The Foundation Prevent online training modules
Prevent for FE and training website: http://www.preventforfeandtraining.org.uk/
What is the Prevent duty? • A duty to protect vulnerable individuals from exploitation and grooming by extremists • A safeguarding duty to look after the welfare of members of the organisations you inspect
What the Prevent duty isn’t • Spying on students and staff Focussed on one faith or specific ethnic • groups Stopping students and staff from • discussing and being interested: • in politics • international issues
How is extremism defined in law? “ vocal or active opposition to fundamental British values* and calls for the death of members of our armed forces, whether in this country or overseas” Prevent duty guidance 2015: http://www.preventforfeandtraining.org.uk/sites/default/files/Prevent_Duty_Guidance_For_Furthe r_Education__England__Wales_-Interactive.pdf *Promotion of: democracy, rule of law, individual liberty, mutual respect, tolerance of other beliefs and compliance with the Equality Duty 2010
Extremism includes: • Right wing extremism Animal rights extremism • • Religious extremism This: “includes not just violent extremism but also non-violent extremism, which can create an atmosphere conducive to terrorism and can popularise views which terrorists exploit” From: Prevent duty guidance 2015: http://www.preventforfeandtraining.org.uk/sites/default/files/Prevent_Duty_Guidance_For_Further_Education__E ngland__Wales_-Interactive.pdf
Extremism does not include: • Men growing beards • Women wearing hijabs • Discussing politics • Taking an interest in international events • Becoming serious about a faith
How do staff identify someone vulnerable to exploitation?? • There are no clear signs of exploitation • Use their professional judgement • Decide when or if they should speak to the Safeguarding team Reasons for Prevent concerns will often be similar to safeguarding concerns
British values All of us also have a statutory duty to promote and exemplify British values as defined in law: • Democracy • Rule of Law • Individual liberty • Mutual respect, tolerance of other beliefs and compliance with the Equality duty 2010
Questions?
Prevent Duty Guidance: for further education institutions in England and Wales 1 HM Government Prevent Duty Guidance: for further education institutions in England and Wales March 2015
Prevent Duty Guidance: for further education institutions in England and Wales 3 This sector specifjc guidance for other organisations funded by the Education Funding Agency to deliver post 16 education further education institutions in and training; England and Wales subject to the Prevent duty is additional to, and • further education institutions in Wales funded is to be read alongside, the general by the Welsh Government; and guidance contained in the Revised • private further education institutions who are Prevent Duty Guidance issued on not in receipt of public funding who may be 16 th July 2015. on the UK Register of Learning Providers and have similar characteristics to those on the register. We defjne these as institutions that have at least 250 students who are Further education undertaking courses in preparation for examinations which either receive public 1. Section 26(1) of the Counter-Terrorism and funding or are regulated by the Offjce of Security Act 2015 (“the Act”) imposes a duty on Qualifjcations and Examinations Regulation or “specifjed authorities”, when exercising their the Welsh Government. functions, to have due regard to the need to prevent people from being drawn into terrorism. 3. Most institutions already understand their There is an important role for further education Prevent -related responsibilities, especially in the institutions, including sixth form colleges and context of ensuring the welfare of learners, staff independent training providers, in helping and visitors, and there are numerous examples prevent people being drawn into terrorism, of good practice in these areas. As with higher which includes not just violent extremism but education, compliance with this duty will refmect also non-violent extremism, which can create an existing best practice and should not add atmosphere conducive to terrorism and can signifjcant new burdens on institutions. It is to be popularise views which terrorists exploit. It is a implemented in a proportionate and risk-based condition of funding that all further education way. and independent training providers must comply with relevant legislation and any statutory 4. To comply with the duty we would expect responsibilities associated with the delivery of further education institutions to be delivering in education and safeguarding of learners. the following ways. Further education specifjed authorities External Speakers and Events 2. The further education institutions specifjed in 5. In order to comply with the duty all further Schedule 6 to the Act fall into the following education institutions should have policies and categories: procedures in place for the management of events held on their premises. The policies • further education institutions on the Skills should apply to all staff, students and visitors and Funding Agency (SFA) register of training clearly set out what is required for any event to organisations (ROTO), including sub- proceed. contractors which receive more than £100,000 of SFA funding via lead providers. 6. Every institution clearly needs to balance its This includes approximately 950 further legal duties in terms of both ensuring freedom of education colleges and independent providers speech and also protecting student and staff – such as private companies and third sector welfare. organisations that are eligible to receive public funding from the SFA to deliver education and training and the 93 Sixth Form Colleges and
