tag:blogger.com,1999:blog-53871716442204022032024-03-20T15:13:00.053-07:00FE CulturePoints of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.comBlogger55125tag:blogger.com,1999:blog-5387171644220402203.post-41931265821405641952017-03-07T11:10:00.001-08:002017-03-07T11:10:42.594-08:00Moments that matter<br />
One of my Functional Skills students, a young lad with a family history, and personal experiences that make you weep just to think about it, always disliked maths lessons.<br />
<br />
The last few weeks though, he'd started to show some interest and compete to be first with the answer and I encouraged him as best I could in a class that sometimes resembles an angry, underfed, nicotine addicted zoo. He slowly let slip, in rare moments, that he'd never had any encouragement to do anything and it broke my heart to hear how he had rarely had Christmas presents and never a birthday cake. <br />
<br />
Last week, he took his Functional Skills Level 1.<br />
<br />
Today, I told him that he had passed and at 97% and I gave him a huge chocolate cake, with icing and sprinkles to celebrate.<br />
<br />
The look on his face will stay with me forever.<br />
<br />
Nothing can beat teaching when moments like that happen.Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-58647285414425836312017-01-10T11:15:00.000-08:002017-01-10T12:03:14.721-08:00Not so functional skills<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
Few, if any of the Level 2 qualifications are really fit for
purpose for all learners. GCSE is antiquated and barely accessible to many
FE students now. Functional Skills, which nicely filled a gap has become a
difficult qualification for those who are most in need.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Functional as the qualification is, many of our learners are
not.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Many have never booked a holiday for four people, many live
in families where no one has ever booked a holiday for four people – their life
experiences are so far outside the happy, family orientated, reasonably
affluent, middle class world of Functional Skills as to be alien.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The mathematical content is becoming more obscured in Ladybirdesque ‘Janet
and John’ scenarios and narrative. Many are NEETS, learners from broken homes,
those who live in hostels and have been shunted from school to PRU to ‘special
education establishments’ before washing up in the offices of the learning
providers or Entry level programmes at a college. This is not the fault of the
training providers or colleges, who do everything they can to help them through
the qualification but the qualification itself.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Functional Skills is written for a particular demographic
and we are asking a significant number of students outside of that demographic, to inhabit an imaginary
world they cannot begin to imagine in order to solve a mathematical problem.
How many of us, at 16 had booked a family holiday, negotiated our own phone
contract, purchased large amounts of food, a DJ, a village hall for a birthday
celebration or took 7 friends with us on a trip to a zoo requiring a change of
buses, trains, using a credit card etc.?</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We asking these students to use life experiences they will
not develop for many years, if at all, to solve mathematical problems they are
have not yet experienced in their own lives. Often, this lack of experience is
generational, particularly in areas of high and persistent unemployment.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Does this lack of life experience hinder them? I believe it
does and that Functional Skills, whilst a great idea in principle, is letting
down those who would benefit most from it.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Functional Skills should be far more employment related, not rooted in the fantasy of 'happy families'. Students need to learn skills that they can see directly relating to their employment hopes, good generic office skills, clear budgeting skills and interpersonal skills. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
For years the cry in GCSE classes has been 'when will I ever use Algebra', the cry now in FS classrooms is 'when will I ever need to book a holiday, no one in our family has been abroad, ever, can't afford it mate'.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
If we are going to teach Functional Skills (and yes, we should), then let's make it relevant to those who will benefit most from achieving it.</div>
<div class="MsoNormal">
<br /></div>
Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-80063978453615581152016-10-25T05:36:00.000-07:002016-10-25T05:36:18.744-07:00GCSE is not a 'one size fits all' qualification<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">During the #ukfechat conference, ‘Local Heroes’ at BSix
College on Saturday 22<sup>nd</sup> October, talk turned to GCSE Maths and English.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">Achieving a C or 4/5/6 as it will soon be known, is a
serious issue. Paul Joyce, Deputy Director of FE and Skills for Ofsted, spoke
eloquently at the conference and in a piece for the <a href="https://www.tes.com/news/further-education/breaking-news/ofsted-questions-english-and-maths-gcse-resits-policy">TES.</a> At the end of the
conference, we had an open session and I also spoke on the subject. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">It is right, absolutely right, that we continue to raise
standards of Maths and English attainment, they are essential skills for work
and life, helping to prevent people from financial fraud, choosing the wrong
deal and dealing with the increasing levels of information exchange we now
face. Not for one second am I advocating a lesser or weaker qualification for
Maths and English nor the abolition of the GCSE which is the right qualification
for those who are not embarking on a vocational future.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">However, GCSE Maths and English is not the right
qualification for everyone.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">The recent changes to Applied General and Tech Level
qualifications, and the changes from QCF to NQF offered a missed opportunity to
embed units focused on Maths and English. These units should be at <b>equivalent</b> level to a C or 4/5/6 and
the students should pass them in order to demonstrate their mastery of Maths
and English in their preferred subject and be mandatory in their main
qualification.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">Students who are unsure about Maths and English, who do not
relate to specific Maths and English teaching are more motivated in their
chosen subject to achieve, and find that using Maths and English makes more
sense to them, in that subject. Embedding Maths and English is worthwhile but when the examinations are undertaken, they are not subject specific.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
</div>
<ul>
<li><span style="font-family: "verdana" , sans-serif;">Theatre studies students, who do not understand geometry,
are perfectly at ease calculating angles for stage lighting</span></li>
<li><span style="font-family: "verdana" , sans-serif;">H&SC students
who struggle with maths are able to calculate baby formula ratios and drug
dosage per kilo of body weight</span></li>
<li><span style="font-family: "verdana" , sans-serif;">Bricklaying students cope easily with tessellation
when it is presented as laying a patio, calculating areas, perimeters and
numbers in both metric and imperial measures</span></li>
<li><span style="font-family: "verdana" , sans-serif;">Students studying Animal Care or
Agriculture calculate stocking densities of animals or drug doses for herds of
animals.</span> </li>
</ul>
<br />
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">There are hundreds of examples.</span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">We also need to ensure that teachers are properly supported to deliver this, through training and collaboration with Maths and English departments.</span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">As a country, we want students who are well qualified and
proficient in their chosen area of employment. It makes sense to embed units
with Maths and English that is relevant to their work. If a general
qualification is also required, then they can take Functional Skills too. For
those who require a higher level of general maths, then perhaps the
introduction of a L3 Functional Skills would reassure those who feel that the
unit qualification would be insufficiently broad.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">In the future, our students will be facing roles that do not
even exist, such a Drone Pilots for delivery companies. They will need to be
able to read, write and calculate efficiently and quickly. If we do not act
now, we will be condemning a generation of students to not just failure at
school but insufficient preparation for their future employment.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">It is rare that the grassroots of FE stand up and demand to
be heard, but we are doing so as we firmly believe that the current GCSE Maths
and English resit policy lacks both imagination and common sense.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
<br />
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;">Give us the right qualifications for our students and their
future before it is too late.</span><o:p></o:p></div>
<div class="MsoNormal">
<span style="font-family: "verdana" , sans-serif;"><br /></span></div>
Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com2tag:blogger.com,1999:blog-5387171644220402203.post-57386727240218294742016-09-20T11:48:00.003-07:002016-09-20T11:48:53.170-07:00Old FE Week piece - A Watershed Year for FE<br />
A piece I wrote for FE Week http://feweek.co.uk/2015/09/07/looking-ahead-to-a-watershed-year/ <br />
<br />
<div align="LEFT" dir="LTR">
<i>As the prospect of a new academic year
stretching out ahead becomes a working reality for FE sector, Jayne
Stigger considers what might be to come for teaching and lecturing staff
in 2015/16.</i></div>
<i>
</i><div align="LEFT" dir="LTR">
<i>FE & Skills providers are being sorely
tested; no one doubts that but those who endlessly shout, tweet and
holler the doom and gloom scenarios are missing the point</i>.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
Teaching/lecturing is challenging but staff
need to seize this opportunity to develop both their learners and their
own skills. Delivery using #FELTAG principles, working with local
employers, giving learners the opportunity to develop maths and English
knowledge in their subject specialism isn’t some new-fangled plan to
make life more difficult for teaching staff; it is the future and we
should already be doing it.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
We should be building learner show-reels to
demonstrate their competence to employers, crowdfunding opportunities
for them like @hearnesque and #Scrawlmovie and developing our own skills
if we don’t know how.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
Yes, finances are getting tighter, classes may
get bigger, courses may vanish from the curriculum, we may teach other
things, some providers will merge and job losses may seem inevitable but
they aren’t. This is the opportunity that FE staff should be taking
advantage of; to really demonstrate just how valuable we are to the
learners, our industries, country and its place in the wider, global
market. It is the reactionary culture that needs to evolve.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
The relentless push for more apprentices,
better vocational education and training with maths and English for all,
isn’t going away and the sooner the ‘traditional’ FE get on board with
the new thinking, the smoother the transition will be.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
UTCs, independent learning providers and
National Colleges are stepping out of the wings and learning our lines.
If FE wishes to continue to deliver all the courses it currently enjoys,
then teaching staff must play our part in the development of even more
effective vocational learning opportunities by adapting to the new rules
and proving our worth.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
We are ‘not like the brazen giant of Greek
fame’, we are different. We are staff who are talented in our vocational
specialisms, we take those who wish to learn a trade and develop their
talent. We also take ‘your tired, your poor, your huddled masses’, and
it is essential that we do, but to continue to provide that care and
support, we must generate our own income streams, which requires
multi-talented staff.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
Teaching staff can do much to support this by
changing the culture of a provider, with enthusiasm and positivity. If
we constantly talk our positions down, why should anyone else value us?</div>
<blockquote>
<div align="LEFT" dir="LTR">
The coming year will be the watershed for FE
Staff; those who stand up and evolve into forward thinking,
employment-focused delivery partners, those who facilitate skills
development in all our learners will thrive</div>
</blockquote>
<div align="LEFT" dir="LTR">
The coming year will be the watershed for FE
Staff; those who stand up and evolve into forward thinking, employment
focused delivery partners, those who facilitate skills development in
all our learners will thrive. If they help develop independent income
and secure partnerships, then they can still deliver A-levels, Access,
Esol etc. I hope they do, for they are as needed by those the government
doesn’t seem to see as clearly, as the favoured ones.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
Governments aren’t always right and their
hearing is very selective. This may be unfair, wrongheaded,
short-sighted and ultimately destructive but it is the hand we are
dealt. We should be working with employers, from choosing the units we
deliver in a BTec, to relevant careers advice and great learner IAG,
useful, logged work experience and staff training opportunities.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
I urge all in FE to take the current political
climate with a large pinch of salt. Governments come and go, their
impact, for all their posturing, is only as great as we allow it to be.
The time for standing on the edge, shouting at the water and urging
it to recede is long past and those who do will drown.</div>
The smart ones will develop their own training opportunities, build
rafts, link together, use social media alongside local knowledge and
industry to partner their ambitions and evolve so they can continue to
offer courses to everyone who needs them, not just those who are caught
in the current spotlight.<br />
Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-29530152190572822942016-08-10T13:05:00.004-07:002016-08-10T13:27:38.471-07:00The Haecceity: Grammar Schools<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Every hour or so, Twitter becomes obsessed with the ‘thing’,
not just the ‘thing’ but ‘this’, the ‘thisness’ of the ‘thing’. It becomes
bigger than itself, tweets amplify and enhance the wrongness of this ‘thing’,
the moral outrage that this ‘thing’ even exists is palpable.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My Twitter feed tells me that Grammar Schools are wrong. Not
just wrong but evil, divisive, harmful, unfair, elitist ...</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Yet they’re not. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Sending a talented singer or actress or dancer to Stage
School isn’t wrong, it’s what they need to develop their talents. Coaching a
child to run, swim, jump higher and faster, to represent our country isn’t
wrong. Giving an academic child an academic education isn’t wrong either, it’s
what they need to develop their talents. But somehow, it is deemed ‘wrong’.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Those who support this argument are observing it from the
wrong end of the telescope. They are focusing their outrage on schools that
are intent on providing children who have a talent for academia with a good
education. And ‘this’ is deemed a bad thing.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Where is the outrage for a child with an innate talent for
playing the violin having private music lessons, where is the outrage for a
child who can run like the wind having tutoring, or coaching to develop their
talent, where is the outrage when a child can paint or sing, or draw or swim or
… pretty much excel at anything other than academia?</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Is it right to put a child with oodles of vocational talent
but without academic interest or ability into an environment that is not
designed to develop their talents? Isn’t that as cruel as sending an academic
child to a vocational centre which specialises in an education that they are
not equipped for? </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
What is wrong, completely wrong, is that the alternative is dubbed
‘bog standard’ and implies we are sending our children to a comprehensive system that seems to
be failing to develop individual talents and particularly maths and English, in our children. Why are we not
railing against this argument? Instead of banning Grammar Schools to remove this privilege, why isn't the comprehensive system being raised up to give every child a privileged education?</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We should be demanding that all schools meet all our
children’s needs. That all our schools are excellent, that vocational education
is valued as highly as academic, that children with different needs, the
disabled, the ethnic minorities, the disenfranchised, the whole spectrum of
children have access to an education system that doesn’t fail them and gives them options. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The problem
isn’t with Grammar Schools; the problem is with:</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Society, parents, the media and our own prejudice. There is
a belief that a Grammar School gives someone a special gift that we can’t all have.
It’s not fair we yell and if we can’t have it, nor can they. The politics of
envy. If this is the way forward, then I will banish all of those who can sing
(I can’t – so why should they?). Instead of taking it off the few, we should be extending it to the many. If you have two bars of chocolate and ten children, you don't leave eight out, or withhold it from all ten, you ensure that everyone gets a share.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Parents and employers who, to some extent, still believe the perception that vocational education is not as thorough an
indication of ability as academic. The endless changes, the emphasis on apprenticeships, the qualifications that don't meet current, let alone future employment needs, the under-resourcing and endless media driven sensationalist headlines comparing us to others do little to help this. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The endless changes to qualifications, curricula, teaching
methods, new types of school that have undermined education and their faith in
it.We are not now comparing apples and pears but butterflies and chondrites. New is always promoted; quick, easy, shiny are the buzzwords, when it should be content and impact. Everything is counted, but little is really measured.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The values of society, which continues to secretly worship
at the tweedy altar of academia (hence the awful mimicry of Apprenticeship Graduation
ceremonies) whilst the government continues to display the dual agonies of lip service and contempt
towards vocational education.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The continuous linking of Further Education and Skills, which no matter how much glue is applied, are not and never will be the same. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Failure to provide different types of education for
different students in one good establishment. Equal but different. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
How can we change this? By stop messing about with education and qualifications, improve
maths and English so that children are better prepared for college and
life and stop making a new type of school every five minutes and allow
the ones we have got to stabilize, develop and become even better. We can support our teachers, put faith in them and their abilities, give them proper resources, enable them to develop their teaching so children are prepared for life after sixteen. By providing stability in all things educational, allowing development through empiricism. Magpie education does not work. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As teachers, we teach the way the child
understands. To develop new ways, new technologies (funding permitted) to enable them to understand, to modify our
practice to develop their knowledge. If a child requires us to teach them academically,
we do. If a child requires a vocational approach, we do that. We do what is
best for the child.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As a society, we are obsessed with labels. A ‘Grammar School
child’, a ‘sink estate child’, an ‘upper class child’, a ‘lower class child’.
