Presentation on theme: "1 Prioritising Teaching and Learning in an Age of Austerity LSIS LEARNING FAIR (NORTH) NEWCASTLE COLLEGE Frank COFFIELD 15 DECEMBER."— Presentation transcript:
1 Prioritising Teaching and Learning in an Age of Austerity LSIS LEARNING FAIR (NORTH) NEWCASTLE COLLEGE Frank COFFIELD 15 DECEMBER DECEMBER 2010
2 Coalition Country New Skills Strategy + Schools White Paper + Review of HE = radical reform Intensified market, more competition, more providers Main purpose of Educ : improve competitiveness More inequality: no EMAs, 2 tiered HE Sharper regulation: Satisfactory = improving or stuck; 35%; no resits T & L become ever more central
3 Skills for Sustainable Growth Leitch targets abandoned but 4 indicators of success : % of leavers in jobs/training. Labour markets? Internat comparisons, % with qual’s. UK historical weakness is Funding per student and efficiency Admin costs:”only 40% of budget spent on T & L” PWC.
4 The Good News Title of White Paper Simplify funding End disparity of funding between schools and colleges End central planning and micro-magt Positive measures: pupil premium; LLL accounts; loans for part-time and some FE Ss; +75,000 apprentices
5 What could govt do? Replace market with collaboration cf Wales Increase % of GPD spent on Educ cf Germany, USA: reinstate EMAs to 620,000 Ss; English Ss to pay same fees as Scottish and Welsh Ss; create residential FE colleges Regional consortia to share scarce resources: mangt, admin, ICT, libraries, SEN, catering, cleaning, transport etc Reform framework of inspection: 74 pp ?s Reform framework of inspection: 74 pp ?s Policy in England has become extreme Policy in England has become extreme
6 What could SMTs do with less resource? What could SMTs do with less resource? Change language, thinking and practices. Change language, thinking and practices.Examples “Line manager”, “CEO”, UK plc”, “seamless progression”, “customers” etc “Line manager”, “CEO”, UK plc”, “seamless progression”, “customers” etc Change role of SMT from business managers to educational leaders Change role of SMT from business managers to educational leaders Increase % of budget spent on T & L: invest in your staff Increase % of budget spent on T & L: invest in your staff Provide time and support for teams to learn together : CPD menu Provide time and support for teams to learn together : CPD menu Model of change = ? a) 1,000 flowers? b) 2/3 initiatives? Model of change = ? a) 1,000 flowers? b) 2/3 initiatives? What initiatives? AfL, JPD, voices of learners What initiatives? AfL, JPD, voices of learners Restore sense of agency to staff and unleash their creativity re cuts. Admin, IT (oversold + underused), restructuring, share resources? Restore sense of agency to staff and unleash their creativity re cuts. Admin, IT (oversold + underused), restructuring, share resources? Teach: to close gap with staff, see policies in action, and time needed for teaching Teach: to close gap with staff, see policies in action, and time needed for teaching
7 What could tutors do? Govt + SMT set paramaters, but formal learning takes place in classrooms Become experts in T & L. Research. One book every summer? Commit to improving their practice continuously Begin dialogue with Ss on learning Use assessment as bridge between T &L; decisions about next T based on evidence Remain open as lifelong learner Consult Ss + respond to criticisms.
8 LEARNERS’ VOICES Main Messages Main Messages Most T good/excellent; some poor Ss want to be more active v copying from ppps/listening Low level disruptions, running sore Current methods ineffective v discussion groups, learning diaries, discussion groups Stories rather than percentages Caution: small sample, but literature supports.
9 Which Intervention? 1 Quality of T 1 Quality of T Reciprocal T 2 Reciprocal T T/S relationships 3 T/S relationships Providing feedback 4 Providing feedback
10 Explanation of Terms Quality of T = challenge, high expectations, love of subject Reciprocal T = each S acts as T, moves from spectator to performer T/S relationships = positive regard for all, requires commitment from Ss Feedback = thermostat able to change system
11 What could students do? Become apprentices in learning by : reflecting on how they learn : reflecting on how they learn : learning from/teaching peers : learning from/teaching peers : going “meta” : going “meta” : taking charge of own learning : taking charge of own learning Develop partnership with tutor: tandem bike See assessment as means of improving their learning Make use of enrichment activities/informal learning
12 Final Questions Are we encouraging independent, critical learners from so much spoon feeding? Does raising standards in education mean more than raising test scores? Is it enough to be an efficient business? Are FE Colleges more than deliverers of government policy? When does the sector challenge govt policy? Will Colleges become exam factories or communities of discovery? T is a noble and essential profession. In today’s knowledge society T is the core profession, the key agent of change. YOU are the key agents of change.
13 References BIS (2010) Skills for Sustainable Growth, London:BIS Black, P et al (2003) Assessment for Learning: Putting it into practice, Maidenhead: OUP Browne,J (2010) Securing a Sustainable Future for HE, Coffield, F (2009) Ofsted Inspected, Adults Learning, December Coffield, F (2010) Yes but what has Semmelweis to do with my professional development as a tutor? London :LSN. Department for Education (2010) The Importance of Teaching: the Schools White Paper, London:TSO, Cm 7980 Fielding, M et al (2005) Factors influencing the transfer of good practice, London: DfES, Research Brief No RB615. Fielding, M et al (2005) Factors influencing the transfer of good practice, London: DfES, Research Brief No RB615. Hattie, J (2009) Visible Learning: A synthesis of over 800 meta-analyses relating to achievement, Abingdon: Routledge. PriceWaterhouseCoopers (2010) Review of the cost of administering the education system in Wales, wales.gov.uk/docs/dcells/publications/100518reviewofcostadminen.pdf. Wiliam, D (2009) “Assessment for learning: why, what and how?”, London: IoE Wolf, A (2009) An Adult Approach to Further Education, London: IEA.