4 Prevent Duty Guidance: for further education institutions in England and Wales Prevent Duty Guidance: for further education institutions in England and Wales 5 7. Encouragement of terrorism and inviting and through their social media activity. Where of the institution’s estate, including policies and regard to the protected characteristics set out in support for a proscribed terrorist organisation radicalisation happens off campus, the student procedures for events held by staff, students or the Equality Act 2010. are both criminal offences. Institutions should concerned may well share his or her issues with visitors, and relationships with external bodies 21. We would expect appropriate members of not provide a platform for these offences to be other students. Changes in behaviour and and community groups who may use premises, staff to have an understanding of the factors that committed. outlook may be visible to staff. Much of this or work in partnership with the institution. make people vulnerable to being drawn into guidance therefore addresses the need for 8. Furthermore, when deciding whether or not 16. Institutions must have clear and visible terrorism and to challenge extremist ideas which institutions in receipt of public funding to self- to host a particular speaker, institutions should policies and procedures for managing are used by terrorist groups and can purport to assess and identify the level of risk, ensure all consider carefully whether the views being whistleblowing and complaints. In England, if an legitimise terrorist activity. We defjne extremism staff have access to training, and that there is expressed, or likely to be expressed, constitute individual feels that their complaint has not been as “vocal or active opposition to fundamental welfare support for students and effective IT extremist views that risk drawing people into taken seriously by the college or provider they British values, including democracy, the rule of policies in place which ensure that these signs terrorism or are shared by terrorist groups. In can raise it with the SFA (for Further Education law, individual liberty and mutual respect and can be recognised and responded to these circumstances the event should not be and Private Providers) or EFA (for sixth form tolerance for those with different faiths and appropriately. allowed to proceed except where institutions colleges or private providers funded by it). beliefs. We also include in our defjnition of are entirely convinced that such risk can be fully Partnership extremism calls for the death of members of our 17. Where an institution has sub-contracted the mitigated without cancellation of the event. This armed forces, whether in this country or 12. In complying with this duty we would expect delivery of courses to other providers, we includes ensuring that, where any event is being overseas.” Such staff should have suffjcient active engagement from governors, boards, expect robust procedures to be in place to allowed to proceed, speakers with extremist training to be able to recognise this vulnerability principals, managers and leaders with other ensure that the sub-contractor is aware of the views that could draw people into terrorism are and be aware of what action to take in response. partners including police and BIS regional higher Prevent duty and the sub-contractor is not challenged with opposing views as part of that This will include an understanding of when to and further education Prevent co-ordinators inadvertently funding extremist organisations. same event, rather than in a separate forum. make referrals to the Channel programme and (details of BIS Prevent co-ordinators can be Where institutions are in any doubt that the risk where to get additional advice and support. 18. In Wales the Safer Working Practice found at www.safecampuscommunities.ac.uk). cannot be fully mitigated they should exercise Guidance and assessment process should also be We would expect institutions to seek to engage 22. At a corporate level we would expect the caution and not allow the event to proceed. adhered to. and consult students on their plans for institution to have robust procedures both 9. We would expect institutions to put in place a implementing the duty. internally and externally for sharing information Action Plan system for assessing and rating risks associated about vulnerable individuals. This should include 13. Where the size of an institution warrants, with any planned events, which provides information sharing agreements where possible. 19. Any institution that identifjes a risk should management and co-ordination arrangements evidence to suggest whether an event should notify the relevant BIS Prevent co-ordinator and should be implemented to share information 23. As the independent body responsible for proceed, be cancelled or whether action is others as necessary (such as the SFA, EFA Welsh across the relevant curriculum areas within an standards and quality improvement for further required to mitigate any risk. There should also Government and the police) and develop a institution, with a single point of contact for education, the Education and Training be a mechanism in place for assessing the risks Prevent action plan to set out the actions they operational delivery of Prevent-related activity. Foundation will work with the sector to ensure associated with any events which are college- will take to mitigate the risks. that appropriate training is available. This will affjliated, funded or branded but which take Risk assessment include and draw from training provided through place off their premises and for taking swift and Staff Training the network of Prevent co-ordinators. appropriate action as outlined in paragraph 8. 