It is time that we stopped judging everyone by their label.<span style="mso-spacerun: yes;"> </span>It is that compartmentalizing, the overall lack of excellence, for all
children, everywhere, that is the problem not Grammar Schools. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
It is time to stop being cutting off avenues for education, stop painting ourselves into a corner and ensure
that we educate each child in the way that suits them best, even if that is a Grammar School or a Studio School or a Sports College or a Stage School.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
p.s. I was a Grammar School brat. I passed exams. My parents refused to allow me to go to university (days of parental signature needed for a grant) because I was a girl. I went a bit wild, then learned good vocational skills at work (programming and systems analysis in the early 1980's). I put myself, as an adult, through the Open University and a PGCE to teach. Did the Grammar help me? I think it did, it showed me that there were options. </div>
<div class="MsoNormal">
<br /></div>
Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com3tag:blogger.com,1999:blog-5387171644220402203.post-40648426015228453172016-06-26T09:28:00.004-07:002016-06-26T09:54:57.053-07:00Brexit: Racism and Education<!--[if gte mso 9]><xml>
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<br /></div>
<div class="MsoNormal">
The #Brexit vote fallout and awful racist behaviour that has
been seen has many reasons, which can be put down to one thing.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Education.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Successive governments have reduced the value and range of
education. They have removed Grammar Schools, reduced and restricted curriculum
offers, driven teachers to tears, decimated Further Education Colleges and
forced students to choose between penury or education. </div>
<div class="MsoNormal">
Education has failed too many.<br />
</div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
They are all at fault. Conservative, Labour, Liberals and
multitudinous smaller parties. None have defended education with sufficient
passion or commitment to enable it to educate our young and teach them that equality between people matters.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The data seems to show that the less involved, less
educated, less enabled our people are, the more likely they are to blame the
blameless. Those who come here and work hard, for themselves and their
families. Those who try, those who want something better, those we should welcome.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The young seem to have not voted in sufficient numbers to
have an impact. Too many are not sufficiently interested or engaged to make the
effort to vote.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The young feel that they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The poor feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The disabled feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The Black and Ethnic Minorities feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The millions on benefits feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Those who depend on 4 different jobs and barely have the
energy to feed coins into their electricity meter, feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Those who have a job, which depends on them not having a
view, feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Those who do not think, have too much to say.<br />
<br />
Some of those who did not get the vote they wanted have been vicious in their condemnation of others. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
You may not like Grammar Schools, wide and differentiated
curriculum, FE Colleges or university degrees that require thinking rather than
practical work, but the broad education of students, the exposure to other
ideas and cultures, tolerance and balance is essential to build a population
with appreciation for others.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We have failed them all and now we reap what they have sown.<br />
</div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
Education in the broadest sense, not in the narrow Orwellian
straights of passes and fails of courses which are pointless in securing
employment, is needed now, more than ever. Exposure to the widest range of
thoughts and ideas, to aspire, to dream and to be tolerant of each other is needed to be a
responsible citizen in this world.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Unlike Cameron, we cannot throw a hissy fit, and stomp off
into the shadows of our Trust Fund, sulking that the electorate didn’t
understand that we were supposed to do as we were told.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We must now deal with this, and build a future for us all,
irrespective of colour, religion, origin, gender or sexual choice. We must now find a way for us to educate each other on our basic principles, points of view and integrate them into
one new mandate of equality.</div>
<div class="MsoNormal">
<br />
This casual, almost normalised hatred of anyone or anything that is
different is deeply embedded in some of our countrymen. It is disgusting
and before we can build a future together, we must stop it. We cannot be part of any community until we
do.<br />
</div>
<div class="MsoNormal">
We must ensure that our young are educated to value
democracy and the importance of individual responsibility, of social cohesion
and collective responsibility for the greater good. Above all, we must value each other, no matter who we are, what we are or where we come from.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Most of all, we must never, ever allow the lack of education
to be such a shaming or defining characteristic of a nation.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Education, like a referendum is for life.</div>
Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-550128175504226542016-06-26T09:28:00.003-07:002016-06-26T09:52:43.888-07:00Brexit: Racism and Education<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The #Brexit vote fallout and awful racist behaviour that has
been seen has many reasons, which can be put down to one thing.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Education.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Successive governments have reduced the value and range of
education. They have removed Grammar Schools, reduced and restricted curriculum
offers, driven teachers to tears, decimated Further Education Colleges and
forced students to choose between penury or education. </div>
<div class="MsoNormal">
Education has failed too many.<br />
</div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
They are all at fault. Conservative, Labour, Liberals and
multitudinous smaller parties. None have defended education with sufficient
passion or commitment to enable it to educate our young and teach them that equality between people matters.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The data seems to show that the less involved, less
educated, less enabled our people are, the more likely they are to blame the
blameless. Those who come here and work hard, for themselves and their
families. Those who try, those who want something better, those we should welcome.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The young seem to have not voted in sufficient numbers to
have an impact. Too many are not sufficiently interested or engaged to make the
effort to vote.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The young feel that they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The poor feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The disabled feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The Black and Ethnic Minorities feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The millions on benefits feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Those who depend on 4 different jobs and barely have the
energy to feed coins into their electricity meter, feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Those who have a job, which depends on them not having a
view, feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Those who do not think, have too much to say.<br />
<br />
Some of those who did not get the vote they wanted have been vicious in their condemnation of others. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
You may not like Grammar Schools, wide and differentiated
curriculum, FE Colleges or university degrees that require thinking rather than
practical work, but the broad education of students, the exposure to other
ideas and cultures, tolerance and balance is essential to build a population
with appreciation for others.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We have failed them all and now we reap what they have sown.<br />
</div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
Education in the broadest sense, not in the narrow Orwellian
straights of passes and fails of courses which are pointless in securing
employment, is needed now, more than ever. Exposure to the widest range of
thoughts and ideas, to aspire, to dream and to be tolerant of each other is needed to be a
responsible citizen in this world.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Unlike Cameron, we cannot throw a hissy fit, and stomp off
into the shadows of our Trust Fund, sulking that the electorate didn’t
understand that we were supposed to do as we were told.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We must now deal with this, and build a future for us all,
irrespective of colour, religion, origin, gender or sexual choice. We must now find a way for us to educate each other on our basic principles, points of view and integrate them into
one new mandate of equality.</div>
<div class="MsoNormal">
<br />
This casual, almost normalised hatred of anyone or anything that is
different is deeply embedded in some of our countrymen. It is disgusting
and before we can build a future together, we must stop it. We cannot be part of any community until we
do.<br />
</div>
<div class="MsoNormal">
We must ensure that our young are educated to value
democracy and the importance of individual responsibility, of social cohesion
and collective responsibility for the greater good. Above all, we must value each other, no matter who we are, what we are or where we come from.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Most of all, we must never, ever allow the lack of education
to be such a shaming or defining characteristic of a nation.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Education, like a referendum is for life.</div>
Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-45838411146259588242016-06-26T09:28:00.002-07:002016-06-26T09:51:28.329-07:00Brexit: Racism and Education<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The #Brexit vote fallout and awful racist behaviour that has
been seen has many reasons, which can be put down to one thing.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Education.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Successive governments have reduced the value and range of
education. They have removed Grammar Schools, reduced and restricted curriculum
offers, driven teachers to tears, decimated Further Education Colleges and
forced students to choose between penury or education. </div>
<div class="MsoNormal">
Education has failed too many.<br />
</div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
They are all at fault. Conservative, Labour, Liberals and
multitudinous smaller parties. None have defended education with sufficient
passion or commitment to enable it to educate our young and teach them that equality between people matters.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The data seems to show that the less involved, less
educated, less enabled our people are, the more likely they are to blame the
blameless. Those who come here and work hard, for themselves and their
families. Those who try, those who want something better, those we should welcome.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The young seem to have not voted in sufficient numbers to
have an impact. Too many are not sufficiently interested or engaged to make the
effort to vote.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The young feel that they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The poor feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The disabled feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The Black and Ethnic Minorities feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The millions on benefits feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Those who depend on 4 different jobs and barely have the
energy to feed coins into their electricity meter, feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Those who have a job, which depends on them not having a
view, feel as if they have no say.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Those who do not think, have too much to say.<br />
<br />
Some of those who did not get the vote they wanted have been vicious in their condemnation of others. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
You may not like Grammar Schools, wide and differentiated
curriculum, FE Colleges or university degrees that require thinking rather than
practical work, but the broad education of students, the exposure to other
ideas and cultures, tolerance and balance is essential to build a population
with appreciation for others.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We have failed them all and now we reap what they have sown.<br />
</div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
Education in the broadest sense, not in the narrow Orwellian
straights of passes and fails of courses which are pointless in securing
employment, is needed now, more than ever. Exposure to the widest range of
thoughts and ideas, to aspire, to dream and to be tolerant of each other is needed to be a
responsible citizen in this world.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Unlike Cameron, we cannot throw a hissy fit, and stomp off
into the shadows of our Trust Fund, sulking that the electorate didn’t
understand that we were supposed to do as we were told.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We must now deal with this, and build a future for us all,
irrespective of colour, religion, origin, gender or sexual choice. We must now find a way for us to educate each other on our basic principles, points of view and integrate them into
one new mandate of equality.</div>
<div class="MsoNormal">
<br />
This casual, almost normalised hatred of anyone or anything that is
different is deeply embedded in some of our countrymen. It is disgusting
and before we can build a future together, we must stop it. We cannot be part of any community until we
do.<br />
</div>
<div class="MsoNormal">
We must ensure that our young are educated to value
democracy and the importance of individual responsibility, of social cohesion
and collective responsibility for the greater good. Above all, we must value each other, no matter who we are, what we are or where we come from.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Most of all, we must never, ever allow the lack of education
to be such a shaming or defining characteristic of a nation.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Education, like a referendum is for life.</div>
Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-79322845232490437172016-05-25T03:55:00.001-07:002016-05-25T03:55:51.008-07:00Shoeless classroomsIn a recent <a href="http://www.theguardian.com/education/shortcuts/2016/may/24/secret-to-calm-classrooms-lose-the-shoes-schools" target="_blank">Guardian article</a> Stephen Heppell, professor of new media environments at Bournemouth University’s Centre for Excellence in Media Practice believes in the 'shoeless classroom' and cites many perceived benefits. He also believes that teachers should also be shoeless.<br />
<br />
Teachers, including Tom Starkey @tstarkey1212 are more cautious.<br />
<br />
There are, I find, a number of issues with the 'shoeless' policy; no one single 'fix' will resolve all the problems, we are complicated and subject to numerous whims and toes can still be stubbed and injured.<br />
<br />
My main objection though is to Stephen Heppell's assumption that everyone in a classroom has a neat pair of matching feet.<br />
<br />
Many children and adults are without one or both legs/feet/lower limbs.<br />
<br />
Their prosthetic limbs are not always instantly adjustable from one heel height to another, so they would walk with one foot raised and the other flat, limping and more likely to fall. They may be unable to remove their shoes, quickly and easily. So they go from being the only person in the classroom with a prosthetic, to the only person in the room who has to keep their shoes on.<br />
<br />
In theory, there should be no discrimination between those who are less abled, and those who are fully abled, but there is and given human nature, there always will be.<br />
<br />
These may be small points to some, and I'm sure the majority would cope well, dealing with the looks and comments, emerging as tougher people. But not all.<br />
<br />
Stephen Heppell needs to consider the wider impact of insisting that removing shoes in the classroom, magically makes us all more 'equal'.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-49909227442478527122016-02-11T10:17:00.002-08:002016-02-11T10:45:50.094-08:00Staff Apartheid <div class="standfirst">
Originally published in TES https://www.tes.com/article.aspx?storycode=6442389<br />
<br />
</div>
<div class="standfirst">
Learning support assistants provide a valuable service yet they receive precious little thanks for it – and enough is enough.</div>
<div class="standfirst">
<br /></div>
Colleges
are collaborative, supportive places. Teaching staff share resources,
ideas and strategies, along with coffee and chocolate biscuits. They
operate with bonhomie and improve their skills through supportive CPD
and peer engagement. But although they are the visible face of learning,
they are not the only ones responsible for it.<br />
<br />
Further education
colleges also employ learning support assistants (LSAs) to help the one
in eight students with declared needs and the many more who require a
helping hand. More than 80 per cent of LSAs are female and, amid the
diverse atmosphere of further education colleges, more than 90 per cent
are white. Qualified teachers make up about 7 per cent of the LSA
workforce, with more than 40 per cent possessing a level 4
qualification. But nearly 12 per cent have no qualifications at all and
20 per cent have only a level 2 qualification. Most are part-time and
paid hourly, have no year-on-year job security and are subject to
redeployment at any moment.<br />
<br />
Many have years of specialist
experience assisting students with dyslexia, dyspraxia, mental health
issues, impaired hearing or sight, emotional problems and more. LSAs’
responsibilities include note-taking, reading, enabling access to ICT,
providing mobility and mealtime support, advocacy, helping learners on
work experience and even covering classes for teaching staff.<br />
<br />
And
yet some colleges practise apartheid. LSAs in these institutions are not
part of the teaching team, not part of the culture, not anywhere. Many
don’t even have a staffroom to use, just a cupboard to hang their coat
in.<br />
<br />
In my experience, a number of staff are very reluctant even to
allow LSAs into their classes. They find another “voice” distracting,
as though it usurps their authority. Other lecturers find that sending
the more disruptive students to the library with an LSA enables them to
teach the rest of the class more comfortably. And so it might, but is
that what the LSA is for?<br />
<br />
Funding cuts over the past few years
have pared staff numbers to the bone in many FE colleges, and it puts
incredible pressure on the remainder when a member of teaching staff is
absent. In the sepia-photograph years someone would always be available
to take on a class but this is now unlikely, so the responsibility often
falls to an LSA who is told to “keep them quiet”.<br />
<br />
Frequently,
lecturers do not know how to use LSAs effectively because CPD does not
teach them how. Nor are LSAs given opportunities to develop their own
skills. A few are paid for training but the majority are not and
consequently do not attend, missing out on valuable learning and staff
interaction. LSAs are often not released for training because of a lack
of time or because of their low status. Their contracts usually end when
the students leave and before the CPD begins. The career path for LSAs
is a narrow one, and without a progression route they have little
motivation to develop themselves. Yet they are often observed under
similar conditions to teaching staff and graded accordingly.<br />
<br />
Many
lecturers admit they don’t have the confidence to direct support staff
effectively. Many are confused about what “support” actually is – they
simply stop interacting with a student when a support worker is present.
