This conference is in the past and bookings are no longer being taken.
Slides from the conference can be found on the Slides page
Conference Overview
Climbing the Professional Ladder in the Wider FE Sector
Clarifying the structures of Staff Qualifications, Regulation and CPD in the Wider FE Sector whilst reporting on progress and discussing issues and successes
The recent changes to the regulations and qualifications in the broader FE sector are not wholly clear especially for staff who do have clear-cut teaching roles. This one-day conference will invite the leading Government Department and associated organisations, to put forward the current structures, clarify some of the grey areas and provide a view of planned areas of development.
- Which staff are affected and how?
- What roles are covered and what levels of status are required?
- How professional status is properly maintained?
- Other NOS being considered for related staff roles
- How status, qualifications and processes will be validated?
- Issues of Data
Underpinning the aim of Professionalising the Sector are the issues related to obtaining the qualifications and maintaining professional development. In this part of the conference we will hear from some of those parties directly involved in the qualifications and CPD.
- Awarding bodies
- Providers of the qualifications
- CETTS and University provision of the high level diplomas
- FE institutions and WBL providers
The third part of the equation is to have some examples of good practice in formulating staff development strategies for different parts of the sector and their view on the impact of the changes, in particular: WBL providers, FE colleges and ACL.
We hope that the conference will highlight and answer some of the hard questions which are being asked by the sector.
- Is a WBL trainer/assessor with 60 learners spread over 2000 sq miles and who is responsible for career shaping advice on a daily basis, really operating and teaching at only a bare level 3?
- How do we encompass tutors, coaches, mentors and advisors who never perform group teaching but have a profound effect on the learning process?
- How do we mitigate the costs of releasing staff for substantial periods of time – are there more flexible delivery models for the new qualifications?
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