14. Each institution should carry out a risk 20. We would expect institutions to assessment which assesses where and how Welfare and pastoral care/chaplaincy support 10. Institutions should also demonstrate that demonstrate that it undertakes appropriate students or staff may be at risk of being drawn staff involved in the physical security of the training and development for principals, into terrorism. These policies and procedures 24. All institutions have a clear role to play in the estate have an awareness of the Prevent duty. governors, leaders and staff. This will enable will help an institution satisfy itself and welfare of their students and we would expect Where appropriate and legal to do so, an teachers and others supporting delivery of the government that it is able to identify and there to be suffjcient pastoral care and support institution should also have procedures in place curriculum to use opportunities in learning to support these individuals. available for all students. for the sharing of information about speakers educate and challenge. It will also allow leaders with other institutions and partners. and teachers to exemplify British values in their 15. We would expect the risk assessment to 25. As part of this, we would expect the management, teaching and through general look at institutional policies regarding the institution to have clear and widely available 11. But it is important to realise that the risk of behaviours in institutions, including through campus and student welfare, including equality policies for the use of prayer rooms and other radicalisation in institutions does not just come opportunities in the further education and diversity, and the safety and welfare of faith-related facilities. These policies should from external speakers. Radicalised students can curriculum. We expect institutions to encourage students and staff. We expect the risk outline structures in place for managing prayer also act as a focal point for further radicalisation students to respect other people with particular assessment to address the physical management and faith facilities (for example an oversight through personal contact with fellow students
committee) and mechanisms for managing any local authority providers, this would result in the issues arising from the use of the facilities. Further Education or Sixth Form College Commissioner making an immediate assessment. IT policies This could lead to governance and leadership change, restructuring or even dissolution under 26. We would expect institutions to have the Secretary of State’s reserve powers. Under policies relating to the use of their IT equipment. the Further and Higher Education Act 1992 Act, Whilst all institutions will have policies around and following intervention action, it would also general usage, covering what is and is not be possible for the Secretary of State to issue a permissible, we would expect that all policies direction as the ultimate sanction. and procedures will contain specifjc reference to the duty. Many educational institutions already 31. For those institutions that are not publicly use fjltering as a means of restricting access to funded, the Secretary of State will have a power harmful content, and should consider the use of to nominate a body to monitor compliance with fjlters as part of their overall strategy to prevent the duty and undertake risk-based assessments. people from being drawn into terrorism. 27. Institutions must have clear policies in place for students and staff using IT equipment to research terrorism and counter terrorism in the course of their learning. 28. The Joint Information Systems Committee (JISC) can provide specialist advice and support to the FE sector in England to help providers ensure students are safe online and appropriate safeguards are in place. JISC also has a Computer Security Incident Response Team who can provide assistance in the event of an online incident occurring. Monitoring and enforcement 29. Ofsted inspects publicly funded further education and skills providers in England under the Common Inspection Framework. This inspection is risk-based and the frequency with which providers are inspected depends on this risk. Safeguarding is inspected as part of leadership and management judgement. In Wales the inspection regime is operated by Estyn. 30. Where Ofsted fjnds a publicly-funded further education institution or independent training provider inadequate, intervention action would be taken. In the case of independent providers this is likely to result in their contract being terminated by the Skills Funding Agency. In the case of further education institutions and
Staff Governors’ Conference 2015 Devolution, Skills Agreements and Area Reviews December 2015
2
Devolution in England Called for radically transformed public Chancellor Agrees services to revitalise devolved services local democracy and including post 19 Skills address the funding – gap targeted at (not apprenticeships) manifesto writers 2013 2015 2012 2014 Set out the scope and scale of the financial challenge faced Focuses on the practical steps a new government must take – to transform public services targeted at manifesto writers 3