This seems pretty unfair: LSAs are used to keep the “naughty ones”
quiet, barely tolerated in some classes, excluded from training and
development, poorly paid and have no career progression, and yet they
are expected to stand in for lecturers at the drop of a hat.<br />
<h3>
Worlds apart</h3>
Discussions
between teaching staff and LSAs outside the classroom are still rare.
LSAs often go into classes without knowing what will be taught, what
objectives are to be fulfilled, what practical work will take place or
even what the course is.<br />
<br />
Is FE like Downton Abbey, with lecturers
and teaching staff on a higher tier than LSAs, who must be kept in their
place? I can’t believe that is how anyone in the sector wishes it to
be. We listen to students and request “stakeholder” views at every turn,
yet a significant proportion of the staff are effectively treated as a
stopgap.<br />
<br />
Where is the equality in that? And what will be the
impact if this keeps happening? Training all staff to reach the highest
standards is surely a no-brainer. Despite the government’s best efforts,
most colleges still insist on employing qualified staff to teach
students, so why not extend that investment to the learning support
team?<br />
<br />
It is easy to talk to LSAs, to listen to them, to take a
skills audit and match their strengths to relevant areas. It is simple
to define their training needs, to include them in team meetings for the
areas they work in and to value their insights. I’m incredulous that so
many colleges don’t.<br />
<br />
We present an image of collaborative harmony
to the world, working in partnership with employers, parents,
stakeholders and schools – pretty much anyone who comes our way, in
fact. But we do not, it would seem, include a key part of our workforce,
who find themselves marginalised and too fearful of losing their jobs
to say so.<br />
<br />
Building a qualified, experienced and truly
collaborative workforce must be our first priority if we are to continue
to enable all learners to achieve. And yes, that includes the LSAs.<br />
<br />Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-8310121517318496672016-01-26T07:12:00.000-08:002016-01-26T08:27:24.147-08:00Technology Lottery<!--[if gte mso 9]><xml>
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<div class="MsoNoSpacing">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQ8wejIJNhkivr9yGKCHr7P39x4pGYOVi45EODkNaHfXBwreUShFnILlq0wHadai2A-t9QnZi14FMr9QuZ9xvFblOSDrZkikskucilJbcgqhl5BibuRYB3y-Winnr4Jnm_I81XL-2uczcn/s1600/lotto1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="133" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQ8wejIJNhkivr9yGKCHr7P39x4pGYOVi45EODkNaHfXBwreUShFnILlq0wHadai2A-t9QnZi14FMr9QuZ9xvFblOSDrZkikskucilJbcgqhl5BibuRYB3y-Winnr4Jnm_I81XL-2uczcn/s200/lotto1.jpg" width="200" /></a>The missing lottery ticket worth £33 million really caught
my imagination. </div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
I don’t often buy a ticket, maybe once a year or so, and I don’t
live in Worcester, so I know it’s not me. Every time I do buy one though, I
photograph it with my phone, so if I lose it or accidentally put it in the
washing machine, I’ve got a record of the thing. <span style="mso-spacerun: yes;"> </span>It’s quick, simple and cheap; words beloved by
Government and Financial Directors.</div>
<br />
<br />
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOW6Mpo0dpXfsa1cVgT5n5PedV1P92YW2H5lB5Gbtn_mT0HvILkVa_Im4jYdiWGOjY1aBcHXohvKooO_ex061cWzcwGjF5QCW7YOKsRIAWeizkoFq-JcU9bVqnIltSp6wa-g2fPdAaSIAE/s1600/iphone-iphone5s-colors.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="234" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOW6Mpo0dpXfsa1cVgT5n5PedV1P92YW2H5lB5Gbtn_mT0HvILkVa_Im4jYdiWGOjY1aBcHXohvKooO_ex061cWzcwGjF5QCW7YOKsRIAWeizkoFq-JcU9bVqnIltSp6wa-g2fPdAaSIAE/s320/iphone-iphone5s-colors.jpg" width="320" /></a>I’m pretty sure that this anal capturing of data is due
to two things; my long career in FE (always have the evidence) and the
availability of reliable technology.<span style="mso-spacerun: yes;"> </span><br />
<br />
I’ve
always encouraged students to photograph each other’s good work to provide them
with a visual revision record and often, just photographing a screen is quicker
than send to printer, then running around a building looking for the
printer.<span style="mso-spacerun: yes;"> </span><br />
<br />
I once worked in a college
where one campus was 21 miles from the other. Driving there to get my printing
because the system wasn’t properly configured was pointless.</div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
#FELTAG has put forward many fine ideas for using
Technology in Education and the government’s recent decision not to fund online
learning at a lower rate should be acknowledged as a nod to understanding that
online learning matters. To ‘learn online’ though requires tech, infrastructure
and availability.</div>
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<br /></div>
<div class="MsoNoSpacing">
Tom Starkey @tstarkey1212 recently tweeted that his business
cards were not printed in time for an event, and asked for help. Tom is a smart
man, giving advice on using technology in education but even he needed to collaborate on technology so he could move over to
using an App to electronically produce and send his business cards. </div>
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<br /></div>
<div class="MsoNoSpacing">
This is the dichotomy for me; smart, technologically
aware education experts and teachers that fully appreciate the value of using
tech in teaching and learning don’t always think laterally and apply it to
their own lives. That's why we need so much more collaborative practice.<br />
<br />
Embedding tech into our lives, to make them easier, surely has
to be the basis of our experience for embedding it into teaching and
learning?<span style="mso-spacerun: yes;"> That is why we need to share and keep sharing ideas, so we can learn.</span></div>
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If we don’t do it, how can we teach it?</div>
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Clearly more is needed than knowledge of technology and
how it can be applied. There has to be an identified need and an identified
solution but whilst the identification can be as simple as spotting something
on a tweet, the matching process is nowhere near instant with a full teaching
load and lack of equipment.</div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUt4krkmFbIe4OYyqwBWe17e19JAHTLY26oBMvEMmOvdLq_3VS8lbrCAlmJ0_jLHs974WtdSOAW4qnEMG5iHKP0FDNPivXUWt6qIh3aZ2UIpZYfNG9gBjPEJtZNNmHFKPqDLcKl2tUym5_/s1600/Welcome+to+Ludditeville.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUt4krkmFbIe4OYyqwBWe17e19JAHTLY26oBMvEMmOvdLq_3VS8lbrCAlmJ0_jLHs974WtdSOAW4qnEMG5iHKP0FDNPivXUWt6qIh3aZ2UIpZYfNG9gBjPEJtZNNmHFKPqDLcKl2tUym5_/s320/Welcome+to+Ludditeville.gif" width="260" /></a></div>
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Teaching staff need time to explore the use of tech, it
cannot be ‘applied’ to a lesson in a top down fashion, as you would select
extra Hoisin Sauce to go with your Crispy Duck.</div>
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Students who take a test online, ticking a box to select
an answer are not using technology for learning. There is no difference in
ticking a box with a mouse to ticking a box with a pencil and if that is how
tech is to be applied, then we are fooling ourselves and cheating the students.</div>
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<br /></div>
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Developing tech for effective learning requires patience,
a supportive atmosphere and collaboration. All of which is expensive and not
generally funded. Those who excel at tech such as Scott @bcotmedia do so
because they have a natural talent and invest every moment of their time into
the projects with unparalleled enthusiasm. We could all invest the time, but sadly
few of us have his natural talent. </div>
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<br /></div>
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But given the right environment, access and support, we
can learn.</div>
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<br /></div>
<div class="MsoNoSpacing">
One of the most popular #ukfechat topics recently was the
hugely successful and much appreciated <a href="https://storify.com/MrsSarahSimons/how-to-make-the-most-out-of-digital-tools-in-learn" target="_blank">Using Digital Tools</a>
by @ChrisLKirk which clearly demonstrated the need for more collaborative
effort in using technology in TLA. People want to know how, what to use, new
ideas and applications, to learn from each other and build on existing
expertise and experience.</div>
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<br /></div>
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Teachers/Lecturers don’t want to see Pink computers for girls
and Blue ones for boys, they don’t want to see students sat at terminals, bored
and lifeless whilst they tick boxes on a test, they don’t want to have quotas
imposed on their teaching to mention IT or Technology X times a lesson in order
to hit an ambiguous target.</div>
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<br /></div>
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Teaching staff it would seem want the fundamental basics
to be available so they can develop their skills and knowledge.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2A18_kcn9prYCHx-oPBfhkmVTxgEz23B3M7brM1j3KU55Nv4CR7t-qLf9VzHI-LRuQfFrZYl03LGWDGDCzH88CThJGf-FkxEx2qRFmLepwzTSZpsqtTTw1-08aavTlgL7PIiG3syb4xq2/s1600/1oldtech.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="177" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2A18_kcn9prYCHx-oPBfhkmVTxgEz23B3M7brM1j3KU55Nv4CR7t-qLf9VzHI-LRuQfFrZYl03LGWDGDCzH88CThJGf-FkxEx2qRFmLepwzTSZpsqtTTw1-08aavTlgL7PIiG3syb4xq2/s200/1oldtech.jpg" width="200" /></a> </div>
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The opportunity to experiment with technology, to hear
the learner views on our efforts and their impact, to share our results and
experiences, without fear of repercussion. </div>
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<br /></div>
<div class="MsoNoSpacing">
They would like to have access to more than one trolley
of laptops which in a one hour lesson takes 40 minutes to log onto the system
and are only available on alternate months with an X in the name, provided you
book them the day you start your job. </div>
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<br /></div>
<div class="MsoNoSpacing">
Teachers would like to have rooms that have internet
access, rooms where mobile phone signals work so they can use Socrative. </div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
They would like a computer system that isn’t based on
Windows 2000</div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
They would like a firewall that doesn’t stop Sports
lecturers from accessing Middlesex Cricket Ground</div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
They would like to have access to technology in the same
way that management teams have iPads for their data management needs and feel
that they have parity when it comes to the distribution and funding of
technology.</div>
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<br /></div>
<div class="MsoNoSpacing">
They would like investment, not on paper but practically
in time, support and equipment. </div>
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<br /></div>
<div class="MsoNoSpacing">
Even now, there are colleges that have large
areas with no computer access at all in classrooms.<span style="mso-spacerun: yes;">
</span> </div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
They would like to see technological opportunities for Teaching, Learning and Assessment that isn't a Lottery. </div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
Too much technological investment has been into the ‘chalk and talk’
model, with the teacher at the front, one computer and an IWB, at the front.
Teaching and learning has moved on but the technology still has a ‘buffer face’.</div>
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<br /></div>
<div class="MsoNoSpacing">
Technology that is simple, effective and useful should be
as available as Oxygen; using it should be osmotic not just ‘embedded’'. Until
these fundamental issues are addressed, Teaching Learning and Assessment that
benefits from the use of technology, to enhance the TLA, <span style="mso-spacerun: yes;"> </span>will be a long time coming. </div>
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Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-34836826629311810002015-12-07T13:59:00.006-08:002015-12-07T14:02:29.056-08:00Making maths work for students, Employers and Governments<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Delivering the entire course of GCSE Maths in 33 weeks and
expecting learners to pass is laughable. FE simply does not have the teachers,
resources, time or frankly, the ability to achieve this level of magic.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I’d like to see a new approach to maths resits in FE
Colleges. I suspect that I’m not alone and that many others would too.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I’d like to propose a new qualification; a modular one,
shared between Schools and FE.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Students could start in Year 9 in Schools. Firstly, mix
together GCSE and Functional Skills. Secondly, break it up into modules; 3 in
Year 9, 3 in Year 10 and the final 3 in Year 11. The Higher component could be
a tenth module to demonstrate higher learning. This isn’t impossible to deliver
in schools through additional teaching, nor would it be impossible in FE.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Year 9: Start with the basics and build a mathematical
foundation.</div>
<div class="MsoNormal">
Year 10: Start to apply (Functional Maths) the knowledge to
situations where maths is needed,</div>
<div class="MsoNormal">
Year 11: Harder concepts and greater depth of application
and understanding.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Each module graded A – E</div>
<div class="MsoNormal">
Overall score to be graded A – E.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Modules that are not passed to C grade or above, to be resat
in FE. Only those modules, not the whole course.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Exams to be held three times a year; November, February and
May. This enables learners to be removed from classes and those who are truly
struggling, to be given more tuition and greater attention.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
When students enter FE, their modules are considered and any
that are not achieved can be relearned, with serious subject contextualisation,
and resat.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
When all nine modules are passed, the learner has achieved a
Foundation grade. If they are able, or willing to take the tenth module, they can
do so in specialised classes.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This would spread the load of learning Maths between
Schools, who obviously have a real problem delivering GCSE Maths to the
required level and FE Colleges who are overloaded with resits of the entire
course. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Students who are able, would still leave school with the
grades required, through taking the tenth and most difficult module.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Is this approach returning to the bad old days of
multitudinous resits to achieve the grade? No, there would be one resit per
module. By enabling the learners to take the modules they need, not the whole
course, which is demoralising and destabilizing, we would be able to focus our
attention on those learners and those aspects of the course which apply to
them.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Teaching the whole GCSE maths course over and over again, is
like hitting them with a lump hammer. By focusing on the areas they need and
developing their skills in those areas, we are delivering truly personalised
learning and learners who have the maths skills needed to be effective and <span style="mso-spacerun: yes;"> </span>useful employees. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
To me, it makes sense. What do you think?</div>
<div class="MsoNormal">
<br /></div>
Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-88395841391615579272015-10-01T14:15:00.003-07:002015-10-01T14:15:42.344-07:00Time to dive it and get wet<div class="expert-content">
<div align="LEFT" dir="LTR">
Originally published by FE Week http://feweek.co.uk/2015/09/07/looking-ahead-to-a-watershed-year/ </div>
<div align="LEFT" dir="LTR">
</div>
<div align="LEFT" dir="LTR">
As the prospect of a new academic year
stretching out ahead becomes a working reality for FE sector, Jayne
Stigger considers what might be to come for teaching and lecturing staff
in 2015/16.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
FE & Skills providers are being sorely
tested; no one doubts that but those who endlessly shout, tweet and
holler the doom and gloom scenarios are missing the point.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
Teaching/lecturing is challenging but staff
need to seize this opportunity to develop both their learners and their
own skills. Delivery using #FELTAG principles, working with local
employers, giving learners the opportunity to develop maths and English
knowledge in their subject specialism isn’t some new-fangled plan to
make life more difficult for teaching staff; it is the future and we
should already be doing it.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
We should be building learner show-reels to
demonstrate their competence to employers, crowdfunding opportunities
for them like @hearnesque and #Scrawlmovie and developing our own skills
if we don’t know how.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
Yes, finances are getting tighter, classes may
get bigger, courses may vanish from the curriculum, we may teach other
things, some providers will merge and job losses may seem inevitable but
they aren’t. This is the opportunity that FE staff should be taking
advantage of; to really demonstrate just how valuable we are to the
learners, our industries, country and its place in the wider, global
market. It is the reactionary culture that needs to evolve.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
The relentless push for more apprentices,
better vocational education and training with maths and English for all,
isn’t going away and the sooner the ‘traditional’ FE get on board with
the new thinking, the smoother the transition will be.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
UTCs, independent learning providers and
National Colleges are stepping out of the wings and learning our lines.
