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It’s about work… Excellent adult vocational teaching and learning. Frank McLoughlin CBE Chair of the Commission. Background. A different approach…. New Challenges, New Chances. Ambitions….

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it s about work excellent adult vocational teaching and learning

It’s about work…Excellent adult vocational teaching and learning

Frank McLoughlin CBE

Chair of the Commission

background

Background

A different approach…

ambitions
Ambitions…
  • A Commission for the future – developing a new generation of ‘home grown’ talent and highly skilled technicians to drive our future prosperity;
  • An opportunity to turn the spotlight on an under- recognised part of the education landscape, but one that will be critical to all our futures;
  • A once in a generation opportunity to raise the status of vocational teaching and learning, and to develop a robust vocational model.
exploring how the best colleges and providers work with employers approaches
exploring how the best colleges and providers work with employers;Approaches
  • The Commission will :
  • be genuinely independent and sector-driven;
  • adopt an organic approach, evolving in response to discussions with commissioners and other stakeholders;
  • do things differently, innovatively and inclusively, using technology and reaching far and wide across the sector;
  • establish a non-Westminster based approach, focused on visiting and listening to learners, employers and practitioners, and observing and learning from effective practice in colleges and training providers;
  • work from practice to theory…
frank mcloughlin cbe chair and principal of city and islington college

Richard Atkins, Principal, Exeter College

Sue Hill, Head of Teaching and Learning, West Herts College

Martina Milburn CBE, Chief Executive, The Prince's Trust

The Commissioners

Shauni O'Neill, National Apprentice of the Year 2011, Transport for London

Professor Mariane Cavalli, Principal, Warwickshire College

Gary Hughes, Director of Curriculum and Developments (Adults), Hull College

Frank McLoughlin CBE, Chair, and Principal of City and Islington College

Fiona McMillan OBE, Vice Chair and formerly President of the Association of Colleges and Principal, Bridgwater College

Rob Hammond, Managing Director, Direct Training Solutions Ltd

Jacqui Ramus, Practice Development Manager, St Monica Trust

Colonel Carolyn Johnstone, Ministry of Defence

Graham Schuhmacher MBE, Vice Chair and Head of Development Services, Rolls-Royce

Mike Smith, Curriculum Development Manager, Eagit Training

Roshni Joshi, National Union of Students

Professor Matthew Harrison, Director of Education, The Royal Academy of Engineering

Dereth Wood, Director of Operations, learndirect

Alastair Taylor, Quality Advisor, Landex

Bill Alexander, Head of Training and Skills, National Skills Academy - Railway Engineering

Tom Wilson, Director, unionlearn

exploring how the best colleges and providers work with employers aim
exploring how the best colleges and providers work with employers;Aim

To raise the quality, and improve the outcomes and impact, of adult vocational teaching and learning in the further education and skills sector for learners and employers.

exploring how the best colleges and providers work with employers task
exploring how the best colleges and providers work with employers;Task
  • To articulate the features of excellent adult vocational teaching and learning;
  • To review a range of pedagogical approaches;
  • Investigate the role of technology;
  • Explore how the best colleges and providers work with employers.
work programme
Work programme
  • six commissioners’ meetings incorporating a programme of visits to enable commissioners to see and learn from good and outstanding teaching and learning in practice;
  • a range of seminars with teachers, trainers and teacher educators; and learners, employers, professional associations and learning technologists and online discussions;
  • a visit to Denmark to see and discuss that country’s approach to vocational teaching and learning; and
  • a rigorous review and synthesis of the evidence base, including literature reviews; calls for evidence from practitioners in further education and skills, and industry; and commissioned research.
phases of work
Phases of work

Phase 1 – summer 2012: consult widely, gather evidence, listen to a wide range of perspectives, review research literature and good practice.

Phase 2 – autumn 2012: explore cross-cutting themes, synthesise evidence and emerging themes with a wide range of stakeholders.

