InTuition Supplement Oct 18
The Technical Teaching supplement unpacked
This supplement is a rich combination of perspectives that bring to the reader a real sense of the contemporary landscape of the technical reforms and implications for high quality technical teaching. This blend is framed by a reminder from the minister of the policy drivers for the reforms. Her introduction is grounded in the Skills Plan first published a few days after the results of the Brexit referendum were announced. Future, post-Brexit, updates to the Skills Plan were still faithful to the underpinning narrative focussing on closing productivity gaps between both European and world-wide competitors however the emphasis on partnership is even stronger in the later version of The Plan.
Putting the ‘T’ in technical education to strengthen economic performance features as a major message from the supplement. Yet, a less strident liet motif also emerges. These softer notes speak to closing skills gaps in inclusive ways. Tristam Hooley signposts the role that the ‘careers leaders’, central to the government’s careers strategy might play and, most significantly, in the context of ‘subject teaching’. Many readers may take away from Hooley’s piece the importance of fostering learners’ aspirations, but he also hints at the fragile nature of career choices and the need for experimentation at the individual level.
These issues are crystallised even more strongly by Teresa Carroll’s reminder, in the context of young people with special education needs and disabilities, of the upcoming careers advice resources available through the Education and Training Foundation (ETF). It is clear that these materials will enhance the potential for these young people to actively participate in the reforms. Complementary resources for enhancing employer engagement for those studying below level 2 are also highlighted in the supplement.
Heritage of reforms
The content of the supplement has been carefully created with a line of sight to what has gone before. The shared heritage of the reforms with the recommendations of the Commission for Adult Vocational Teaching and Learning is rehearsed in some depth by its author Frank McLoughlin. Paul Kessell-Holland (head of Partnerships ETF) harks back even further to the origin of the insidious academic and vocational divide and positions the reforms as having significant potential to create high status technical teaching. This is echoed in the momentum that underpins the ETF’s Director of Sector Development, Alison Morris’s piece. Alison effectively bridges the gap between the policy narrative and multiple realities of making the reforms work through broad perspectives on the implications of the reforms. She ranges from governance and leadership through middle managers to the ‘most important group’ – the teachers.
'Hearts and minds'
Alison’s call to ‘win hearts and minds’ is echoed elsewhere in the supplement. The challenges of ensuring that years 8-13 school pupils have good access to advice about technical qualifications are highlighted by AELP. Andrew Kaye’s (deputy principal of Fareham College) detailed and balanced account puts makes some other challenges explicit. These include the issues of grading, work placements and dissonance between local needs and occupational pathways. Ed Sallis touches on similar issues in describing the interplay between employers and providers on the Education and Childcare Technical Panel that he chairs.
In drawing on contexts ranging from jeans to genes, employers’ perspectives are brought into play throughout the supplement. Many of these are explored through apprenticeship settings including the North Devon Health and Care Academy, the Royal Navy and clothes manufacturing. Cerian Ayres (Head of Technical Education) reminds readers of the key strategic themes addressed by the materials and toolkits available from the ETF to support apprenticeship delivery. Two powerful STEM case studies from the South West of England are also presented. TDK Lambda use a multidimensional approach to work with students and fostering strong curriculum links with STEM industries. Revisiting the emphasis on careers, Exeter College showcase their award-winning approach of promoting engagement with opportunities in STEM industries.
Case studies
The dynamic nature of several ETF programmes launched over the last eighteen months to support the workforce development emerged from a number of powerful case studies. Profiles from four participants in the ‘SET (Science, Engineering and Technology) for Teaching Success’ programme give the readers rich insights into how highly qualified industry specialists made the transition into teaching in further education. Strong messages about communication, collaboration and preparing students for employment all emerge. Cerian highlights the newly launched ‘Taking Teaching Further’ programme designed to support a similar agenda. Lee Phillips outlines how Bishop Auckland College has contributed to the evolution of the well established ‘Teach Too’ programme by the extensive involvement of employers in curriculum design and supporting teachers in their professional development.
Rich and varied insight
The combination of perspectives and contexts explored in the Technical Supplement gives a rich and varied insight into the implementation of the technical reforms. Doing this through grounded and honest perspectives means that the audience are likely to gain an authentic insight into both the challenges and benefits that lie ahead. As with any commentaries on contemporary issues, readers may also take away a sense of unfinished business. The language that goes with the territory may create unnecessary noise for those following behind. The use of ‘Vocational’, ‘Technical’, ‘SET’, ‘STEM’, and how apprenticeships are positioned in the reforms all need careful attention if definitions are not to be slippery and elusive to supporting the shared understanding essential to the implementation of the reforms.
November events
In keeping the discussions going, the Education and Training Foundation is running and contributing to a number of events in the next few weeks. These include:
- November 7th: Pride in Professionalism Conference
- November 12th: Leading STEM Conference
- November 20th/21st: AoC Conference
- November 27th: Teach Too Conference
How research makes a difference to teachers in FE settings
In the supplement Colin Bentwood (MD, Strategic Development Network) illustrates how the ETF’s Outstanding Teaching Learning and Assessment Programme supports how practitioner-led research contributes to apprenticeship delivery. In curating the March 2019 inTuition research supplement a small team are examining how research has made a difference to teachers and their practice in further education settings. The contexts for this exploration is technical education. If you are interested in learning more please contact Gail Lydon at: gail.lydon@etfoundation.co.uk with ideas and queries.