Devolution Agenda Devolve powers and budgets to boost local growth in England. Devolve far-reaching powers over economic development, transport, skills and social care to large cities which choose to have elected mayors. Legislate to deliver a deal for Core Cities and Combined Authorities. Devolve further powers over skills spending and planning to the Mayor of London and other Combined Authorities. As part of approving the ‘asks’, agree with each Combined Authority the scope of a skills area review. 9 areas have devolved powers over Skills . Tees Valley, West Yorkshire, Sheffield, Liverpool City Region, West Midland, Greater Manchester, North East, Cornwall, London. Many more in discussion 4
Area Reviews Originally triggered by financial difficulties of some colleges. Remit extended to look at all providers in an area. Tasked with offering up recommendations that will rationalise the provision, match what employers want, be cost effective and provide long term stability. Between now and 2017, all areas of country will be covered. In devolved areas the CAs/LEP can lead reviews. In other areas, reviews will be led by the FE or 6 th Form College Commissioner. All named colleges in an area must be in the review. Colleges and providers are independent of Government and therefore make the final decisions. 5
Staff Governors’ Role Collective Accountability: To determine what’s best for your college and your service. That could mean merge or federate but only after the appropriate appraisal of options has been made. To ensure that in discussion the student voice and staff voice are heard. When considering any proposals, curriculum matters are discussed. Vision should be about the future and building a college to support that future. 6
Source Materials • Devolution http://www.local.gov.uk/devolution/map http://www.local.gov.uk/devolution • Area Reviews https://www.gov.uk/government/publications/reviewing-post-16-education- and-training-institutions-list-of-area-reviews/reviewing-post-16-education- and-training-institutions-details-of-the-area-reviews • Aoc https://www.aoc.co.uk/governors-network-area-reviews 7
Annex 1 Skills Devolution Deals Liverpool City Region Policy commitment Devolution Deal Responsibility: For chairing an area-based review of 16+ skills provision, the outcomes of which will be taken forward in line with the principles of the devolved arrangements. Recommendations will focus on General FE and Sixth Form Colleges. For local commissioning of outcomes to be achieved from the 19+ adult skills budget starting in academic year 2016/17, with fully devolved budgets to LCR CA from academic year 2018/19 (subject to readiness conditions). These arrangements do not cover apprenticeships. Joint responsibility with the government to co-design employment support for the harder-to-help claimants. Skills West Midlands CA Policy commitment Devolution Deal Responsibility: For chairing an area-based review of 16+ skills provision, the outcomes of which will be taken forward in line with the principles of the devolved arrangements. Recommendations will focus on General FE and Sixth Form Colleges. For local commissioning of outcomes to be achieved from the 19+ adult skills budget starting in academic year 2016/17, with fully devolved budgets to WMCA from academic year 2018/19 (subject to readiness conditions). CA will be responsible for allocations to providers and outcomes to be achieved, consistently with statutory entitlements. These arrangements do not cover apprenticeships. * Skills Greater Manchester Funding Devolution Deal Responsibility: Devolved Apprenticeship Grant for Employers Greater Manchester Partnership commitment Devolution Deal Power to re-structure the Further Education provision, 16 to 18 skills. * Skills Sheffield City Region Funding Devolution Deal Adult Skills Budget devolved from the Skills Funding Agency to the city. * Cornwall Policy commitment Devolution Deal Greater LEP involvement: In boosting skills, including reshaping training and learning provision, developing new apprenticeship opportunities and improving careers advice for young people. 8
Annex 2 Example of a Skills Agreement Three stages 1. The Combined Authority will begin to prepare for local commissioning in 16/17. It will develop a series of outcome agreements with providers about what should be delivered in return for allocations in the 2016/17 academic year. Providers will receive their total 19+ skills funding as a single block allocation. (SFA working on how do this). Combined Authority to agree with providers the mix and balance of provision that will be delivered in return for the block funding, and to define how success will be assessed. 2. For the 2017/18 academic year, and following the area review, Government will work with the Combined Authority to vary the block grant allocations made to providers, within an agreed framework. 3. From 2018/19, there will be full devolution of funding. The Combined Authority will be responsible for allocations to providers and the outcomes to be achieved, consistent with statutory entitlements. Government will not seek to second guess these decisions, but it will set proportionate requirements about outcome information to be collected in order to allow students to make informed choices. 9
Towards 3m apprenticeships Janet Clark, Education Policy Adviser
What do you already know about apprenticeships in your College? ▪ What is currently delivered? ▪ Who is involved? ▪ What are the problems?
