The other week I had the opportunity to meet with Mike Harwood from theEducation and Training Foundation. This meeting was a chance for myself as aSET member to ask about keys areas in the report I had received late December 2015.
The areas I quizzed Mike over were as follows –
Maths and English
The ETF has been offering Maths and English enhancement course for practitioners. I attended one myself last year. I have to say it was worth attending, it helped me look at the differences between GCSE and Functional Skills. Further on they are now spearheading a reform on functional skills (seehere for further information). What I wanted to know was what support could be given to not just ensure good quality teaching was delivered to the students, but what they were going to do about the pressure FE has to churn out results at lightening speed. Nobody wants to teach to the test but the funding pressure is immense and many teachers are feeling the strain. Mike explained he understood this having taught in the sector for many years himself. The ETF want to improve the standard of maths and English and this would include how it needs to be taught.
The ETF are investing in leadership (see here) so I asked how would developing existing leaders help those of us on the ‘shop floor’? How will we benefit? FE is renowned for having too many middle leaders. Mike explained that it would be about developing their leadership skills and would in turn have a positive impact on the rest of the staff team. There is also going to be something developed for teachers own leadership skills within the classroom. In addition the ETF will be looking at supporting staff that wish to progress into leadership roles.
Support is also being given to leaders by the ETF during these Area Reviews. Focusing on checking standards and ways to ensure they are at the very best level. Furthermore there is support for all professionals via SET.
Support for practitioners
One of the many areas the ETF are offering support for is using technology (see here) for teaching and learning. The ETF have used the recommendations fromFELTAG and are now working alongside JISC to support this in FE. I asked Mike would this mean they would be looking at the real key issues for us, as in time to explore the technology we are given? Furthermore, whatever we use is not simply a fancy gimmick that ticks the technology box. Mike said they were looking at running CPD courses in conjunction with the online ones they offer. He was onboard with what I was saying and agreed that time to experiment was vital if it was going to be used to support teaching and learning. He also took note of what type of training format would be best for these potential courses. All we want as teachers is to have access to a range resources and time to experiment using them. Also we need more autonomy in what we use, after all we know our students better than anyone!
QTLS has always been a bone of contention for me and I know for many other FE teachers too. So I wanted to know how the ETF were doing with this one. I have written about this before in a past post (see here). Mike says that they are aware that the IFL’s process was not overly popular. Therefore the ETF have taken feedback from practitioners and are working on strengthening the value of QTLS as well as the process. They hope to have a more robust and worthy form of QTLS by 2016.
Finally Mike also went on to discuss apprenticeships, due to a big shift in focus on them by the government. If you wish to read more on what support is being given for apprenticeship and training see here.
I am grateful to Mike for giving me his time to discuss this review report, and for David Russell for offering me the opportunity to discuss it with an ETF representative. I am left feeling quite positive about ETF and SET compared to over a year ago. There is still a long way to go to help raise the professional status of FE and other lifelong learning establishments, but the ETF are clearly moving forward on this.