If FE wishes to continue to deliver all the courses it currently enjoys,
then teaching staff must play our part in the development of even more
effective vocational learning opportunities by adapting to the new rules
and proving our worth.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
We are ‘not like the brazen giant of Greek
fame’, we are different. We are staff who are talented in our vocational
specialisms, we take those who wish to learn a trade and develop their
talent. We also take ‘your tired, your poor, your huddled masses’, and
it is essential that we do, but to continue to provide that care and
support, we must generate our own income streams, which requires
multi-talented staff.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
Teaching staff can do much to support this by
changing the culture of a provider, with enthusiasm and positivity. If
we constantly talk our positions down, why should anyone else value us?</div>
<blockquote>
<div align="LEFT" dir="LTR">
The coming year will be the watershed for FE
Staff; those who stand up and evolve into forward thinking,
employment-focused delivery partners, those who facilitate skills
development in all our learners will thrive</div>
</blockquote>
<div align="LEFT" dir="LTR">
The coming year will be the watershed for FE
Staff; those who stand up and evolve into forward thinking, employment
focused delivery partners, those who facilitate skills development in
all our learners will thrive. If they help develop independent income
and secure partnerships, then they can still deliver A-levels, Access,
Esol etc. I hope they do, for they are as needed by those the government
doesn’t seem to see as clearly, as the favoured ones.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
Governments aren’t always right and their
hearing is very selective. This may be unfair, wrongheaded,
short-sighted and ultimately destructive but it is the hand we are
dealt. We should be working with employers, from choosing the units we
deliver in a BTec, to relevant careers advice and great learner IAG,
useful, logged work experience and staff training opportunities.</div>
<div align="LEFT" dir="LTR">
<br /></div>
<div align="LEFT" dir="LTR">
I urge all in FE to take the current political
climate with a large pinch of salt. Governments come and go, their
impact, for all their posturing, is only as great as we allow it to be.
The time for standing on the edge, shouting at the water and urging
it to recede is long past and those who do will drown.</div>
The smart ones will develop their own training opportunities, build
rafts, link together, use social media alongside local knowledge and
industry to partner their ambitions and evolve so they can continue to
offer courses to everyone who needs them, not just those who are caught
in the current spotlight.<br />
<br />
</div>
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<h3>
1 comment</h3>
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<div class="comment-avatar">
<img alt="" class="avatar avatar-30 photo" src="http://2.gravatar.com/avatar/e8cfcd698ab999fda09faf497df1e485?s=30&d=retro&r=g" /> </div>
</a><div class="comment-author">
<a href="https://www.blogger.com/null" id="comments"> </a><a class="url" href="http://www.incentive-8.info/" rel="external nofollow">Colin Gallacher</a> </div>
<div class="comment-text">
I believe that Jayne is absolutely right and if not now – when?
The time is long past to have agencies ‘raise awareness’ for updating
skills and processes including adopting FELTAG principles. Not because
of an edict from funding agencies, but because it makes sense if they
want to stay in business. ‘Business’, still a dirty word to many, a
mystery to some.<br />
In my role, I still find organisations that should know better but are
still only thinking about making change’ and regard staff development as
a tick box exercise that occurs a few times each year.<br />
Teaching staff in general know what can be done to make this cultural
change, but implementing change must be endorsed from the top and many
are still too busy ‘standing on the edge, shouting at the water.’<br />
For the staff and the learners sake, dive in and get wet.<br />
</div>
<div class="comment-date">
September 7, 2015 at 10:22 am </div>
Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-57731236327375326902015-08-11T14:30:00.001-07:002017-08-11T13:31:10.773-07:00Soundtrack of my lifeThank you to Theresa Young @treezyoung for the tag and the inspiration. I also found it difficult to limit it to just five, and like you, tomorrow the 'five' could easily be completely different. Today, right now though, these five, are my five.<br />
<br />
Ian Dury and the Blockheads - Hit Me With Your Rhythm Stick (<a href="https://www.youtube.com/watch?v=0WGVgfjnLqc" target="_blank">listen here</a>) This song came out in 1978, a glorious year of absolute freedom. My first completely frittered paypacket, no responsibilities, no restrictions. It was just music, fun, friends and freedom. I think I saw them at the Roundhouse, but wherever it was, they were superb. The Punk era was amazing. I wore dresses made of bin bags, stapled together just before we went out, my hair was very, very short; white blonde with bright red tips and I had a long side ponytail, in a plait. My skirts were short, my boots were long and my eye make up was distressingly heavy against my alabaster face. This song is full of life, full of appreciation for life, the joy that every life, abled or wonky, can be vibrant, full and glorious. The lyrics are smart, sharp, clever and ironic. The B side 'Clever Bastards' is that rare beast of an equally good track. <br />
<br />
<br />
Fashion moves on and before long we were mad keen for the Madchester scene. Leaving work on a Friday night, driving to Manchester to dance the night away at the Hacienda, breakfasting in a greasy spoon, sleeping in the car and then doing it all again on a Saturday night. Sundays were for sleeping. <a href="https://www.youtube.com/watch?v=BBsazIACpYM" target="_blank">This track</a> The Stone Roses, Fools Gold, epitomises the time, the mood, the era of destruction that was happening around us.<br />
<br />
It was the end of an era, socially, economically and culturally. England was changing so quickly, the optimism of the 1970's was replaced with strikes, wars, misery, closures and the music was reflective, deep and more anarchic than Punk had been but in very different ways. It was reflective of the sorrow, the end of days that was ripping like a band saw through the English landscape. I was so fortunate to have seen it; before, during and after.<br />
<br />
On a lighter note, 'Let There be Love' by Nat King Cole, is another <a href="https://www.youtube.com/watch?v=_aJfZw3SA2c" target="_blank">glorious song</a>. A celebration of love for each other, for others and for the world we live in. The lyrics, like all good songs are simple, clear and beautiful.<br />
<br />
<div id="lyrics-body-text">
<div class="verse">
Let there be you, let there be me<br />
Let there be oysters under the sea<br />
Let there be wind, an occasional rain<br />
Chile con carne, sparkling champagne</div>
<div class="verse">
Let there be birds to sing in the trees<br />
Someone to bless me whenever I sneeze<br />
Let there be cuckoos, a lark and a dove<br />
But first of all, please let there be love</div>
<div class="verse">
Let there be cuckoos, a lark and a dove<br />
But first of all, please let there be love<br />
Love, love, let there be love</div>
</div>
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<br /></div>
<div style="background-color: white; border: medium none; color: black; overflow: hidden; text-align: left; text-decoration: none;">
These songs, loved by my parents pervaded my early years and formed many of my views on life: the importance of the connectivity in our world, the importance of diversity of species and our need to preserve them, for their individual aesthetic beauty and for the mathematical beauty of the universe. These things shaped my academic development.</div>
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<br /></div>
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Two left .... so, so difficult.</div>
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<br /></div>
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Jonny Lang <a href="https://www.youtube.com/watch?v=3tigVYfHVmQ" target="_blank">Lie to Me</a> This came out in 1997. He was fifteen years old, 15!!!! I was a 38 year old mother of two small children, reading for my second degree, teaching full time and feeling a bit knackered. The song is perfect; bluesy, sad, uplifting and played with incredible, mind altering talent. I loved the song for the sound, the message, the lyrics, the sublime sadness of it. But, it made me think that I was lying to myself - I wasn't wonder woman, I did have responsibilities and that I needed to be more organised. The words 'Lie to me, tell me everything is alright', stuck with me. I could lie to myself, or I could develop a career rather than a job. My husband was always away touring and I was the fulcum of the family, the rock. It was a small thing but it inspired me. Isn't that what good music does?<br />
<br /></div>
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</div>
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One left ... puts on best Channel 4 announcer voice ....</div>
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</div>
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As a child, we would always go to Cornwall for our holidays. It was my parents favourite place and they now live there during the Summer months, when it is too hot for them to be at their Spanish home. We would get up at 3.30am and sit, in height order tallest to smallest in the back of the Jag. It was a Mk10 - deep bullet grey with red leather interior and a walnut dash. It also had an 8 track stereo and on it, my father would play Frank Sinatra. <a href="https://www.youtube.com/watch?v=mQR0bXO_yI8" target="_blank">This song</a> is my favourite for many reasons. As soon as I hear it, I am taken back to those early starts and dark nights in the car, the promise of breakfast on Dartmoor, the scent of heather and bracken, the anticipation of the sea with ice cream studded with ice crystals, fat Cornish pasties that tasted of sand and summer, the joy of Summer.<br />
<br />
In 1966, we were on holiday in Cornwall and England were in the World Cup Final. My father went to St Austell and bought a portable television (my mother was outraged, by the cost not the tv) and he plugged it in to the Jag. Every father on the campsite sat around our television, whilst the women drank tea and gin in the back.<br />
<br />
Us children ran wild, far wilder than Swallows and Amazons, we were Lords of all the Flies. We swam, surfed, drowned, climbed, experimented and returned to a campsite of drunken, celebratory and unreasonably good humoured adults, who proffered money for chips and asked for no reasons for lateness.<br />
<br />
It was a magical time.</div>
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<br /></div>
<div style="background-color: white; border: medium none; color: black; overflow: hidden; text-align: left; text-decoration: none;">
My music is central to me, it inspires, gives hope and soothes my soul. I look forward to reading about your top five choice.</div>
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<br /></div>
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<br /></div>
<br />Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-79005806675772346322015-06-25T15:53:00.003-07:002015-06-25T15:53:33.196-07:00Professional StatusI'd forgotten about this: Thanks to Shane for including me.<br />
<br />
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<br />
<div class="WordSection1">
<div class="MsoNoSpacing">
<a href="https://set.et-foundation.co.uk/publications/ifl-publications-archive/should-teaching-qualifications-be-left-to-chance/">https://set.et-foundation.co.uk/publications/ifl-publications-archive/should-teaching-qualifications-be-left-to-chance/</a>
</div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<b><span style="color: black; font-size: 11.5pt; mso-bidi-font-family: "Caecilia LT Std Light";">More than four million 14 to 19‑year‑olds
and adults are educated and trained through the FE system each year. Courses
and options are numerous and encompass a fully comprehensive range of students.
FE does not discriminate – why? It has a range of highly skilled,
professionally trained and continually developing lecturing staff.</span></b><span style="color: black; font-size: 11.5pt; mso-bidi-font-family: "Caecilia LT Std Light";"></span></div>
<div class="MsoNoSpacing">
<br /></div>
</div>
<span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; mso-ansi-language: EN-GB; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><br clear="all" style="mso-break-type: section-break; page-break-before: always;" />
</span>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">The
government proposes to halt this, to remove the requirement for lecturers in FE
to be professionally qualified, through its draft deregulation bill. The key
driver for this is on the first page: “Publication of the draft Bill is the
latest step in the Government’s ongoing drive to remove unnecessary bureaucracy
that costs British businesses millions”.</span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">Leaving
aside, for a moment, the notion that this is designed purely to save money,
let’s consider the impact this would have.</span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">Learners
enter FE to gain a qualification. The relentless drive by this and previous
governments to qualify our young, middle aged and old, has resulted in a
plethora of qualifications, courses and options. The rhetoric is well known:
“You cannot expect to have a worthwhile career without a qualification”. Is
lecturing not “worthwhile”?</span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">And
yet, the government now proposes that those who lecture in FE do not need a
qualification to do so.</span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">I
find this deeply insulting and from the overwhelmingly positive response to the
topic on #UKFECHAT recently, staff in further education at all levels agree.</span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">Why?</span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">At
the start of my career as a lecturer, with two degrees and a PGCE, was I “grade
one”? No. I had subject knowledge, yes, but more importantly, I had training
in, experience of and an understanding of educational methods and pedagogy. </span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">I
was miles ahead of those without a qualification. This enabled me to develop
learners, bring out their hidden talents, manage classrooms, and identify
opportunities for learning in a way that a non</span><span style="mso-bidi-font-family: "Caecilia LT Std Light";">‑</span><span style="mso-bidi-font-family: "HelveticaNeueLT Std";">qualified
deliverer could not achieve. Qualifications are a measure of competence.</span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">Those
with subject experience can demonstrate how to plumb, wire or cut hair, for
example. But the subject aspect is only part of the package. I have witnessed a
number of people who are brilliant in their own field, some complete with PhD,
utterly unable to connect with learners in their class. This has nothing to do
with their subject knowledge, but is directly related to their lack of
lecturing qualification. </span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">An
FE lecturer is a professional, trained to do a job and do it well for the most
part. As new theories, ideas and models emerge, continuing professional
development enhances their initial training and continues to prepare them to be
better and more effective lecturers.</span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">We
have learners from age 14 upwards. In a school they would be taught by
professionals with teaching qualifications alongside their subject specialism.
