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KNIGHT ROOM

KNIGHT ROOM. Is the FE Sector Truly Professional?. Is the FE Sector Truly Professional. Paul Eeles Chief Executive at EMFEC . Is the FE Sector Truly Professional?. Is the FE Sector Truly Professional. Toni Fazaeli Chief Executive at EMFEC .

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KNIGHT ROOM

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  1. KNIGHT ROOM Is the FE SectorTruly Professional?

  2. Is the FE SectorTruly Professional Paul Eeles Chief Executive at EMFEC

  3. Is the FE SectorTruly Professional?

  4. Is the FE SectorTruly Professional Toni Fazaeli Chief Executive at EMFEC

  5. Institute for Learning – offers Professional Body Membership for Trainers, Teachers and Assessors North of England Education Conference, January 2014, Toni Fazaeli, Chief Executive, IfL

  6. The Institute for Learning supports FE teachers across career stages - ‘FE teachers are truly Professional’ • Average age of entry to teaching in FE is some 10 years older than schools, bringing substantial vocational expertise from employment and industry • 2013 – FE Teachers qualified, or working towards qualification as teachers/trainers plus15,000 QTLS • FE teachers believe strongly in the importance of a national requirement for teachers to be trained and qualified as teachers, as the clear majority did in government’s consultation, but not heeded • FE teachers are dual professionals – experts in their subject/vocational area and in teaching, learning and assessment • FE teachers believe strongly professional development central to being excellent and up to date in their practice – 2013 at least 30 hours of CPD a year • Teachers being professionally qualified - Conservative – No, Labour – Yes, Liberal Democrat - Yes • The Institute for Learning’s object is to support teachers, trainers and assessors be professionally excellent - as good as they can be. IfL complements and extends support from college/provider. • The Institute’s patrons strongly support teachers, trainers and assessors having high professional status: • Geoff Petty, Baroness Margaret Sharp of Guildford, Lord Tim Boswell of Aynho, Prof Ann Hodgson, Baroness Helena Kennedy of the Shaws QC, Barry Sheerman MP, Stella MbubaegbuCBE 8

  7. About us • The Institute for Learning (IfL) is the independent, member-led professional body for tens of thousands of teachers, trainers, tutors and assessors working across diverse further education (FE) and skills sector including: • adult skills and community learning • FE colleges • sixth-form colleges • voluntary sector • uniformed services • work-based learning • some in schools • Formed in 2002, IfL specialises in teaching, training and learning. As a professional body, IfL has a distinct role in supporting individuals to be excellent in their practice, thereby enhancing the professional status of teachers and trainers. Teachers, trainers and assessors choose to be a member of IfL as the professional body. • As an independent professional body, IfL is governed by an advisory councilcomprising elected members and some stakeholders and an elected non-executive board – led by professional teachers. IfL works closely with several sector organisations, unions and employer bodies and is apolitical. IfL is not a trade union. 9

  8. What we do? • The Institute for Learning focuses on making a difference for members in three key areas: • Read more about the work of IfL in our strategy updated for July 2013. • Read IfL's latest impact review to find out how IfLworks to support professionalism 10

  9. Join the professional body • Whether you are seeking career development, enhanced status or to build on your knowledge, IfL membership can be of benefit to you in your professional practice and your careers. • Annual membership fees are much lower than those of other professional bodies, with concessions available for members on lower incomes. • Find out more about membership benefits, grades and fees • Joining IfL is easy and only takes a few minutes. You can join online or over the phone with one of our membership team on 0800 093 9111. • Teachers become part of a large professional body – all dedicated professionals wanting to be as good as they can be in their teaching or training practice, and proud to be a professional teacher, trainer or assessor in the workplace. 11

  10. Being Professional - Professional status, voice of the professional, professional development ‘Finding IfL and becoming a member was a lifeline for me’ 12

  11. Is the FE SectorTruly Professional?

  12. Is the FE SectorTruly Professional Michele Sutton OBE President Association of Colleges

  13. IS THE FE SECTOR TRULY PROFESSIONAL Michele Sutton OBE President Association of Colleges

  14. Is the FE Sector Truly Professional? • Wide Sector • FE Colleges – complex and different • 6th Form, Land Based and GFE/WBL/Apprenticeships • Admissions from 14+ years • Entry level to HE - Undergraduate and Postgraduate • Autonomous – variety of contracts and terms and conditions • College Governors, Principals and senior management teams determine workforce requirements • Set framework in terms of qualifications and experience for all staff

  15. FE NEEDS Versatile and Flexible Workforce • ie Lecturers/Teachers • Support Staff • Business Support • Assessors • Managers • Governors Therefore, have to consider recruitment, retention, qualifications, staff development, CPD, scholarly activity and research, performance management.

  16. FE NEEDS All staff, especially those in teaching to have: • Up to date knowledge of their sector • Current subject knowledge • Current pedagogy including virtual learning in new environments

  17. Effective Teachers Need • On-the-job staff development • At Bradford College we still insist they hold teaching qualifications (for the majority of FE/HE, full and part-time staff) • To be able to respond to skills needs – adept/fleet of foot, eg engineers need credibility in their industry • Up to date subject specific knowledge • Excellent IT skills

  18. All entry level teachers are expected to have L2 Maths and English and have or work towards a teaching qualification • Level 3 IFL • Levels 4-7 require – Professional Body Accreditation and now HEA Accreditation, eg • Lawyers – Law Society • Dispensing Opticians – need to meet General Optical Council Requirements, have a degree and a teaching qualification

  19. Bradford College Students with the ABDO President

  20. Bradford College Ophthalmic Dispensing Team

  21. FT Staff 450 PT Staff 308 With Teaching With Teaching Qualification 402 Qualification 234 Working towards 15 Working towards 27 417 261 ie 93% 85% = 90% average Includes 21 PT and 29 FT staff with no teaching qualification required (HE (7 in total), Distance Learning, Professional Programme) CONCLUSION The majority of staff in FE Colleges are truly professional.

  22. Is the FE SectorTruly Professional?

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