Current apprenticeship standards ▪ Technical certificate (usually BTEC National if Level 3 apprenticeship) ▪ Competence-based qualification (nearly always an NVQ3) ▪ Level 2 English and maths ▪ Achieve standards of attainment set out in Employee Rights and Responsibilities national outcomes ▪ Achieve standards of attainment set out in Personal, Learning and Thinking skills national outcomes ▪ Minimum 280 guided learning hours (30% off- the-job)
Trailblazers
What does an employer- designed apprenticeship look like? ▪ Employer-designed standards ▪ Independent end of apprenticeship assessment to be graded as pass, merit or distinction unless ‘inappropriate’ ▪ Level 2 English and maths ▪ Must link to professional registration where it exists ▪ FROM SEPTEMBER 2017
Trailblazer apprenticeships Traineeships: Entry Level 1 Intermediate: Level 2 (equivalent to 5 A*- C GCSEs) Advanced: Level 3 (equivalent to 2 A Levels) Higher: Level 4 (equivalent to HND, Foundation degree/degree) Degree
What can Further Education Colleges bring to trailblazer groups?
Who is going to pay?
How can this work for your college?
What’s the urgency? 3 million apprenticeships promise during this parliament More higher-level apprenticeships
The future of FE “Lower -level, classroom-based Further Education courses to be replaced with high quality apprenticeships that combine training with experience of work and a wage ” University Technical Colleges to be “within reach of every major city ” Devolution Jobcentre Plus advisors to supplement careers advice in schools and provide routes into work experience and apprenticeships
The good news Raised age of participation Deficit reduction is central to Conservative aims – SKILLS are key 3m apprenticeships promise Press coverage Campaigning and lobbying
Demand for apprenticeships
Careers education
Careers advice in schools “Schools cannot be trusted” with careers advice, says report School receptionists 'giving careers advice', MPs warn “Teachers know absolutely nothing about the world of work”
Careers advice in schools
Apprenticeships: the barriers
Quantity vs Quality?
A job with productive purpose and progression opportunities Fair pay High quality training and personal development A training contract Broad education Union involvement at all levels
Summary and action ▪ New framework & quality programmes ▪ Employers ▪ Young people ▪ Need to engage What action will you take?
Thank you and good luck! Janet Clark Education Policy Advisor jclark@atl.org.uk @ATLJanet
‘Doing the right thing’ - the ethical nature of good leadership Mark Wright Assistant director (leadership & management)
This session will: ▪ Explore the background as to why there’s an increasing focus on ethical leadership ▪ Define ethical leadership ▪ Identify what makes a good ethical leader ▪ Present some useful models to help make practical sense of ethical leadership ▪ Suggest ways in which ethical leadership can inform your workplace practice
Background ▪ Deep financial constraints ▪ High risk accountability system ▪ Low pay / no pay rises ▪ Uneven playing field ▪ Ever greater competition for learners ▪ Marketization of education ▪ Survival of the fittest / success at all cost cultures Leading to: ▪ Unintended consequences of pressure to perform – ethically questionable practice
A growing moral vacuum
‘Command and control’ focused leaders 18 % of staff say management effectiveness in their organisation is excellent* *(CIPM)
‘Coaching & vision’ focused leaders 75% of staff say management effectiveness in their organisation is excellent* *(CIPM)
12 qualities of exceptional leaders ▪ 1. Courage ▪ 2. Effective Communication ▪ 3. Generosity ▪ 4. Humility ▪ 5. Self-Awareness ▪ 6. Adherence To The Golden Rule +1 ▪ 7. Passion ▪ 8. Infectiousness ▪ 9. Authenticity ▪ 10. Approachability ▪ 11. Accountability ▪ 12. Sense Of Purpose Travis Bradbury 2015
Emotional Intelligence The driver of ethical leadership: ▪ Self-awareness - humility ▪ Self-regulation - values ▪ Motivation – moral purpose ▪ Empathy – seeing others perspectives ▪ Social skills - warmth
Ethical leadership is… “The alignment of the internal (values and beliefs) with the external (actions and behaviour) for the purpose of advancing the common good .” Dr Bill Grice
The Answer is Within! “Most individuals look outside themselves to other individuals for ethical guidance” Kohlberg, Trevino
Sheep, chimp…or human? ▪ Chimp – feelings based, survival, keen to win, territorial ▪ Human – facts based, truth, evidence ▪ Can’t wrestle the chimp – only manage it ▪ Ask ‘who am I dealing with right now?’