A 14 year old in FE would have a ‘deliverer’.</span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">Is
the government saying that they do not regard lecturers to be worthy of
professional status, but that teachers in schools are?</span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">Are
FE lecturers are not equally deserving of professional status? If not, then why
are only the highly qualified teachers eligible for Qualified Teacher Learning
and Skills (QTLS) allowed to teach in schools? I would say we most certainly
are worthy of professional status. </span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">FE
teachers and lecturers – whichever name you prefer, or is that is part of the
problem? Are ‘lecturers’ somehow not as valued as ‘teachers’? Labelling us one
or the other does not change our professionalism, which gives us our ability to
teach, yes, teach all the learners in our classrooms. We take on all comers and
we are incredibly successful at making their aspirations and dreams come true.
We achieve this because we are trained professionals, in both education and
subject.</span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">If
the government persists with this foolish and dangerous notion, standards of
achievement and progression in further education that we professionals have
worked so tirelessly to improve will be decimated. Learners will leave
unqualified (surely no connection to the recently introduced measure of
‘retention’ rather than ‘success’), numbers of those who are not in education,
employment or training (Neet) will rise and the UK economy will suffer the
greatest loss of emerging talent for generations. </span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">FE
is the engine of the British economy: removing the need for professional status
will lead to poor educational standards, lack of future talent, a waste of
young people’s potential and economic misery for many years to come. It will
also be a betrayal of those who have worked so hard for their professional
status and have shown their determination to pass that ethos on to the learners
they teach.</span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">Does
the government expect future generations to be taught qualifications by
unqualified deliverers? Does it expect standards to rise by removing the
framework that safeguards those standards? </span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "HelveticaNeueLT Std";">Don’t
remove our professional status: you will be removing the opportunity to gain
professional status for every learner in further education for the next 20
years.</span></div>
<div class="MsoNoSpacing">
<br /></div>
Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-64437048636405361112015-05-06T14:00:00.001-07:002015-05-06T14:11:48.528-07:00#TwitteratiChallenge<br />
A few days ago, @clyn40 kindly included me in a nomination with some of the loveliest people ( @MrsSarahSimons @Xris32 @sezl @FurtherEdagogy ) in #FE for the <br />
<h1 class="entry-title">
#TwitteratiChallenge</h1>
<div class="entry-title">
The instructions were slightly worrying but I've reproduced them below and hopefully, they're not too difficult.</div>
<div class="entry-title">
<br /></div>
<b>Here are the rules:</b><br />
There are only 3 rules. Thankfully, not <a href="http://www.urbandictionary.com/define.php?term=Rules+of+Fight+Club" target="_blank">*those*</a> rules <br />
1. You cannot knowingly include someone you work with in real life.<br />
2. You cannot list somebody that has already been named if you are
already made aware of them being listed on #TwitteratiChallenge.<br />
3. You will need to copy and paste the title of this blogpost and
(the rules and what to do) information into your own blog post.<br />
<br />
If you're going to play you need to:<br />
<br />
1. Put up your own nominations within 7 days<br />
2. Write your blog post, listing the people you choose and why, with the title #TwitteratiChallenge<br />
3. Include a photograph or video of yourself raising a glass (I cheated here - but being clumsy, couldn't manage a glass and a 'phone without getting in a mess - and ... he's just better at it)<br />
<br />
<b>So, here is my 'Cheers' </b><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAULOJ4s3-7jKJdx59A4TeUR0xg6ZFYVSdAsYG10M2ZlVSyf1kD5254Agtgi8Nn8IMP70LMo3KP1qvYWRRxBG8nag8HasTQlfSJv3ZDhqeYF1b6Ywvx5UoKk6FKGzeRY-GKRm3ljhVvalX/s1600/EqgJ626.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAULOJ4s3-7jKJdx59A4TeUR0xg6ZFYVSdAsYG10M2ZlVSyf1kD5254Agtgi8Nn8IMP70LMo3KP1qvYWRRxBG8nag8HasTQlfSJv3ZDhqeYF1b6Ywvx5UoKk6FKGzeRY-GKRm3ljhVvalX/s1600/EqgJ626.gif" /></a></div>
<br />
Now the tough bit ... who to choose. ...<br />
<br />
These are all people who have left their mark in my life and in my heart. Each of them have inspired and encouraged me. Follow them and they will do the same for you. They're not in any particular order, as they're all fabulous.<br />
<br />
@hearnesque Writer/Director horror feature SCRAWL with Mark Forester Evans &
Daisy Ridley. Wrestles bears in spare time. Builds robots at night.
Lectures film stuff. Busy.<br />
Pete is a great teacher, full of ideas, bravery and
inspiration. Someone who battled endless issues to give his students the greatest possible real
life experience by turning the BTEC specification into a movie
#scrawlmovie http://www.imdb.com/title/tt2501366/ and <cite class="_Rm">https://www.facebook.com/<b>scrawlmovie </b></cite> which is going to be a fabulous and well deserved hit.<br />
<br />
@bobharrisonset Bob is passionate about education and the potential of technology to
transform learning. 40yrs as a Teacher,Lecturer,Principal,Governor. <a class="twitter-timeline-link" data-expanded-url="http://www.setuk.co.uk" dir="ltr" href="http://t.co/MDBDHLY0VE" rel="nofollow" target="_blank" title="http://www.setuk.co.uk"><span class="invisible">http://www.</span><span class="js-display-url">setuk.co.uk</span></a>
Tireless champion of #FELTAG A man who selflessly promotes the use of
technology in learning and inspires those of us to tag along in his
wake.<br />
<br />
@BcoTMedia Scott. Specialist Practitioner of Social Media & EdTech/ Lecturer/ Director<br />
Easily the best, most innovative teacher I've ever met and the most modest. He is an inspiration to many through his relaxed teaching style, brilliant ideas, use of tech and for just being a thoroughly good guy.<br />
<br />
<br />
@app4England Lindsay McCurdy. CEO Apprenticeships 4 England, Ambassador at European Alliance for Apprenticeships
<a class="twitter-timeline-link" data-expanded-url="http://www.apprenticeships4england.info" dir="ltr" href="http://t.co/OjeGnogNXp" rel="nofollow" target="_blank" title="http://www.apprenticeships4england.info"><span class="invisible">http://www.</span><span class="js-display-url">apprenticeships4england.info</span></a> A strong, beautiful and clever woman, who set up Apprenticeships 4 England. Brilliant, sharp, funny and endlessly lovely lady.<br />
<br />
@dp40days A senior leader in Further Education. It might seem like my back's
against the wall, but if you look closely, you'll see I'm on the front
foot! Sharp, funny and fabulous company, David is knowledgeable, great company and has a wonderful sense of irony; he is a superb asset for #FE <br />
<br />
I would very much like to have included @sezl but she had already been 'taken' as it were. Currently organising a huge concert to raise money for the victims of the Nepal earthquake. Support her if you can, please.<br />
<br />
There are many, many more who deserve to be listed and I hope that they are justly rewarded elsewhere.<br />
<br />
<br />Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-42270293017380642002015-04-14T07:07:00.000-07:002016-03-09T10:26:22.061-08:00Drowning, not waving.<!--[if !mso]>
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A few weeks ago, I received an unsolicited email from Ed
Miliband asking me what I wanted from him were he in a position to form the
next government.</div>
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<br /></div>
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I replied: A: Secured funding for #FE, no more cuts &
investment in sector. <a href="https://twitter.com/fossa99/status/577535710321876992"><span style="font-size: 12.0pt;">https://twitter.com/fossa99/status/577535710321876992</span></a>
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<br /></div>
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I didn’t get a response.</div>
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<br /></div>
<div class="MsoNoSpacing">
This government and those who stand in opposition appear
to have written off a substantial part of the population; anyone over 19
without money or qualifications. Can they really still say, as the Wolf Report
boasts “<i style="mso-bidi-font-style: normal;">our society believes in equality
of opportunity for all its citizens</i>”?</div>
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In 2013-14, there were 1.3m full-time and 556,000
part-time British students at UK universities.</div>
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<a href="data:image/png;base64,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" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" border="0" src="data:image/png;base64,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" /></a>In the same year, 2.9m adults were at further education
colleges. </div>
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<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Right now, FE is drowning: 20 of the 230 public FE colleges are in serious
financial trouble in 2014-15. According to the Association of Colleges, another
30 could be financially weak. That’s 22%.</span></div>
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The Association of Colleges warns that 190,000 adult
education places will be lost next year as funding is slashed by 24%. </div>
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Since 2010, the adult skills budget, which funds
non-academic (university-based) education and training for those who are 19 or
over, has been cut by a staggering 40%. </div>
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The AoC also says "Adult education and training in
England will not exist by 2020 if the government continues with its swathe of
cuts." </div>
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<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">The number
of adult students participating in Level 3 courses - including BTECs and NVQs -
fell by almost 18% between 2013 and 2014, and if funding continues to be cut at
the current rate, "<i style="mso-bidi-font-style: normal;">there will no
longer be an adult education system remaining to support students aged 19 and
over"</i>. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_V0mLWMex_UmAa7hKObxllQQwdqWZFKx1juU0cV_Dbi9qnjcRZW3M8FvM3sSqvNtCsDph66xnwcmcJPnDCKgULhNnYk4cH5xqXQlcc38aF8aexR62i78f5JNvlwpRIxVnT24wN1auekun/s1600/1+table.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="222" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_V0mLWMex_UmAa7hKObxllQQwdqWZFKx1juU0cV_Dbi9qnjcRZW3M8FvM3sSqvNtCsDph66xnwcmcJPnDCKgULhNnYk4cH5xqXQlcc38aF8aexR62i78f5JNvlwpRIxVnT24wN1auekun/s1600/1+table.png" width="400" /></a></div>
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<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">FE is
traditionally there for those who aren’t sure of their path, those who stuffed
up in school, who don’t have the right qualifications from school to get on the
course they want, for 16 year olds who just don’t fit into traditional routes
to university or work and for adults returning to education to retrain, to
learn to read and write.</span></div>
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<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">FE covers
all the bases. We are needed now, more than ever.</span></div>
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<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">How these
cuts, this continual silent dismantling of an essential part of the Education
system, the bridge that enables learners of all ages to learn new skills and
take themselves out of the benefits system and into employment, can still be
happening is one question. </span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">The more
important question is why? </span></div>
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<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Why does government
seem hell bent on destroying FE, destroying any chance for adults to learn new
skills, improve their lives and support their families?</span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Governments
speak of reducing the benefits system, of providing nursery places from 8am to
6pm to enable adults to work; work how? Without FE to produce adults with new
skills, training and qualifications, where are these ‘workers’ coming from to
meet new industry and technology demands?</span></div>
<div class="MsoNoSpacing">
<br /></div>
<br />
<ul>
<li><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-GB;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Are schools,
Academies and UTC’s suddenly going to produce 100% of students with 5, 6 or 7
GCSE’s at high grade level? </span></li>
<li><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-GB;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Will careers
advice in schools be so outstanding that every 16 year old leaves with a clear
vision of their future?</span></li>
<li><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-GB;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Will every
adult be able and willing to take out an FE loan to further their further
education?</span></li>
<li><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-GB;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Are
Universities going to be affordable, practical and accessible for everyone?</span></li>
<li><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-GB;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Are Universities
the right place for them?</span></li>
<li><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-GB;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Will every
adult learner be forced to take an Apprenticeship?</span></li>
<li><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-GB;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Can every
adult learner be able to afford an Apprenticeship?</span></li>
<li><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-GB;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">How will
levels of Maths and English improve to move us away from 22<sup>nd</sup> out of
24 for English and 21<sup>st</sup> out of 24 for Maths? </span></li>
<li><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-GB;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Will
businesses have to continue to invest in remedial training for their staff?</span></li>
<li><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-GB;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Why is there
a reduction in choice?</span></li>
<li><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-GB;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Are we
spiralling towards extinction?</span></li>
<li><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Why is social equality, the right to a good education, qualifications and a well paid job not top of the agenda?</span></li>
<li><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Are those who speak for us, speaking clearly and loudly enough?</span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"></span><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"> </span></li>
</ul>
<br />
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">The SFA
waffles on that it is focused on Apprenticeships of the ‘highest quality’, but
the uptake of these ‘high quality’ opportunities is declining. <span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5sUxiHPNQ3KIOumeCSOOW4JM0Epj5hu4R27we7juEBuJLRfk418ggCGm_cY17Gqf_BOu_MP8bJwSInBHywkczTX-vzubJW-u_54Mvof0fxZDn4DdBqGYsJ6-Tk95Bl68Nv-_AkRW7I-N8/s1600/1+1+table2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="243" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5sUxiHPNQ3KIOumeCSOOW4JM0Epj5hu4R27we7juEBuJLRfk418ggCGm_cY17Gqf_BOu_MP8bJwSInBHywkczTX-vzubJW-u_54Mvof0fxZDn4DdBqGYsJ6-Tk95Bl68Nv-_AkRW7I-N8/s1600/1+1+table2.png" width="400" /></a></div>
<br />
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Even if Apprenticeship take up
were rising exponentially, like a Scud missile of enterprise through the
Education sector, why should the Adult Skills Budget be slashed and the whole
of FE suffer just because some mandarin wants to put more Apprenticeships in place,
that fewer and fewer want to do? </span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">I'm not a Principal, a 'voice', I'm just a jobbing interim manager who has been in the sector for a very long time and despairs of the wasted talent, frustration and poverty that will result from current thinking. </span><br />
</div>
<div class="MsoNoSpacing">
</div>
<div class="MsoNoSpacing">
<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">If they’re
going to waste our budget on their schemes, at least use it to pay the existing
poor Apprenticeships a living wage, not create more low paid unpopular
opportunities.</span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
And now we have FETL president Dame Ruth Silver telling
us there has never been a “golden age of further education”, and making direct
comparisons with the past is “questionable”. I’d disagree with that; as a
reflective practitioner in a reflective industry, we should learn from our
