Initial Teacher Training and CPD in Further Education in Scotland Dr Roy Canning Lifelong Learning Group University of Stirling

Further Education in Scotland 43 colleges 350,00 students 14 per cent of students have a disability 57 per cent are females 4.7 per cent ethnic background

Further Education in Scotland Median age of males is 22 and for females 31 Twice as much activity delivered to most deprived areas compared with affluent area 94 per cent of activity linked to a recognised qualification

Qualification type and subjects Qualifications HND, HNC, Level 3 SVQs, Level 2 SVQs, other non-advanced Subjects Family and personal care, health care, IT, construction, engineering and business

Scottish Policy Context Pre-election Determined to Succeed (2002) A Curriculum for Excellence (2004) Lifelong Partners (2005) Not in Education, Employment or Training NEET (2006)

Scottish Policy Context Post-election Early Years Education School class sizes De-cluttering of the complex delivery networks at a local level (Enterprise and Skills) Increase opportunities for vocational education and strengthen links between schools, colleges and businesses

Initial Teacher Education in FE (Scotland) Vocational subjects Anderson Committee (1993) National Guidelines for ITE (1997) Professional Development Awards (HN units from SQA) Review (2002) CPD; agenda; legislative requirements;

Number of teachers by qualification type and employment 2004/5

Teaching Qualifications 89 per cent of teaching staff are teacher trained 50 per cent of part- time staff are teacher trained per cent of all staff are qualified in their subject area

Staff in Colleges Majority of staff have permanent full time contracts Significant number of P/T staff in colleges More females than males employed Approx 10% of staff under the age of 30 years

Becoming an FE lecturer In –service student (TQFE) months part-time Timescales on completion of TQFE: 3 years and 5 years Pre-service student (TQFE) –one year full-time

Becoming an FE Lecturer Knowledge of Experience: Competence-based standards (codified) Reflective Practice Accreditation

Ways of Knowing Knowledge of Experience Higher adjudicating knowledge (Kant) Modernity and Reflexivity (Giddens) Professional Practitioner (Schon, Kolb)

Knowledge of Experience: view from no where Withered and diminished kind of experience Accumulation from the past (residue) Thinking about only what we already know Experience does not belong personally to a subject (saturated self) Nor does it only arise in the mediating space of subject and object

Ways of Knowing Conflation of experience and knowledge of experience Immersion in the world; cant leave you where you began No separation of experience and experimentation; nor of theory and practice Pre-reflective, provisional, open, becoming risk-laden dice Co-production of experience (Bilett) and collective competence (Boreham) Raymond Williams: structures of feeling Walter Benjamin: speculative knowledge Deleuze: Difference and repetition