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Listen
Actions for individual organisations arising from the recommendations on staffing, learners and learning environments
ANNEX D
Scottish Government
- Commission an independent review by the end of the year to make recommendations on the future oversight of staff development activity for all college staff.
- Frame statements arising from SLALE's consideration of CPD in terms of all staff, and do not emphasise distinctions between groups of staff with different professional responsibilities.
- Consider commissioning a systematic study of the impact of Union Learning Representatives once the scheme has become fully embedded.
- Continue, for the time being, to support the work of the Professional Development Forum and to approve TQ( FE) programmes.
- Note and make appropriate use of information on the current and projected future profile of college students with a view to ensuring colleges meet the challenge of Scotland's changing demographic profile and continue to serve effectively the needs of all sections of society.
RoSCo Core Group
- Monitor the roll out of Union Learning Representatives in colleges.
Scottish Funding Council
- Endorse the positive role which CPD can play in achieving broader objectives of quality improvement in colleges, through its impact on efficiency and effectiveness of college processes, on capacity building and promoting flexibility, and on the quality of students' learning experience.
- Adopt the following as shared goals for the sector:
- all staff in Scotland's colleges engage in systematic reflection of how they contribute to the work of colleges in supporting learners;
- all colleges provide appropriate opportunities for all members of staff to upgrade or improve their professional skills; and
- all colleges provide opportunities for members of staff to gain appropriate qualifications relevant for their professional role.
- Adopt the practice of distributing any additional funding for staff training on an equitable basis, which ensures that colleges who have previously invested in staff development are entitled to funding for other staff development opportunities.
- Consider whether (and, if so, how) individualised staffing returns can be used to monitor and evaluate Initial Teacher Training and all staff CPD activity across the sector.
- Give due consideration to encouraging good practice in the effective deployment of CPD.
- Frame statements arising from SLALE's consideration of CPD in terms of all staff, and do not emphasise distinctions between groups of staff with different professional responsibilities.
- Circulate details of its vocational and professional updating for teaching staff pilot and of the Northern Ireland experience to colleges.
- Consider how the review of staffing data collection processes can best take full account of equalities issues, add value to workforce planning activity and reflect relevant aspects of the report Current and Future Profile of Staff in Scotland's Colleges.
- Work with colleges, the Association of Scotland's Colleges and the Scottish Trades Union Congress to co-ordinate a sectoral approach to equal pay audits.
- Commission a report by spring 2008 examining the major future (short and medium term) issues affecting learning and teaching within the college sector.
- Work together with the Association of Scotland's Colleges, the new skills body and other relevant stakeholders to consider how learner data can be collected and used more efficiently to help with strategic planning at a national and local level.
- Take full account of equalities issues in the review of data collection on learners.
- Note and make appropriate use of information on the current and projected future profile of college students with a view to ensuring colleges meet the challenge of Scotland's changing demographic profile and continue to serve effectively the needs of all sections of society.
- Investigate further the ways in which the aspirations of the Scottish Government's cross-departmental working group on gender stereotyping can be achieved.
Colleges
- Endorse the positive role which CPD can play in achieving broader objectives of quality improvement in colleges, through its impact on efficiency and effectiveness of college processes, on capacity building and promoting flexibility, and on the quality of students' learning experience.
- Adopt the following as shared goals for the sector:
- all staff in Scotland's colleges engage in systematic reflection of how they contribute to the work of colleges in supporting learners;
- all colleges provide appropriate opportunities for all members of staff to upgrade or improve their professional skills; and
- all colleges provide opportunities for members of staff to gain appropriate qualifications relevant for their professional role
- Ensure that college full-time staff fulfil minimum expectation of six days CPD a year and determine and implement appropriate proportionate expectations for part-time, fixed-term and temporary staff in a way which does not disadvantage staff who are not on full-time permanent contracts.
- Frame statements arising from SLALE's consideration of CPD in terms of all staff, and do not emphasise distinctions between groups of staff with different professional responsibilities.
- Continue to examine the benefits of using external monitoring processes, such as Investors in People (IiP) or the European Foundation for Quality Management ( EFQM) Excellence Model, as a means of reviewing the effectiveness of their policies on staff development and CPD.
- Develop and deploy CPD recording and monitoring procedures, if they are not already
doing so. - Consider ways of developing vocational and professional updating activity for teaching staff, taking into account the Scottish Funding Council pilot and the Northern Ireland experience.
- Continue to support existing staff to gain relevant Professional Development Awards ( PDAs) and/or TQ ( FE).
- Where appropriate, develop, and keep under review, some form of code of practice.
- Where colleges do decide to introduce or review a code of practice (or equivalent), consult with staff, trade unions, management and boards of management, and explicitly consider the importance of meeting the educational and welfare needs of learners.
- Evaluate in the light of the report Current and Future Profile of Staff in Scotland's Colleges the quality of strategic human resource management processes and take any necessary action.
- Work with the Scottish Funding Council, the Association of Scotland's Colleges and the Scottish Trades Union Congress in a co-ordinated sectoral approach to equal pay audits.