past.<span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="body">If you can raise </span>$78,322,520 (£53,383,063.18p)
on Kickstarter for a video game (Star Citizen) then maybe it’s time we took
Incorporation to the next level, learned the lessons of our past and be what
people need us to be; providers of free education for 16+ students, to enable
them to improve their lives. </div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
If the government du jour also benefits from increased
productivity, decreased benefits bills and a rapid rise up the OECD tables for
Maths and English, then that’s just another example of our largesse. </div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
We don’t discriminate who benefits from our work.</div>
<div class="MsoNoSpacing">
<br /></div>
Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-60339140351451791462015-04-03T10:55:00.000-07:002015-04-03T10:55:12.871-07:00Tradition and Rituals: Baking for Love<br />
I'm not Catholic, Protestant or particularly religious; I never really got over the feeling of being horribly duped, when, as a child, I joined the Silver Sword Club expecting to wear big hats with feathers and swashbuckle. Instead, we were lined up, sat on the floor and read to from the Bible by a shifty old man who smelled of moth balls.<br />
<br />
I only went the once. Religion it seemed, wasn't for me. <br />
<br />
Yet every Good Friday, I find myself cooking and eating fish. Tradition it seems, is important, even if the underlying reason for compliance no longer applies. Nowhere is tradition more important than the rituals of food.<br />
<br />
I bake Simnel Cake, rich and oozy with marzipan; serve fish, crispy skinned and reclining on a bed of cumin and garlic scented chickpeas and onions, studded with tiny tomatoes & fresh Chermoula; make Hot Cross Buns with plump vine fruits and dainty crosses; Peanut Butter Cookies that are sweet, salty, crisp and crumbly and eggs of every type; poached, hard boiled, decorated, chocolate as well as in neat, crusty bread sandwiches.<br />
<br />
Is it the impact of a traditional childhood, a world that has now vanished; is it a need to cling to some outdated rules that somehow still instill order in our disordered lives?<br />
<br />
Perhaps; each dish I recreate evokes strong memories of family, events, rituals and traditions. <br />
<br />
It makes me feel closer to my parents and children, recreating the symbolism of those huge family events; the expectation of chocolate, the joy of everyone around a table, elbowing each other for the best roast potato, the huge number of cushions needed to ensure that even the smallest are able to sit up and see over their plate to join in. It reaffirms that what matters are family, friends and shared enjoyment.<br />
<br />
Recreating traditional activities, baking old family favourites, maintaining those links from the past helps draw the threads of days and people who are gone but never forgotten. A cake mixed in my mums old Mason and Cash bowl tastes better and is more satisfying, than one mixed in an easy clean glass one. Baking by hand, with a wooden spoon and a flour sifter, more 'real' than one in a mixer.<br />
<br />
The large wooden table, stained with the activities of now grown children and their friends from playdough, plasticine, homework, kitchen chemistry and food spills, evokes pure Victorian sentiment. No matter how I would have flapped and shrieked at the time, that table is a map of my childrens lives and is irreplaceable.<br />
<br />
These 'slow times' in our lives enable our emotional lungs to refill before the new term starts and enable us to mark the passing seasons in ways other than exam prep and predicted grades.<br />
<br />
<br />
Traditions matter; they are the cultural signposts that guide our lives and whilst it may not be 'a religion', at certain times of the year, my kitchen becomes a place where we gather, remember and share, with thanks. <br />
<br />
<br />
<br />Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-1557914085964360362015-03-25T12:36:00.002-07:002015-03-25T15:33:33.632-07:00Love FE: A students perspective<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNoSpacing">
<span style="font-size: 12.0pt;"><br /></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="uficommentbody"><span style="font-size: 12.0pt;">Tomorrow 26th March
is #LoveFE day; a day when those of us in FE try to demonstrate why the
massive, unwarranted and debilitating cuts to our Funding are so damaging. </span></span></div>
<div class="MsoNoSpacing">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNLjouWbnuj_EX6bvC94zrN3FEn7xDrpaW8p_1uY-RU6YjX7DaJD-L8p2RTCe2TWt_Ro9JNCG4c67hIB4m4mzvuPxLnrOaG3MWNOVwkYBf6o_7Sv94Q8hE8eoNlAI9rsQLN7gfKd1-Jys_/s1600/lovefe.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNLjouWbnuj_EX6bvC94zrN3FEn7xDrpaW8p_1uY-RU6YjX7DaJD-L8p2RTCe2TWt_Ro9JNCG4c67hIB4m4mzvuPxLnrOaG3MWNOVwkYBf6o_7Sv94Q8hE8eoNlAI9rsQLN7gfKd1-Jys_/s1600/lovefe.jpg" height="200" width="200" /></a><span class="uficommentbody"><span style="font-size: 12.0pt;"> </span></span></div>
<div class="MsoNoSpacing">
<span class="uficommentbody"><span style="font-size: 12.0pt;">We
are inspired to say why we #LoveFE and why Governments should be investing in
us, not subjecting us to a slow death by one thousand cuts. </span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="uficommentbody"><span style="font-size: 12.0pt;">The
views that follow are from a range of students I’ve taught over the years. They
willingly shared their views of "what FE did for them". </span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="uficommentbody"><span style="font-size: 12.0pt;">Some are young, some
adult, all of them determined to make something of themselves. </span></span><span class="uficommentbody"><span style="font-size: 12.0pt;"></span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<span class="uficommentbody"><span style="font-size: 12.0pt;"></span></span><br />
<div class="separator" style="clear: both; text-align: center;">
<span class="uficommentbody"><span style="font-size: 12.0pt;"><span class="uficommentbody"><span style="font-size: 12.0pt;">Their words are
eloquent and very moving.</span></span>
</span></span></div>
<span class="uficommentbody"><span style="font-size: 12.0pt;">
</span></span>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing" style="text-align: center;">
<span class="uficommentbody"><span style="font-size: 12.0pt;">They came to FE Colleges because we
were their beacon; their chance.</span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="uficommentbody"><span style="font-size: 12.0pt;">Read
their words and then look me in the eye Mr Politician, and tell me that you are happy to deny the #FE opportunity
to thousands of other students.</span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<h2 class="MsoNoSpacing" style="text-align: center;">
<b><span class="uficommentbody"><span style="font-size: 12.0pt;">#FE
is and always has been about students; they are the only reason we do it. </span></span></b></h2>
<div class="MsoNoSpacing">
<br /></div>
<div align="center" class="MsoNoSpacing" style="text-align: center;">
<span class="uficommentbody"><span style="font-size: 12.0pt;">*****</span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="uficommentbody"><span style="font-size: 12.0pt;">I
was a mature student and went to college to study a foundation course and three
GSCE's. My lecturers were extremely knowledgeable in their fields and started
me on the road to writing academically and encouraged me to start critically
analysing my own work. I am now about to graduate with a BA in Social Work and
I am on placement in a Family Placement team and responsible for writing
assessments for court.</span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div align="center" class="MsoNoSpacing" style="text-align: center;">
<span class="uficommentbody"><span style="font-size: 12.0pt;">*****</span></span><br />
<br />
<span class="uficommentbody"><span style="font-size: 12.0pt;"><span data-reactid=".jj.1:3:1:$comment10206596547542056_10206599337171795:0.0.$right.0.$left.0.0.1"><span data-ft="{"tn":"K"}" data-reactid=".jj.1:3:1:$comment10206596547542056_10206599337171795:0.0.$right.0.$left.0.0.1.$comment-body"><span class="UFICommentBody" data-reactid=".jj.1:3:1:$comment10206596547542056_10206599337171795:0.0.$right.0.$left.0.0.1.$comment-body.0"><span data-reactid=".jj.1:3:1:$comment10206596547542056_10206599337171795:0.0.$right.0.$left.0.0.1.$comment-body.0.$end:0:$0:0">Without
the Access Course at college I wouldn't have been accepted at
Bournemouth Uni. Furthermore ******* College went out of
their way to ensure I have the enough credits in the appropriate science
topics to help me, to the point that I was in a class of one! I am
eternally grateful and now reap the rewards as a fully qualified
nutritionist <span class="emoticon emoticon_smile" title=":)"></span> Thank you college!</span></span></span></span></span></span><br />
<br />
<span class="uficommentbody"><span style="font-size: 12.0pt;"><span data-reactid=".jj.1:3:1:$comment10206596547542056_10206599337171795:0.0.$right.0.$left.0.0.1"><span data-ft="{"tn":"K"}" data-reactid=".jj.1:3:1:$comment10206596547542056_10206599337171795:0.0.$right.0.$left.0.0.1.$comment-body"><span class="UFICommentBody" data-reactid=".jj.1:3:1:$comment10206596547542056_10206599337171795:0.0.$right.0.$left.0.0.1.$comment-body.0"><span data-reactid=".jj.1:3:1:$comment10206596547542056_10206599337171795:0.0.$right.0.$left.0.0.1.$comment-body.0.$end:0:$0:0">***** </span></span></span></span> </span></span></div>
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<br /></div>
<div class="MsoNoSpacing">
<span class="5yl5"><span style="font-size: 12.0pt;">School
was difficult for me, I was badly bullied for various reasons - my appearance,
my home life situation, the fact that i didn't quite fit anywhere. It was
lonely and painful. I was a clever child, excelling in maths and History. I had
big plans to go on and become a teacher but with every physical attack i lost
the confidence. I lived in fear and this never ending fear led me to suffer
from anxiety, depression and suicidal feelings on a regular basis; though i
always tried to hide this, scared of giving more ammunition to the people who
had no trouble in finding weaknesses themselves. Every punch knocked a bit more
strength out of me. I did well in my GCSE's achieving the highest grades in my
school. I was awarded with an academic excellence award and what should have
been a celebrated achievement was just another reason to stand out from the
crowd. </span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="5yl5"><span style="font-size: 12.0pt;">I applied
for college, not really sure what i wanted to do anymore, not sure if i even
wanted to stay in education - the one thing that had really made my life so
miserable up to that point. On my first day of college i was petrified, what if
the same happened all over again? I knew it would be slightly different, here i
was seen as more of an adult than a child, and the people i knew were all going
to change to but i still went in with the fear that every corner someone would
be waiting for me. </span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="5yl5"><span style="font-size: 12.0pt;">But
something was different. I made friends. Friends who worried when i didn't turn
up, friends who would ask me to sit with them at lunch, friends who cared. And
no-one picked on me. No one made my life a misery. i scraped by just achieving
the grades i needed and now looking back i think i can be honest and say i did
not achieve my potential but that didn't matter to me at the time. What mattered
was that i changed as a person. </span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="5yl5"><span style="font-size: 12.0pt;">I found a
new strength inside me, i found a place where i fitted in, where i belonged. I
found a place where i was supported and where i mattered, where I was a person
who counted. I had always tried to just fit in, to get through the day without
being noticed, but at college i wanted something different. i wanted to stand
out and i wanted to be known. First of all this came across in the wrong way
but eventually when i settled down as a person i was able to do this in the
right way; by helping out with college events, getting involved with the
college magazine, by excelling in the one course i really loved- Stage
Management. </span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="5yl5"><span style="font-size: 12.0pt;">My day to
day worries were no longer how many punches i would suffer that day or how
badly i would be hurt, but whether or not the set i had built would fit, or if
i had analysed that poem in English correctly. I still struggled with dyslexia
and being on the low end of the Autistic spectrum but the biggest tool college
gave me was the people around me to overcome these every day challenges, <b>people
who believed in me, people who were prepared to invest time and effort in me,
not because they had to but because they wanted to</b>. </span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="5yl5"><span style="font-size: 12.0pt;">College
gave me the strength to go on to higher education, to get into my first choice
drama school, onto the course i wanted, which has led to me now having a career
that i want, that i enjoy and that is rewarding on a daily basis. <b>Because of
the confidence, the strength and the determination that i gained from my time
at college i have been able to go out in to a very cut throat industry and make
a name for myself. </b>I am 24 years old, have had 4 promotions in the past year,
and am now top of my sector. </span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="5yl5"><span style="font-size: 12.0pt;">I am a far cry from the 16 year old who entered
college on that first day 7 years ago without any real hope in the world</span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div align="center" class="MsoNoSpacing" style="text-align: center;">
<span class="uficommentbody"><span style="font-size: 12.0pt;">*****</span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="uficommentbody"><span style="font-size: 12.0pt;">I
suppose for me college in its entirety was a reality check. I never struggled
with school and yet my relationship with it was very one sided, it gave me
everything and in return I put in no effort, took its good grades, hated it and
left it at the first legal opportunity. I went to college and assumed same
formula would get me by and after every bad grade I got for a year, I
obnoxiously thought it was a one off and the next one would be good. It never
was, they were all terrible and it wasn't until I found myself expelled from my
first establishment ever purely on the basis of failing every course that it
hit me that not everything is just going to fall into my lap in this life like
school did. </span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="uficommentbody"><span style="font-size: 12.0pt;">The
disappointment in my mother’s face really said it all, and I recall desperately
logging onto the internet in hope that maybe another college would take me, and
there top of google was a sponsored ad from ******* college advertising last
minute registrations. I cut a deal with my mum to drive me there asap, she drove
me there on condition that I grovel my lazy little guts out and I make a
promise to myself not to cock it up this time. </span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="uficommentbody"><span style="font-size: 12.0pt;">I
don’t know why ******* took me on, but I’m grateful. <b>They taught me my life’s
most profound lesson so far, life really doesn’t just land in your lap you have
to go and earn it</b>. Sometimes I wonder what person I would have been if I’d
never failed that first try…</span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div align="center" class="MsoNoSpacing" style="text-align: center;">
<span class="uficommentbody"><span style="font-size: 12.0pt;">*****</span></span></div>
<div align="center" class="MsoNoSpacing" style="text-align: center;">
<br /></div>
<div class="MsoNoSpacing">
<span style="font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">School for me was difficult, i wasnt able to work in lessons and found
the whole structure of school increasingly difficult. I stopped going and began
sneaking into my friends college classes and actually managed to sit my gcses
and pass. At college i was diagnosed with a few learning difficulties and got
the levels of support i needed to pass my courses. <b>School nil college 1</b> </span></div>
<div class="MsoNoSpacing">
<br /></div>
<div align="center" class="MsoNoSpacing" style="text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">*****</span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="5yl5"><span style="font-size: 12.0pt;">College
actually helped me to organise my thoughts regarding career interests and
guided me through the process of finding out just what was available and how to
go about getting into the industries that interested me the most. Before college,
for example, I knew I had a love for Egyptian history and that I wanted to
pursue archaeology, but I would *never* have been able to work my way around
the mine field that is ‘non-linear’ career paths. On a personal level it also
helped me find myself, make lasting friends and to see things from a different
perspective, namely that it’s ok to want to push and be the best you can be
intellectually, academically, career wise etc. </span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="5yl5"><span style="font-size: 12.0pt;">Although
I have gone on to university in both undergrad and post grad capacities, I
