By Suzanne Savage, Assistant Lecturer and Doctoral Researcher in the Faculty of Health, Education and Life Sciences. Full article on http://blogs.bcu.ac.uk/views/2016/05/19/five-burning-issues-time-to-reimagine-further-education/
As we eagerly await the first White Paper in a decade to address Further Education and Skills, I wanted to take a look at areas of concern for the sector. I asked facilitators of the upcoming Reimagining Further Education conference to be held on 29 June here at BCU, to share some of the burning issues they will explore.
- Leadership in Further Education: As we face a period of unprecedented change in the sector, do FE leaders need a new vision of their role? Dr Lynne Sedgmore, former leader of the 157 Group of Colleges, says: “Senior leaders and governors need to consider how they use their power and act on new ways of collaborative leadership in true partnership — beyond current formal hierarchy and tokenism — to liberate, engage, support and facilitate practitioners, and the professional power they bring, in much more innovative and radical ways.” What do you think? This and more will be discussed in the Leadership in FE strand of our conference.
- Accountability is often seen as the solution to quality in education, but Professor Ewart Keep of Oxford University warns that the current “low trust, high stakes inspection regime has a weak grasp of what vocational learning could and/or should look like. There is no widely accepted consensus about what the over-arching aims are that the FE system and individual institutions therein should be held accountable for.” This is compounded by new government initiatives towards local commissioning. Ann Hodgson of UCL Institute of Education asks “What are the respective roles of local, regional and national government in the governance of FE colleges and what should they be? What impact is the area review process having on the FE system in England?” If you would like to contribute towards answering these questions, join the Accountability, Governance and Area Reviews strand of our conference.
- Higher Education in FE: The release of the Higher Education White Paper this month has implications for colleges delivering HE courses because that provision will now be subject to the Teaching Excellence Framework (TEF). How will colleges juggle the requirements of both Ofsted and the TEF? Dr Karima Kadi-Hanifi, University of Worcester, says: “When evaluated from an exclusively HE perspective, FE is often seen as the inferior partner. But FE provision is very good, student-centred, inspiring and resilient.” To formulate the FE response to TEF requirements, sign up for the HE in FE strand of our conference.
- The introduction of the Apprenticeship levy in April 2017 creates unique dilemmas for colleges, and many of those who have historically focussed on classroom-based provision are not sure how to develop successful apprenticeship delivery. While fierce competition amongst potential providers is anticipated, can colleges harness some of the energy from the Area Review process to develop a more regional, coordinated approach to apprenticeship provision? Are employers ready for the introduction of the levy and resultant change to hiring practices, or do apprenticeship providers need to find new ways to work together with them? To join this discussion, sign up to the Apprenticeship strand of our conference, facilitated by Professor Chris Winch of King’s College London.
- Professionalism: In a deregulated sector, “how can we foster a more critical, dialogic and democratic professionalism at this time of great challenge?” asks Lou Mycroft, teacher educator at Northern College and co-founder of Tutor Voices. And despite deregulation, Tim Weiss, Membership Director for the Society of Education and Training Professionals, wonders “In a sector celebrated for diversity of delivery, subject area, learner and teaching staff alike, do we run the risk of losing this breadth and depth as we focus ever closer on “core metrics” such as maths and English, or does this underlying drive to improve the essentials enhance our diversity of delivery even further?” Help develop a vision by joining the Professionalism in FE strand of our conference.
With an undergraduate degree in anthropology from the United States, Suzanne Savage has spent the last 30 years in a wide variety of teaching positions in Nicaragua, the Netherlands and the UK. Most recently she has been a teacher training manager and teaching/learning coach in UK Further Education colleges. She’s very interested in the relationship between education policy, teacher professional practice, and the lived experience of students in the classroom. Her current PhD research at Birmingham City University is on the use of video recordings in the observation of classroom practice.