Hayes launches independent review of professionalism in the FE and skills sector
He confirmed that the review will be chaired by Lord Lingfield, working with an expert panel led by David Sherlock CBE, former head of the Adult…
He confirmed that the review will be chaired by Lord Lingfield, working with an expert panel led by David Sherlock CBE, former head of the Adult Learning Inspectorate.
Mr Hayes said:
“As we reform the further education sector to ensure it is fit for the 21st century, it is right that we also work to raise the status of FE professionals. We want to give the best support to those who teach in the sector.
“I am delighted to announce that the respected educationalist, Lord Lingfield, has accepted my invitation to lead this important work.”
The review, which is due to report in the spring, will undertake a number of tasks:
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Review progress made in professionalising the FE and skills workforce in recent years
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Investigate what lessons can be learnt from the way professional status is facilitated and regulated in other sectors
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Examine the appropriateness and effectiveness of the current regulations
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Examine the role, functions, benefits for members and governance of the Institute for Learning as the sector’s professional membership body
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Consider what is the fairest, most efficient and appropriate way of meeting the costs of facilitating a professionalised FE and Skills workforce
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Make recommendations for any changes and improvements required to continue progress in raising the professional standards and status of the FE and Skills workforce.
Dawn Ward OBE, Principal of Burton and South Derbyshire College, and Dan Wright, Chief Executive of First4Skills, will also sit on the panel.
Notes to editors:
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The Independent Review will take evidence from across the Further Education and Skills sector and beyond. It will start this process this week.
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The review’s terms of reference are as follows:
Overall Objective
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To review the current arrangements to regulate and facilitate the professionalism of the Further Education and Skills workforce, and make recommendations as appropriate for how these should be changed or improved, taking account of the broader context of the Government’s strategy of _Skills for Sustainable Growth _and its belief that building the status of workforce is central to building and promoting the reputation of the sector.
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The Independent Review is not partisan and will be carried out on the basis that there will be no public lobbying by any parties.
Key Tasks
i. review progress made with professionalising the FE and Skills workforce following the introduction the reforms stemming from ‘Equipping Our Teachers for the Future’;
ii. investigate if lessons can be learnt from the way professional status is facilitated and regulated in other sectors;
iii. examine the appropriateness and effectiveness of the current regulations;
iv. examine the role, functions, benefits for members and governance of the Institute for Learning as the sector’s professional membership body, its regulatory functions and how effectively it is facilitating the achievement of a professionalised workforce, and, where relevant, the contribution of other partner bodies;
v. consider what is the fairest, most efficient and appropriate way of meeting the costs of facilitating a professionalised FE and Skills workforce;
vi. make recommendations for any changes and improvements required to enable continued progress in raising the professional standards and status of the FE and Skills workforce, to support continuing professional development, and to engage and give confidence to all key stakeholders.
- In undertaking these tasks, the review would be expected to take account of:
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views and evidence invited from practitioners and other key stakeholders in the FE and Skills sector on the current arrangements, and what “professionalism” means to them;
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advice and research evidence from those with expertise in professionalism and the functioning of professional membership bodies in other sectors;
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related reviews of the funding of initial teacher training and teaching qualifications as these may bear upon the professional standing of the FE teaching workforce;
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changes in the institutional landscape that have taken place following the de-licensing of LLUK as a Sector Skills Council, and the contribution of the Learning and Skills Improvement Service;
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changes affecting how the professionalism of the school workforce is regulated and facilitated.
Reporting Timetable
- A draft report outlining key findings/recommendations to be prepared within 3 months of the date of commencement.
Management
- The review will be led by an independent chair working with a small expert panel.
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Notes to Editors
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