honestly feel that, even if I hadn’t got a set career path in mind, <b>College
gave me the freedom</b> to have the necessary academic qualifications behind me
that could lead me to almost any discipline I wanted – it’s actually pretty
cool to walk in there knowing that your A-levels are the first step to being
whatever you want to be whether that’s an archaeologist, a bio-chemist, a music
teacher, an astronaut…we all have to start somewhere and that’s at college.</span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div align="center" class="MsoNoSpacing" style="text-align: center;">
<span class="uficommentbody"><span style="font-size: 12.0pt;">*****</span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="uficommentbody"><span style="font-size: 12.0pt;">College
gave me the skills & confidence to go onto higher education. I <b>developed as
person</b> thanks to lecturers helping me make life decisions xx</span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div align="center" class="MsoNoSpacing" style="text-align: center;">
<span style="font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">*****</span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="5yl5"><span style="font-size: 12.0pt;">College
was a massive learning experience for me. Not only was I almost completely in
charge of managing my own studies, I was living away from my family as well. I
really enjoyed being able to do a range of subjects including pottery/sculpture
as additional credit. I also made friends that I still see (10 years later) and
can regress with. I am still in touch with some of my old Lecturers, who
continue to inspire me. </span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div class="MsoNoSpacing">
<span class="5yl5"><span style="font-size: 12.0pt;">College was an amazing part of my life, not only
because it helped me get to uni and into my career in London, <b style="mso-bidi-font-weight: normal;">but because it helped me, become me.</b></span></span></div>
<div class="MsoNoSpacing">
<br /></div>
<div align="center" class="MsoNoSpacing" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt;">*****</span></b></div>
<div align="center" class="MsoNoSpacing" style="text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoDdiP3xZQ-Rsd4G-J0EEcEGOHSzODY-CE4wQeHm9pJJUR8Jv65P1AAmJkVbN5WDee_UwcTjLvbLBEGVs5DMqf5IF3LVMeV3Yl0OOecPRQFoVgV62ybrtKksFR9Z8B6Jr6X5zNW5ZRxriF/s1600/lovefetag-300x134.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoDdiP3xZQ-Rsd4G-J0EEcEGOHSzODY-CE4wQeHm9pJJUR8Jv65P1AAmJkVbN5WDee_UwcTjLvbLBEGVs5DMqf5IF3LVMeV3Yl0OOecPRQFoVgV62ybrtKksFR9Z8B6Jr6X5zNW5ZRxriF/s1600/lovefetag-300x134.jpg" /></a></div>
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<![endif]-->Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-35349041546081807262015-02-08T13:00:00.004-08:002015-02-08T13:00:54.313-08:00Everyday assumptions<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgllGkDDQlJJO_6JjoUNu2lJtgJ3gXauEqIent-pk2pWpnLm-u2ktSzUMzHvZHOCqPUV0CpR8pWwcp9MdYwX7QF1d19rk2EL8jgWTOvYyPNcuUeI9FgUlvNDKKAYb6P-j_akPMj76XeSnNw/s1600/shirt.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgllGkDDQlJJO_6JjoUNu2lJtgJ3gXauEqIent-pk2pWpnLm-u2ktSzUMzHvZHOCqPUV0CpR8pWwcp9MdYwX7QF1d19rk2EL8jgWTOvYyPNcuUeI9FgUlvNDKKAYb6P-j_akPMj76XeSnNw/s1600/shirt.jpg" height="200" width="150" /></a><br />
Not too long ago, a mighty fuss was raised on Twitter (other media/emotional outlets are also available) when an exceptionally accomplished and intelligent scientist wore a shirt on TV. His name was Matt Taylor, and is an ESA Rosetta Project Scientist.<br />
<br />
He was the first man, ever, to land a probe on a comet ... he wore a shirt and had tattoos.<br />
<br />
As numerous outraged women, who had been waiting for just such an opportunity to feast upon, raised their haunches from their Draylon sofas, smoothed down their sensible twinsets and took to the air to vent their spleen rather than celebrate the achievement, scientists ignored them.<br />
<br />
Image is not accomplishment.<br />
<br />
They continued for some time though, turning up the volume on their faux outrage and protesting that women everywhere had been violated.<br />
<br />
Tosh. <br />
<br />
I thought these people only existed in the ether; the Van Allen belt of existence and thankfully, I would be unlikely to ever cross the path of one in real life.<br />
<br />
Today though I had to take my son to casualty. He is in his late twenties with longish hair and tattoos on his arms. He has a university education, a well paid responsible job and kind to small children and animals.<br />
<br />
He had tripped up on a kerb stone and had a suspected fractured or dislocated shoulder. We were warmly welcomed, treated with care and warmth; then he took his shirt off and revealed his tattoos, there was an imperceptible but definite change in the atmosphere. Questions that had previously been innocuous, kind even solicitous, suddenly became more pointed. Did he drink to excess, did he take any medication, authorised or not, was he .... ???<br />
<br />
This, because he has tattoos?<br />
<br />
In FE we don't judge students by their piercings, tattoos, body shape or image, clothing, shoes or hairstyles and colours.<br />
<br />
We judge them on who are they are inside of all the window dressing.<br />
<br />
People may knock teachers, lecturers and FE but I know that my son, or any other son including Matt Taylor would always be warmly welcomed in an FE college, not judged on his appearance.<br />
<br />
It seems that FE can teach the rest of British Society a thing or two about books, covers and what really counts.<br />
<br />Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-15425062356935091962015-01-28T14:24:00.001-08:002015-01-28T14:24:07.983-08:00Replacing Ofsted with Peer ReviewOriginal post at http://www.theguardian.com/education/2014/aug/17/ofsted-colleges-inspections-peer-review-further-education <br />
<br />
<a class=" u-underline" data-component="in-body-link" data-link-name="in body link" href="http://www.ofsted.gov.uk/" title="">Ofsted</a>
recently announced it's going to stop graded lesson observations in
colleges as part of a pilot scheme from September 2014. The news follows
a <a class=" u-underline" data-component="in-body-link" data-link-name="in body link" href="http://www.theguardian.com/education/2014/jun/11/graded-lesson-observations-stress-teachers-further-education" title="">report by the University and College Union</a> that raised serious questions on whether the practice of grading lessons was fit for purpose.<br />
Although I welcome the decision, the problems with further education and <a class=" u-underline" data-component="auto-linked-tag" data-link-name="auto-linked-tag" href="http://www.theguardian.com/education/ofsted">Ofsted</a>
run much deeper than lesson observations. If we are going to truly
improve the quality of provision in colleges, we need a complete
overhaul of the system.<br />
<br />
One of the key problems is that colleges are inspected by the same
body as schools. Inspectors visiting colleges do not necessarily have
experience of working in the sector and many lessons are observed by
people with no specialist subject knowledge of what's being taught.<br />
<br />
Before 2007, when the Adult Learning Inspectorate had authority over
colleges, this was not the case. When Ofsted took over, the unique
nature of further education was disregarded. As colleges continue to
diversify, moving into higher education for example, this is becoming a
growing problem. You cannot grade the delivery of such a rapidly
changing sector against one set of criteria. <a class=" u-underline" data-component="auto-linked-tag" data-link-name="auto-linked-tag" href="http://www.theguardian.com/education/higher-education">Higher education</a> is inspected separately and there's no reason why colleges should be treated any differently.<br />
There are many problems in further education – there's a lack of
collaboration, staff training needs to be improved and there's a
reluctance to try new things. But Ofsted's not solving any of these
issues, and at times it's making them worse. For example, although the
sector is diversifying, some colleges are afraid to explore new avenues
because they're worried they won't work out as planned and they'll be
criticised for it.<br />
<br />
Instead of Ofsted being in charge of inspecting colleges, I'd like
them to be self-regulated with strictly moderated peer inspections. The <a class=" u-underline" data-component="in-body-link" data-link-name="in body link" href="http://www.et-foundation.co.uk/" title="">Education and Training Foundation (ETF)</a>,
which was set up in August 2013, should play a central role in
objectively supporting colleges to improve. The organisation's aim is to
"support colleges and training providers in achieving their own
improvement objectives" – a goal all of us the sector can really get
behind. Also, the foundation's recent acquisition of the Institute for
Learning puts them in the perfect position to develop college staff and
provision.<br />
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Second,
rather than have week-long inspections, which can easily miss both
flaws and good practice, it would work better if staff from three
colleges spent time at another college to review the quality of its
provision for half a term. Trained by the ETF, they would work together
to determine what's working well and what needs to be improved. Data
would still be an important part of assessing a college, but it would be
submitted to and monitored by the foundation.<br />
<br />
Reports would remain in the public domain and the commissioner could
still intervene to help colleges in trouble, but the number of cases of
this would probably reduce as people with real expertise would be
helping colleges to improve. And with staff spending so much time
getting to know the ins and outs of how a college works, there would be
much less chance of places trying to cover up weak areas.<br />
<br />
In addition to these compulsory reviews, colleges could request
visits from people who have the expertise in an area where they know
they are falling short. What's great about this collaborative approach
is that, as well as being able to advise their peers from a position of
experience instead of authority, people would be able to take back
lessons they've learned to their own college.<br />
Rather than putting colleges on the defensive, it would enable them
to work in partnership on a regular basis and create a culture where
sharing best practice is the norm. A longer inspection would also help
staff to feel more relaxed. Every provider can run on adrenaline for a
week, but not for six. The longer observation period would make for far
more accurate reports and colleges would have a much better idea of
where they needed to improve.<br />
<br />
<a class=" u-underline" data-component="auto-linked-tag" data-link-name="auto-linked-tag" href="http://www.theguardian.com/education/colleges">Colleges</a>
do not lack expertise, but they do lack the time and opportunity to
share their knowledge. As well as improving the overall provision of the
sector, it would provide ample opportunities for staff development. Not
only would the staff visiting other colleges get the chance to see lots
of new ideas, tutors could take on short-term management roles while
their line manager is away on a visit.<br />
If peer review was introduced, there would of course be many details
to work out to ensure that it was properly regulated. But just because
an idea is complicated, it doesn't mean it should be dismissed. Ofsted
isn't working – it's stifling the sector and we need a change. We've got
so many talented people working in further education, why don't we work
together to make the most of their expertise?<br />
<em>Jayne Stigger is a further education manager in the south east
with a focus on students, science, technology, engineering and maths,
and staff development.</em>Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-29655825760025816582015-01-23T12:23:00.001-08:002015-01-23T13:01:00.705-08:00Running from the Goat Prize<br />
I'm having a Groucho Marx moment ... you know, "I refuse to join any club that would have me as a member" ...<br />
<br />
It's beginning to feel as though in order to be involved in education you must join a club. There is a sudden proliferation of 'education clubs' either overt like the proposed 'College of Teachers' or the 'Society for Education and Training' or covert as in TeachMeets, and other organised hilarity, after work, some way from home and no goodie bag.<br />
<br />
We'll all be wearing matching yellow blazers next and going to Yoga classes over Skype before morning lessons. <br />
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<br />
Now, I do sound like a grouch.<br />
<br />
Look, I'm all for sharing, I'm a collaborative person, I like people, other teachers, students, Principals, heck, I once kissed an Ofsted Inspector; it's just all so sudden.<br />
<br />
Teachers/lecturers/support staff, whatever our label, we've been a pretty much unloved bunch for quite some time. We were the job role equivalent of the sad girl/boy standing against the wall, waiting for someone to ask us to dance, drinking Fanta and then going home alone, sobbing to ourselves.<br />
<br />
Staff rooms were traditionally used for moaning. Darkly embittered old lags, no longer able to spend their breaks having a crafty fag, now used the time to demolish the aspirations of newly minted, glowingly enthusiastic new recruits.<br />
<br />
Dire tales of long hours, nasty students, wilful management and government policies of Euripidean proportions. Oh the paperwork, the pay, the conditions, the lack of respect and collaboration they called, those sirens on the edges of education, luring unwaring teachers onto the jagged rocks of doom. <br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjF7MVuCMBU16UudHQ3AfotZcGXhKP-3VIPGgz-Q78tsZnoTWfNtl68Ey3iExTpyYFGJSX2zuRmqtTgk5deya2VUpW2pZ0PNNc_ZhaOvdVQ48I9rOyzg7gb_jHggSDeDI-UjYhOrkvLoXg0/s1600/studio+54.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjF7MVuCMBU16UudHQ3AfotZcGXhKP-3VIPGgz-Q78tsZnoTWfNtl68Ey3iExTpyYFGJSX2zuRmqtTgk5deya2VUpW2pZ0PNNc_ZhaOvdVQ48I9rOyzg7gb_jHggSDeDI-UjYhOrkvLoXg0/s1600/studio+54.jpg" height="180" width="320" /></a>Now, almost overnight, we've been transformed into the most sociable, club joining bunch of employees that have ever existed.<br />
<br />
Someone get me on the list for the opening of Classroom 54 please.<br />
<br />
What's happened, why has it happened so quickly; more importantly, will it disappear just as quickly?<br />
<br />
Can we actually sustain this level of interaction, enthusiasm and supervision? Going to endless events, logging on to endless websites, listening to endless experts tell us how to be 'better', 'more efficient', 'more effective', and all the while, giving up more and more of our limited free time and our limited salaries to ensure that we were 'there' when somebody said something to someone and everybody clapped.<br />
<br />
More importantly, when did we, as professionals suddenly need to be 'told what to do' by so many? Are we in danger of losing our individuality, our spark, our essence, if we constantly share and emulate? <br />
<br />
I enjoy the collaboration, I enjoy meeting others, but do we really all have to be the same?<br />
If we don't go, don't join in, do we get left behind, left out ... consigned to the bike shed of 'old teachers'. I hope not.<br />
<br />
Clubs, Societies, etc are good things; they use their power to enhance, but there are concerns. They eventually grow too large to really respond to anyones needs but their own. That's my fear. Having gathered us all in, entranced us with the bright lights, they close their doors, leaving a generation floating hopelessly as the scaffolding they depend on is withdrawn.<br />
<br />
I'd like to enjoy it whilst it lasts, but, you know, even Andy Warhol got old ...<br />
<br />
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Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-21088827885699628962015-01-23T11:33:00.001-08:002015-01-23T11:37:33.023-08:0020 Top Tips for maths lessons<br />
<br />
Original article at https://www.tes.co.uk/article.aspx?storyCode=11004854 <br />
<br />
<div class="standfirst">
Many students arrive at college already
disenchanted and struggling with the subject. Our top tips will give
them 20 reasons to love it.<br />
</div>
Teaching maths to a student who not
only hates the subject but has also consistently failed at it is not an
easy task. Yet it is one that lecturers like myself tackle every day in
further education colleges. Our students often have low confidence and
sometimes little desire to succeed.<br />
<br />
Thankfully, there are many
things you can do to make your job easier and ensure that students have a
more enjoyable and successful experience this time around. Some of
these tactics might prove useful for teachers of school-age pupils, too.<br />
<br />
<h3>
1 Seek support</h3>
Ask
for and insist upon the support of the senior management team in
ensuring that maths is a “whole-college” issue, supported across
subjects and encouraged by all teachers rather than left to a single
department.<br />
<br />
<h3>
2 Think like a student</h3>
If maths were a driving
test, students would be eager to retake it because they would recognise
its value. Be sure to make the subject appealing by spelling out the
rewards.<br />
<br />
<h3>
3 Create a tactical timetable</h3>
Never timetable maths before 10am or after 3pm and never, ever last thing on a Friday.<br />
<h3>
</h3>
<h3>
4 Discuss issues as early as possible</h3>
Use
the first lesson to discuss any mathematical issues with learners.