Discussion - moral governor?
Living in others’ shoes ▪ “Do not judge your neighbour until you’ve walked a mile in their moccasins” ▪ Empathy and wisdom comes from multiple perspectives Exercise ▪ First position – how it affects you ▪ Second position – how it appears to them ▪ Third position – how it looks to someone not involved
4 V Model of Ethical leadership
What are YOUR values? ▪ Exercise to identify your values ▪ Go through worksheet ▪ Discuss the questions posed
Values are pedagogical INDOCTRINATION NURTURE INSTRUCTION TRAINING EDUCATION TOWARDS EDUCATION KEY Closure Openness CONCEPT TASK Conditioning Socialization Imparting Imparting Learning to learn knowledge skills ‘The cause’ or FOCUS Culture Subject Technique Life and the person ‘The system’ MORALITY Immoral Non-moral Moral (imposes values) (accepts values) (questions values) RATIONALITY Irrational Non-rational Rational (ignores or distorts (accepts evidence) (questions evidence) evidence) MEANS OF Imprinting Assimilation Memorising Mastery Discovery and LEARNING commitment Understanding CHOICE Determined by the Determined by Determined by the syllabus Negotiated with the teacher the tradition learner LEADERSHIP Autocratic - Paternal/ Directive Democratic - maternal - imposes guards and Informs and Demonstrates fosters partnership guides explains and practices (avoids assent) (fosters assent) (assumes assent) (seeks assent)
“To the degree people recognize and live in harmony with such basic principles as fairness , equity, justice , integrity, honesty, and trust, they move toward either survival and stability on the one hand or disintegration and destruction on the other .” Stephen Covey, 1992
What would you do if..? ▪ Discuss the topics outlined in the handout… ▪ Do the ends justify the means?
In essence…
Ethical leadership is outward focused on others
Using strong ethics at work ▪ Tap shared core values when making — or selling — decisions ▪ Learn to recognize other’s ethical frameworks ▪ Learn to resolve clashes – Right vs. Right – Clashes between ethical codes ▪ Moral purpose: Serve the best interests of students and society – real education is the noblest of professions
10 step programme toward an ethically led college ▪ 1. FOCUS ON PURPOSE AND VALUES ▪ 2. LIVE YOUR VALUES EVERY DAY ▪ 3. INVEST IN LEADERSHIP DEVELOPMENT ▪ 4. BUILD A SUSTAINABLE CULTURE ▪ 5. AVOID TOO MANY RULES AND REGULATIONS ▪ 6. HARNESS DIVERSITY TO CHALLENGE ‘GROUP - THINK’ ▪ 7. WIN HEARTS AS WELL AS MINDS – ENGAGE & EMPOWER ▪ 8. HELP KEEP YOUR COLLEAGUES & LEARNERS HAPPY ▪ 9. MEASURE WHAT REALLY MATTERS ▪ 10. REWARD AND RECOGNISE VALUES-BASED BEHAVIOURS CMI Oct 2014
Thank You for attending this session – be good! ▪ Mark Wright, assistant director AMiE ▪ mwright@amie.atl.org.uk ▪ 0207 782 1530
What Do You Value? This exercise is designed to help identify your values, the real drivers of your behaviour. This includes your extrinsic or instrumental values , which you pursue as a means of achieving something else rather than as ends in themselves, and Your intrinsic or terminal values , which your pursue for their own sake Step 1: In light if these definitions consider the extrinsic and intrinsic values listed below and add any more than apply to you that may not be identified at present. Step 2: Cross off the five least important extrinsic and intrinsic values Step 3: Repeat step 2 for the next five least important values Step 4: Repeat step 2 once again Step 5 Continue until you are left with three on each list, These are your core drivers, your core values. Extrinsic or instrumental values (desired for what they can lead to) Ambitious Capable Cheerful Clean Courageous Forgiving Healthy Helpful Honest Imaginative Independent Intellectual Logical Loving Minted Obedient Open-minded Polite Respect Responsible Self-controlled Other? Other? Intrinsic or terminal value (desirable for their own sake) A comfortable life An exciting life A sense of accomplishment A world at peace A world of beauty Equality Family security Freedom Happiness Healthy Inner harmony Mature love National security Pleasure Salvation Self-respect Social recognition True friendship Wisdom Other? Other?