- Continue to improve the quality of service delivered to learners. In particular:
- increase student, staff and board of management awareness of the benefits of effective student representation;
- be aware of the factors which prevent learners from participating fully in college life, and seek to support learners to address them where they can;
- attempt to foster a philosophy of inclusive learner development;
- increase the assistance available to students to enable them to properly represent their fellow learners;
- attempt to broaden awareness of the effective use of proper channels of communication throughout the college; and
- attempt to broaden awareness of the effective use of feedback from learners.
- Use relevant information contained in RoSCo reports to ensure that learners are properly represented and continue to have a positive learning experience.
- Note and make appropriate use of information on the current and projected future profile of college students with a view to ensuring colleges meet the challenge of Scotland's changing demographic profile and continue to serve effectively the needs of all sections of society.
- Investigate further the ways in which the aspirations of the Scottish Government's cross-departmental working group on gender stereotyping can be achieved.
Association of Scotland's Colleges
- Adopt the following as shared goals for the sector:
- all staff in Scotland's colleges engage in systematic reflection of how they contribute to the work of colleges in supporting learners;
- all colleges provide appropriate opportunities for all members of staff to upgrade or improve their professional skills; and
- all colleges provide opportunities for members of staff to gain appropriate qualifications relevant for their professional role.
- Frame statements arising from SLALE's consideration of CPD in terms of all staff, and do not emphasise distinctions between groups of staff with different professional responsibilities.
- Work with the Scottish Funding Council, colleges and the Scottish Trades Union Congress in a co-ordinated sectoral approach to equal pay audits.
- Work jointly with the Scottish Trades Union Congress to undertake annual surveys on qualitative measures of satisfaction of staff working in colleges.
- Use relevant information contained in RoSCo reports to ensure that learners are properly represented and continue to have a positive learning experience.
- Work together with the Scottish Funding Council, the new skills body and other relevant stakeholders to consider how learner data can be collected and used more efficiently to help with strategic planning at a national and local level.
- Note and make appropriate use of information on the current and projected future profile of college students with a view to ensuring colleges meet the challenge of Scotland's changing demographic profile and continue to serve effectively the needs of all sections of society.
Scottish Further Education Unit
- Endorse the positive role which CPD can play in achieving broader objectives of quality improvement in colleges, through its impact on efficiency and effectiveness of college processes, on capacity building and promoting flexibility, and on the quality of students' learning experience.
- Adopt the following as shared goals for the sector:
- all staff in Scotland's colleges engage in systematic reflection of how they contribute to the work of colleges in supporting learners;
- all colleges provide appropriate opportunities for all members of staff to upgrade or improve their professional skills; and
- all colleges provide opportunities for members of staff to gain appropriate qualifications relevant for their professional role.
- Give due consideration to encouraging good practice in the effective deployment of CPD.
- Frame statements arising from SLALE's consideration of CPD in terms of all staff, and do not emphasise distinctions between groups of staff with different professional responsibilities.
- Invite relevant communities of practice to consider ways to measure and benchmark the contribution of informal CPD.
Scottish Trades Union Congress
- Adopt the following as shared goals for the sector:
- all staff in Scotland's colleges engage in systematic reflection of how they contribute to the work of colleges in supporting learners;
- all colleges provide appropriate opportunities for all members of staff to upgrade or improve their professional skills; and
- all colleges provide opportunities for members of staff to gain appropriate qualifications relevant for their professional role.
- Frame statements arising from SLALE's consideration of CPD in terms of all staff, and do not emphasise distinctions between groups of staff with different professional responsibilities.
- Work with the Scottish Funding Council, colleges and the Association of Scotland's Colleges in a co-ordinated sectoral approach to equal pay audits.
- Work jointly with the Association of Scotland's Colleges to undertake annual surveys on qualitative measures of satisfaction of staff working in colleges.
National Union of Students Scotland
- Use relevant information contained in RoSCo reports to ensure that learners are properly represented and continue to have a positive learning experience.
College Student Associations
- Use relevant information contained in RoSCo reports to ensure that learners are properly represented and continue to have a positive learning experience.
Her Majesty's Inspectorate of Education
- Give due consideration to encouraging good practice in the effective deployment of CPD.
- Encourage and support the focus on improving quality through its regular engagement with colleges.
Equality Forward
- Consider how best to assist the Scottish Funding Council and colleges best take full account of equalities issues in the review of staffing data collection processes and in a co-ordinated sectoral approach to equal pay audits.
- Consider how best to assist the Scottish Funding Council best take full account of equalities issues in the review of data collection on learners.
New Skills Body
- Work together with the Scottish Funding Council, the Association of Scotland's Colleges and other relevant stakeholders to consider how learner data can be collected and used more efficiently to help with strategic planning at a national and local level.
Scottish Qualifications Authority
- Investigate further the ways in which the aspirations of the Scottish Government's cross-departmental working group on gender stereotyping can be achieved.
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