Listen to them and use their feedback as an opportunity to develop
relevant lessons.<br />
<h3>
</h3>
<h3>
5 Give learners ownership of progress</h3>
Divide
up the syllabus for each maths qualification. Make sure the students
know exactly what they have completed, what needs improving and what is
still to be achieved. Share this with tutors and parents regularly.<br />
<h3>
</h3>
<h3>
6 Don’t test too early</h3>
Only
test when the student is ready – which is when they can pass at least
two past papers easily – and then move them on to the next level of
study. Constant failure will prevent engagement, and so will boredom.<br />
<h3>
</h3>
<h3>
7 Take your time</h3>
Don’t
start maths classes in the first two weeks of a new year. Let the class
settle in as the maths staff review each student to ensure that they
are grouped effectively.<br />
<h3>
</h3>
<h3>
8 Think small</h3>
Smaller classes carefully grouped by strengths are more effective than large groups of mixed ability.<br />
<h3>
</h3>
<h3>
9 Choose the right path</h3>
If
a student’s maths grade at GCSE was below a D, don’t immediately enrol
them on the GCSE at college. Instead, put them on a functional skills
programme and only enter them for GCSE maths in the second year if their
proposed career or course demands it.<br />
<h3>
</h3>
<h3>
10 Offer a choice of online or paper exams</h3>
Many
students achieve higher marks on a paper exam than online.
Computer-based tests can cause confusion with the number of open
windows: calculators, question, rules, protractor – students often just
click in frustration. Being able to see the task clearly makes a big
difference.<br />
<h3>
</h3>
<h3>
11 Aim high</h3>
Enter students for the higher
paper on offer for each level – many will achieve a better grade than if
restricted to foundation. They will probably have been stuck in lower
sets and made to feel stupid in the past. Take this opportunity to show
some faith and inspire them.<br />
<h3>
</h3>
<h3>
12 Tap into their interests</h3>
Get
a copy of the scheme of work for the student’s main qualification (or
in schools, their favourite subject). Discuss how to develop
subject-relevant maths skills with the teaching team. These could
include calculating prices for sand, bricks or shampoo; discount
percentages for bulk-buying; VAT; equipment costs; conversion of units
from metric to imperial; medicine doses of millilitres per kilogram of
body weight for humans and animals; or tyre pressures, engine capacity
and performance. The possibilities are endless.<br />
<h3>
</h3>
<h3>
13 Target assessments</h3>
Enlist
the help of subject tutors in devising assessment pieces to test
students’ subject knowledge which incorporate maths that will be
essential for their future employability.<br />
<h3>
</h3>
<h3>
14 Build relationships with feeder schools</h3>
Visit them, observe classes, understand the levels pupils are working at and prepare for the transition.<br />
<h3>
</h3>
<h3>
15 Group classes by main qualification</h3>
Construction and childcare are not compatible.<br />
<h3>
</h3>
<h3>
16 Set up drop-in sessions</h3>
Advertise
additional classes by text and on Facebook, and make sure tutors
encourage attendance. Put relevant material online to reinforce learning
(simple short videos, for example), then track the downloads and reward
all the students who made the effort to access them.<br />
<h3>
</h3>
<h3>
17 Run revision sessions during holidays</h3>
Write
to, text or email parents so they are aware of these extra classes.
Order pizzas and have a maths session that is relaxed but focused on
student needs.<br />
<h3>
</h3>
<h3>
18 Create variety</h3>
Offer a range of
activities around the classroom related to the topic being studied.
Rotate the learners through the tasks so they can try everything.<br />
<h3>
</h3>
<h3>
19 Make theory real</h3>
For
Pythagoras’ theorem and trigonometry, go outside and measure building
heights. Work out the best place to put a ladder so that it doesn’t
break a window or endanger the climber. Teach health and social care
students about perimeter and area by relating the topics to access
around a bed. For animal care students, refer to the amount of grazing
area required for sheep, or for trainee decorators the amount of paint
needed to cover a wall or room.<br />
<h3>
</h3>
<h3>
20 Don’t expect miracles</h3>
But always stay positive.<br />
<br />
<i>Jayne Stigger is an FE manager in south-east England</i>Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-56646498780904116412015-01-14T13:53:00.002-08:002015-01-14T13:53:12.991-08:00HoC, CAIAG, and hope for the futuresThe trim, middle-aged, twin-suited lady lowered her spectacles and sniffed; girls in Grammar Schools in the early ‘70’s do not ask such questions her look inferred. “To be an … ‘astronaut’, hmm” she repeated slowly and handed me a leaflet containing details of the local Pitmans Shorthand/typing course. “Off you go dear, that’s much more suitable”.<br />
<br />
Like <a href="https://twitter.com/toni_pearce" target="_blank"><span style="color: #c50a1f;">@toni-pearce</span></a>, I had many phases; paelontologist, astronaut, pilot, scientist and internationally renowned jazz singer. It almost broke my heart to see that this bright, motivated, intelligent young girl was nor more able to access good CEIAG (Careers Education Initial Advice and Guidance) now, than I had been forty years ago.<br />
<br />
On Wednesday, Nicky Hunt Secretary of State for Education was in front of the House of Commons’ Education Select Committee to answer concerns about Careers Education, Information, Advice and Guidance. Tweets of her responses, as she spoke, were depressing reading.<br />
<br />
<a href="https://twitter.com/careerslr" target="_blank"><span style="color: #c50a1f;">@careerslr</span></a> 83% of schools no longer employ prof adviser. <a href="https://twitter.com/ACunninghamMP" target="_blank"><span style="color: #c50a1f;">@ACunninghamMP</span></a> – is she going to mandate for careers specialists? <a href="https://twitter.com/NickyMorgan01" target="_blank"><span style="color: #c50a1f;">@NickyMorgan01</span></a> – no!<br />
<a href="https://twitter.com/grahamstuart" target="_blank"><span style="color: #c50a1f;">.@grahamstuart</span></a> says he can see no difference between roles of company and NCS. “If I’m confused you can’t blame some outside” <a href="https://twitter.com/CommonsEd" target="_blank"><span style="color: #c50a1f;">@CommonsEd</span></a><br />
<a href="https://twitter.com/NickyMorgan01" target="_blank"><span style="color: #c50a1f;">@NickyMorgan01</span></a> insists they will work together and that new co is not a direct delivery service of IAG. #careers <a href="https://twitter.com/CommonsEd" target="_blank"><span style="color: #c50a1f;">@CommonsEd</span></a><br />
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And so on. £20 million pounds, with no guaranteed funding for future years and no direct delivery of IAG – pointless box-ticking.<br />
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Seated in the Churchill Room in the House of Commons, somewhere I find both inspiring and terrifying, with delicious canapé’s and neck-stretching architecture, <a href="https://twitter.com/DP40days" target="_blank"><span style="color: #c50a1f;">@dp40days</span></a> and I watched as Alex Cunningham from the Select Committee hosted an event on CEIAG with speakers including <a href="https://twitter.com/Y_FovargueMP" target="_blank"><span style="color: #c50a1f;">@Y_FovargueMP</span></a> and <a href="https://twitter.com/LiamByrneMP" target="_blank"><span style="color: #c50a1f;">@LiamByrneMP</span></a>, <a href="https://twitter.com/JoeVinson" target="_blank"><span style="color: #c50a1f;">@JoeVinson</span></a>, <a href="https://twitter.com/toni_pearce" target="_blank"><span style="color: #c50a1f;">@Tonipearce</span></a> and many representatives from the NUS, Unison, the CBI and the Career Development Institute. This was clearly a subject close to many hearts, especially Katie Shaw <a href="https://twitter.com/sewdarngood" target="_blank"><span style="color: #c50a1f;">@sewdarngood</span></a> from the NUS who was kind enough to invite us on behalf of #UKFECHAT.<br />
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What struck me was just how interested the speakers were in our opinion, how quick they were to introduce themselves and how attentively they listened. Yes, it’s an election year but the sense of genuine concern was far more palpable than I’d heard in the morning session.<br />
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The audience were experienced and knowledgeable too; Janet Colledge <a href="https://twitter.com/CareersDefender" target="_blank"><span style="color: #c50a1f;">@CareersDefende</span></a>r generously listened and shared her expertise as did others. Many made good points but it was obvious from listening that only beyond Hadrian’s Wall was there anything approaching a joined up system. English careers advice and IAG is at best chaotic, at worst damaging the futures of hundreds of thousands of students without care or thought for the consequences.<br />
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There was no shortage of suggestions on how to fix this. Ensure schools comply with a statutory duty of care, have a universal system of L6 minimum experts, power up Ofsted to act as an aggressive Welsh Collie, delving into education and rounding everyone into compliance? Others suggested local hubs, others a network for exchanging expertise, one suggested a Royal College of Careers Advisors.<br />
The issues we face are huge:<br />
<ul>
<li><span style="letter-spacing: 0.05em;">Students given selective advice in schools. Only particular, favoured options are presented.</span></li>
<li><span style="letter-spacing: 0.05em;">Many FE colleges are locked out of schools</span></li>
<li><span style="letter-spacing: 0.05em;">Many schools promote only the academic option, flattering to their prospectus</span></li>
<li><span style="letter-spacing: 0.05em;">Many students in FE, if they manage to get there at all, do not get sufficient range of options beyond ‘UNIVERSITY’. Staff do their best but students need proper guidance.</span></li>
<li><span style="letter-spacing: 0.05em;">Apprenticeships, vocational routes, even a job, are less valued than UNIVERSITY One speaker said “We’ve got to stop thinking of A levels as Heinz beans & apprenticeships as Aldi beans” says<a href="https://twitter.com/Y_FovargueMP" target="_blank"><span style="color: #c50a1f;"> @Y_FovargueMP</span></a>. #IAG</span></li>
<li><span style="letter-spacing: 0.05em;">Adult returners, after an illness, redundancy, years of looking after sick relatives, being ill themselves or looking after children have no help either.</span></li>
<li><span style="letter-spacing: 0.05em;">Too many students get advice from the receptionist, some teacher’s wife or are directed to the NCS, possibly the dullest website ever.</span></li>
<li><span style="letter-spacing: 0.05em;">Far too many institutions put their own reputation ahead of the needs of the students</span></li>
<li><span style="letter-spacing: 0.05em;">There is dire inflexibility in our education system due to a rolling onslaught of policy changes, changing economic and social demands and funding cuts.</span></li>
<li><span style="letter-spacing: 0.05em;">Employers have almost no role in educational careers advice.</span></li>
<li><span style="letter-spacing: 0.05em;">As a nation, we do not offer consistent care and support that will enable people to reach their potential and do so many times.</span></li>
<li><span style="letter-spacing: 0.05em;">There is no such thing as ‘a job for life’ anymore; our economy has changed and will continue to do so. People need to retrain many times in their lives, not simply fade away to avoid spoiling some nice statistic.</span></li>
</ul>
The #NUS is right to raise this; it is shameful that we cannot advise our young on how to succeed without our own ego blocking their paths and restricting their options.<br />
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Clearly, change is needed, urgently. I hope for a system that is universal for all, accessible by all from those with no idea to those with a clear determination, for all of their lifetimes, in all circumstances from ex-prisoners through LLDD students, fathers and mothers returning to the job markets to eager 15 year olds determined to be the world’s best plumber/scientist/chef. It should have employers, experts and enthusiasm. Funding should be generous, sustained and locked.<br />
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A day in the House of Commons representing #UKFECHAT demonstrated that many people, with great expertise and far more knowledge than me are now trying to fix this. Those of us in education, who care about our students fully support their efforts and offer our help.<br />
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Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0tag:blogger.com,1999:blog-5387171644220402203.post-36848328506275286492014-12-31T14:28:00.001-08:002014-12-31T14:28:23.844-08:00#Nurture1415
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<span style="font-family: Calibri;">#Nurture1415<o:p></o:p></span></div>
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<span style="font-family: Calibri;">2014 – it’s been a ride. What was good? <o:p></o:p></span></div>
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<span style="font-family: Calibri;">Standing on top of <a href="http://en.wikipedia.org/wiki/Beacon_Hill,_Burghclere,_Hampshire" target="_blank">Beacon Hill; </a>after breaking my hip and
spending last Christmas in hospital having a replacement fitted, climbing to
the top of Beacon Hill was a satisfying achievement.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Sitting with a student and watching them struggle with maths
all term but passing Entry 1, 2 and 3 Functional Skills; easily. Go girl.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Redundancy: not everyone’s experience of choice but
liberating and satisfying to be able to work for #FE without being mired in the
politics.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">#UKFECHAT – easily the best organisation for #FE that
exists. So grateful to @MrsSarahSimons and the rest of the crew for their
companionship, friendship, professionalism and passion.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">The weather; long, hot, summery evenings spent in my garden,
with family and friends. Fabulous.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Looking forward to:<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Learning more; taking a course on Gamification via Coursera in
February, to see if I can learn more to convince colleges to buy into this great
tool and benefit students.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Climbing a bigger hill; my daughter climbed Kilimanjaro last
year, I’m looking at Snowden but still hopeful.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Buying my husband a Porsche 928 for his birthday; his dream,
my pleasure.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Working with more #FE peeps, and learning from them.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Attending the @TESFEAWARDS at the Grosvenor and seeing the
Good and Great in person. Sometimes, I can’t believe they’re real; honoured to
be there.</span></div>
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<span style="font-family: Calibri;">Love #FE; here's to it.<o:p></o:p></span></div>
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<o:p><span style="font-family: Calibri;"> </span></o:p></div>
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<o:p><span style="font-family: Calibri;"> </span></o:p></div>
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<o:p><span style="font-family: Calibri;"> </span></o:p></div>
Points of Viewhttp://www.blogger.com/profile/06593156898864758889noreply@blogger.com0