Consider: Why do your top three extrinsic values stand out for you? What makes them important to you? Do you fully possess these values or do they still require some work? Why do your top three intrinsic values stand out to you? At what point in your life did these take centre stage? At what point did it become difficult to eliminate a set of values? Were there values you crossed off that you feel you should not have discarded? Do your values cohere or are they in conflict with the values of your school or college? How might being more aware of your values impact how you operate throughout your career?
Pedagogic Models INDOCTRINATION NURTURE INSTRUCTION TRAINING EDUCATION TOWARDS EDUCATION KEY CONCEPT Closure Openness TASK Conditioning Socialization Imparting knowledge Imparting skills Learning to learn FOCUS ‘The cause’ or ‘The system’ Culture Subject Technique Life and the person Immoral Non-moral Moral MORALITY (imposes values) (accepts values) (questions values) Irrational Non-rational Rational RATIONALITY (ignores or distorts evidence) (accepts evidence) (questions evidence) Imprinting Assimilation Memorising Mastery MEANS OF LEARNING Discovery and commitment Understanding CHOICE Determined by the teacher Determined by the tradition Determined by the syllabus Negotiated with the learner Autocratic - Paternal/maternal - Directive Democratic - LEADERSHIP imposes guards and guides Informs and explains Demonstrates and practices fosters partnership (assumes assent) (avoids assent) (fosters assent) (seeks assent) Clark [1996: p82]
AoC Technology ‘The future is already here, it is just not evenly distributed ’ – William Gibson Matt Dean, AoC Technology Policy Manager – 4 December 2015
Context Austerity – cuts will have an impact for at least 10 years; • the economy is recovering, but not in ways which will mark a return to pre – 2008. Technology is not a cost centre, but a service delivery unit; Policy agenda: all party consensus on the importance of • technology in education, both as a delivery mechanism and as part of the curriculum. FELTAG raised the debate, but the ‘digital economy’, efficiency savings and Prevent will now dominate ; Technologies: digital technologies develop in a non linear • manner and the ways in which they are adopted cannot be predicted; Future proofing is a redundant concept .
Teaching and Learning Digitally skilled vs Digitally literate: Student • expectations are not straightforward and teachers should be wary of a ‘top down’ approach; On line delivery: potential to change • pedagogical practice, funding models and student experience; Content: digital delivery implies changes to • how content is created, distributed and assessed – MOOC are just the beginning.
Data Open Access Data: sources of data will expand as will • the demand for more nuanced MIS – data burden will increase and change; Financial & strategic planning: dependency on • government supplied systems will continue to be a significant risk for colleges; Localism & Community: data will be a mainstay of • curriculum planning, resource allocation and economic recover; Integration: colleges will be expected to manage • varied data sets, produce sophisticated reports and manage the ‘Big Data’ agenda.
Technologies • BYOD & Wireless: mobile working will become more prevalent and will transform how colleges work; • Cloud: now a mature technology that will become ubiquitous; • Infrastructure: a vital national resource and will require significant investment and planning.
Questions and Assumptions Change Management: Why is it so difficult to ‘embed’ • technologies?; ‘Soft skills’: Is this ‘deficit’ education and how are • these ‘skills’ to be taught? Employability: What do we mean by this? • Causal relationship: What is the relationship between • the use of technology and achievement? Relevance to the curriculum: The links have to be • made clear; Evidence base: We have to make the case and • challenge easy assumptions.
Sue Southwood Programme Manager for Professional Standards and Workforce Development
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