commitment to inclusive, high-quality education across both further and higher education, while exploring new ways to innovate, respond to local and national priorities, and strengthen our partnerships across sectors.
“Above all, I am committed to ensuring we continue to deliver against our core purpose: transforming lives through inspirational training and education. From technical and vocational pathways to degree-level study and apprenticeships, our group plays a vital role in shaping futures – and I look forward to leading the next phase of our journey with ambition, care and collaboration.”
The appointment marks a major transition for the group, as Colin Booth OBE prepares to step down after a decade of distinguished service. Under his leadership, we have significantly expanded our reach and influence, championed technical and vocational education, and fostered strong links with employers, civic partners, and communities across Yorkshire.
Further information about the transition and strategic priorities under the new CEO’s leadership will be shared in due course.
The bid outlined the scores of varied initiatives that each of WYCC’s partners have been undertaking to promote Sustainable Development Goals (SDGs) – the 17 global targets adopted by the United Nations to tackle poverty and protect the planet.
The members’ work over the past year has spanned all of the SDG categories which include Climate Action, Affordable and Green Energy and Responsible Consumption and Production as well as Reduced Inequalities and Quality Education.
Environmental action across the group
Some key examples included:
Leeds City College, Keighley College and Harrogate College taking part in Planet Earth Games – with Keighley, which produced an indoor greenhouse and a suit of armour welded from waste metal, being crowned the national winner
Running an array of sustainability-focused courses, with 86 including specific net zero or sustainability content, across multiple fields including digital, business, motor vehicle and travel, food and drink
Harrogate College embedding sustainable practice across all of its provision, while consolidating its position as a green skills leader
Leeds Sixth Form College’s staff and students leading litter picking sessions and community clean-ups, using the gathered rubbish to create a sculpture at Park Lane campus
Engineering students visiting DRAX power station to learn about the sustainable biomass it now uses as its primary fuel and the company’s research into carbon capture technologies
Inspiring first steps towards net zero
Luminate Education Group’s Deputy CEO, Bill Jones, said: “Lessening the impact of the climate emergency is one of our top priorities and something we can only effectively do through collaboration with our partners.
“There is a huge amount of work to be undertaken to make all of the changes we need to become, as we have pledged, net zero carbon by 2035. So it has been inspiring to see the commitment, passion and professionalism of our staff and students – along with those of our partner colleges – as they’ve thrown themselves behind this.
“We’ve made a great start and winning this Green Gown Award is a testament to that and will motivate us as we forge ahead with more sustainability improvements.”
The power of collaboration – and estate-wide improvements
Luminate Education Group Consultant, Jennifer Miccoli, added: “We did a huge amount of sustainability work as part of the WYCC bid, which was led by Shipley College. The collaboration with other colleges, and sharing of resources, was great and enabled us all to pick up some fantastic ideas.
“Our efforts included everything from small student-led community projects right through to reviewing our group-wide processes, particularly regarding our buildings, so we can target what will make the biggest difference in terms of our carbon footprint.”
In terms of the group’s buildings, a new advanced management system has been set up across each site to record and drive efficiencies in the use of energy, water, and heating. A range of multi-million pound infrastructure / rebuild schemes are also in the pipeline, including at Harrogate College and Leeds City College’s Mabgate campus, where the work will be completed to meet the BREEAM (Excellent) sustainability standard.
The installation of solar panels at Leeds’ Printworks campus meanwhile, due to be completed by this summer, is expected to save some 370,000 tonnes of annual CO2 emissions. Leeds Conservatoire is also, thanks to a £1.6m award from the Public Sector Decarbonisation Scheme, on course to slash its carbon footprint by upgrading its heating and cooling systems, windows and lighting.
The Chief Executive of Luminate Education Group, Colin Booth OBE, is retiring after 40 years in the education sector.
Colin will continue in his role as Luminate’s Chief Executive until December and will support the transition of his successor once they’re appointed in the next couple of months.
Throughout his career, Colin has transformed the lives of thousands of students through the creation of consistently high-quality education and training provision.
Luminate Education Group has grown significantly during Colin’s tenure; he has ensured members of the group are financially healthy, high quality and innovative institutions that meet regional and national skills needs.
A particular focus of Colin’s work over recent years has been ensuring that young people in Leeds have access to suitable forms of post-16 education. Alongside an over-abundance of academic post-16 options across the city, Colin has long highlighted capacity concerns around delivering the scale of vocational education that Leeds requires.
He said: “I’m incredibly proud of everything we have achieved together at Luminate as a team of staff and leaders and together with all of our key partners.
“Our collective efforts have not only ensured the continued success of our institutions but have also had a profound impact on the communities we serve.”
John Toon, Luminate Education Group’s Chair of Governors, added: “Personally, it has been my pleasure and a privilege to work closely with Colin over the last eight years.
“He has raised expectations around innovation and excellence and has driven teams to exceed expectations, improving the financial and quality performance of all organisations he has worked for.”
Leonardo da Vinci once gave this piece of advice: “To develop a complete mind: study the science of art. Study the art of science. Learn how to see. Realise that everything connects to everything else.”
Of course not everyone can grasp the intricacies of diverse disciplines as exceptionally as the great Italian renaissance polymath. But we all, in more modest ways, draw upon mixtures of creative thinking and scientific, mathematical or technical knowledge in everyday tasks.