Phase 3 – winter/early spring 2012-13: develop, test and refine a framework for excellent adult vocational education and training and prepare final report of the Commission’s findings, conclusions and recommendations.

visits

Visits

From practice to theory…

slide19

8 distinctive features of adult vocational pedagogy

It’s about work…

Excellent

adult vocational

teaching and learning

4 characteristics of excellent provision

4 enabling factors

10 recommendations

excellent adult vocational teaching and learning 4 characteristics

Excellent adult vocational teaching and learning: 4 characteristics

a clear line of sight to work on all vocational programmes;

2. ‘dual professional’ teachers and trainers who combine occupational and pedagogical expertise;

3. access to industry-standard facilities and equipment, reflecting the ways in which technology is transforming work;

4. clear escalators to higher level vocational learning, developing and combining deep knowledge and skills.

distinctive features of vocational pedagogy

Knowledge

Skills/attributes

Distinctive features of vocational pedagogy

Real work context

Communities of practice

Practical problem solving/reflection

8 distinctive features of vocational pedagogy

8 distinctive features of vocational pedagogy

that through the combination of sustained practice and the understanding of theory, occupational expertise is developed;

that work-related attributes are central to the development of occupational expertise;

3. that practical problem solving and reflection on experience, including learning from mistakes in ‘real’ and simulated settings, is central to effective vocational teaching and learning;

4. that it is most effective when it is collaborative and contextualised, taking place through communities of practice which involve different types of ‘teacher’ and capitalise on the experience and knowledge of all learners;

8 distinctive features of vocational pedagogy1

8 distinctive features of vocational pedagogy

that technology plays a key role because keeping on top of technological advances is an essential part of the occupational expertise required in any workplace;

6. that it requires a range of assessment and feedback methods that involve both ‘teachers’ and learners,;

7. that it often benefits from operating across more than one setting, to develop the capacity to learn and apply that learning in different settings just as at work;

8. that occupational standards are dynamic evolving to reflect advances in work and that through collective learning transformation in quality and efficiency is achieved.

4 enabling factors

4 enabling factors

a two-way street – genuine collaboration between colleges and training providers, and employers;

2. vocational qualifications that include both a national core and a locally tailored element;

3. leadership, management and governance which combines a focus on the quality of vocational teaching and learning, with an approach to leading through collaboration in order to build the two-way street;

4. a collaborative approach to accountability in order to empower VET professionals to maximise impact for employers and learners.

10 recommendations

10 Recommendations

Adopt the two-way street.

2. Develop a core and tailored approach to vocational qualifications.

3. Revise and enhance the education and training arrangements for vocational teachers and trainers including introducing Teach Too, a scheme to encourage experienced professionals to pass on their expertise.

4. Reinstate employers’ presence and influence across providers of VET.

10 recommendations1

10 Recommendations

Establish a National VET Centre to take responsibility for research and development of VET.

Test the principles, key characteristics and distinctive features of adult vocational teaching and learning proposed in this report.

7. Develop the role of technology in VET.

8. Create a cadre of specialist English and maths tutors in every college to support learners and vocational teachers and trainers in a given locality.

10 recommendations2

10 Recommendations

9. Support the development of VET leaders and managers to enable them to both lead the process of improvement of vocational teaching and learning, and build the two-way street.

10. Encouragethe collaborative role of government and explore the use of effective incentives to drive the demand from, and the engagement of, employers.

next steps april to july
Next steps – April to July
  • Supplementary papers:
    • a review of evidence submitted to the Commission;
    • an international review of the research literature on vocational pedagogy.
  • Papers for the Education and Training Foundation:
    • the potential of digital simulations to contribute to vocational teaching and learning;
    • options for developing a National VET Centre;
    • options for developing ‘Teach Too’.
  • CAVTL/Ofsted joint project – Illuminating excellent practice in vocational teaching, learning and leadership
  • The inaugural National Vocational Education and Training Conference, in partnership with the Foundation and the UK Commission for Employment and Skills – at The Skills Show on 14 November 2013
slide29

Education and Training FoundationJenny Williams – Director of Vocational Education and Trainingvocational@etfoundation.co.uk