Leonardo’s quote is more than 500 years old but it has not really been heeded. In the worlds of education and funding, for example, the ‘interconnectedness of everything’ is far from being universally accepted, with ‘art’ and ‘technical’ subjects still fenced off into distinct areas. That old-fashioned view, particularly due to its funding implications, is harming students, innovation and the economy. Which is why we need to talk about STEAM (Science, Technology, Engineering, the Arts and Maths).
A barrier to access and innovation
At our Quarry Hill campus, the arts are a vital part of what we do, with around 1,800 students pursuing creative subjects. But I’m an engineer, I have a BSc and have spent much of my working life in the backstages of theatres. Most of my time has been spent ‘doing maths’, even though I’ve been working in the arts.
When it comes to funding for courses, however, we still have this weird dichotomy based on divisions that really aren’t that clear-cut. At our campus we do have artists, like musicians and actors, but all around them, making it happen, are craftspeople, engineers, technicians and designers who need to be specialists in all kinds of science and maths.
And a number of subjects which have grown under the creative arts umbrella, like music production and photography, are also actually STEM (Science, Technology, Engineering and Maths) subjects. Then there are fields like computer game design that require deep and complex technical knowledge but are still classed as arts courses, because there is a reluctance to see past outdated categories.
That way of thinking is problematic because it inhibits innovation and collaboration, encouraging people to ‘stay in their lane’. It also results, far too often, in funding help not being available to anyone aged over 18 if their chosen field is deemed to fall on the ‘arts’ side of the line. That has damaging implications both for potential students – by effectively financially blocking older learners – and a performing arts industry that is screaming out for qualified theatre technicians.
That is a real win, but backstage theatre is just an extreme example of a much wider problem. We need an understanding at the highest level about STEAM, and how the arts and STEM constantly overlap.
Rethinking the economic argument
Instead, the focus tends to be all about the value of purely technical subjects. Of course we do need more engineers and scientists, but that message is often accompanied with the idea that creative courses are somehow less useful.
That’s a dangerous concept, and inaccurate: the arts industry is one of the biggest and fastest growing in the UK, and we don’t want young people to think they can’t be creative.
Where would STEM professionals be without those alternative thinkers that help provide that spark of innovation? Look at a company like Apple, which is known for pioneering new designs – it exists and flourishes because two people came together with very different, but complementary, skill sets.
Such success stories are perfect examples of STEAM in action. Our funding bodies, and politicians, would do well to learn from them when it comes to deciding which courses are worthy of financial support.
This thought piece by Richard Lee, our Assistant Principal of Creative Arts at Leeds City College, was recently published in The Yorkshire Post.
Following the Chancellor’s Spring Statement, Colin Booth, Chief Executive of Luminate Education Group, welcomed the recognition of rising NEET (not in education, employment or training) rates as a national challenge – but warned that without urgent investment in further education, the issue will only deepen.
Colin Booth, Chief Executive of Luminate Education Group, said:
“The Chancellor was right to emphasise growing numbers of young people not in education, employment or training (NEET) as a barrier to economic growth and opportunity. Given projections for increased numbers of 16-18-year-olds in the coming years, urgent action is required to ensure NEET rates do not spiral out of control between now and 2030.
Ensuring there is capacity to provide education and training opportunities that lead into employment or further study represents a central mission for further education colleges and should represent a central pillar of the Government’s strategy to reduce NEET rates. Many colleges in areas with already above average NEET rates, such as Leeds, already operate at maximum capacity.
While the current funding environment is predictably tight, investment must be found to grow further education colleges’ student capacity if the Government is serious about reducing NEET rates. Alongside this, it’s critical investment is matched with adequate funding that reduces college teacher recruitment and retention difficulties, as without the staff to educate and train growing numbers of young people, the NEET rate will predictably only rise further.”
As numbers of young people increase nationally, Booth’s message is clear: colleges must be equipped with the space and staffing to deliver on their mission – helping every young person find a meaningful route into work or further learning.
“Climate change and ecological destruction are some of the biggest challenges of our time.
“Schools, colleges and universities, like all institutions, have a responsibility to address them; and to meet the UK government’s target to reach net-zero emissions by 2050.
“Luminate Education Group seeks to do so much sooner.”
We will achieve net zero when the amount of greenhouse gases that we are producing is equal to or less than those we are removing from the atmosphere.
Wide-ranging actions to hit our target
Some of the main steps we will be taking to achieve the goal by 2035 or earlier – the pledge also includes an aspirational date of 2030 – include:
Changing our estate and buildings to become more energy efficient, reduce waste and generate their own energy
Developing sustainable travel plans for each of our sites
Embedding sustainability and green activities into staff development, student life and across our curriculum
Encouraging biodiversity on our sites, ensuring areas are dedicated to wildlife and planting
Partnering with organisations that value sustainability and hold events to support climate action
Our members will continue to provide, and develop, the green skills instruction that our students and partners need to thrive in a zero carbon economy too. And carbon literacy training will be offered to all our students.
Regular updates on progress
To monitor progress, we are also committed to measuring our carbon footprint – benchmark data is currently being collated – and publishing the findings regularly.
Looking ahead, the pledge – formulated by our Climate Emergency Committee – adds: “We will commit to our pledge and develop a detailed roadmap to outline the actions, resources, time and behaviours that will be necessary to achieve our objectives.
“We can’t do this alone. We will work with stakeholders, businesses and our community through networks, events and advocacy.”
