REVIEW OF SCOTLAND'S COLLEGES [SLEWG - SG -P02]
WORKING GROUP: STAFFING, LEARNERS & LEARNING ENVIRONMENTS
SUB GROUP: PROFESSIONAL DEVELOPMENT OF STAFF
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Conceptual Framework
Purpose
1. At the last sub group meeting it was suggested that it would be beneficial to have a conceptual/thinking framework to help focus the work of the sub group. In order to agree such a framework it would be useful to discuss:
· the links between staffing, learners and learning environment and the eventual experience of students and the overall effective operation of colleges;
· the value base on which decisions regarding priorities can be taken;
· the higher level challenges; and
· how to prioritise the issues which need to be addressed.
Links
2. In the HMIE report entitled 'Initial and Continuing Staff Development for Teaching Staff in Scottish Further Education Colleges' [1], it was noted that only a few colleges have systematically and comprehensively addressed the connection between staff development activity and impact on performance, particularly in terms of learning and teaching and outcomes for students. HMIE state that initial professional development programmes have been very successful in helping staff to gauge the impact of their developing practices on students. The report mentioned that good practice in making connections between staff development activity and quality improvement often relied on a good Staff Development and Career Review (SDCR) process. As part of the report's recommendations, the potential use of CPD logs in conjunction with SDCR systems was identified as a useful tool for assessing the impact of staff development activities. Members are asked to discuss whether or not it may be useful to ask colleges and/or HMIE to provide examples of explicit links between staff development and the student experience.
3. Having examined other HMIE and Scottish Funding Council reports [2][3] the following list provides some ideas about the links between the contribution staff make and the learning environments make in terms of both the student experience and the overall effective operation of colleges:
- up to date staff knowledge and skills help to make students job ready;
- up to date equipment helps to prepare students for work environment;
- friendly staff and welcoming learning environments encourage students to learn and increase their confidence;
- effective learning environments improve retention, subject understanding and enthusiasm;
- by delivering relevant programmes/courses the needs of learners, community, economy, employers needs will be met;
- accessibility of learning environments opens learning to all students;
- effective preparatory and support programmes help prepare hesitant learners for further study and contribute to improved retention and achievement;
- systematic recording of progress provides staff and learners with current information on achievement ; and
- innovative provision of learning materials for students with learning difficulties makes learning more accessible.
4. The mind map' [4] below, taken from a recent report entitled 'Learning to improve: What is quality in learning?', highlights what stakeholders want from post-compulsory education. The comments contained in the map provide a useful pointer when considering the links between staffing, learners and learning environment and the eventual experience of students.
5. Members are asked to discuss (a) the suggested links above and (b) other examples which demonstrate the linkage between the contribution staff and the learning environments in Scotland 's colleges make in terms of both the student experience and the overall effective operation of colleges.
Value Base
6. It has been proposed that the framework should include a set of principles on which the sub group can base decisions. These principles should encompass the following:
- respect;
- recognition of all staff;
- priority communities;
- equal opportunities practice;
- widening access;
- a high quality student learning experience;
- commitment to personal development by all staff within a professional development framework; and
- best use of resources.
7. Members are asked to discuss this and agree on a value base.
High Level Challenges
8. It has also been suggested that the framework should also include future high level challenges such as:
- salaries, pensions, terms and conditions;
- changing pedagogy and technology;
- changes to delivery and academic calendar;
- cross sectoral activities - notably linkages with schools/community education/ universities and HEIs;
- maximising use of and co-ordination of support agencies; and
- improved co-ordination of development activities and nationally funded projects.
9. However members are asked to note that the original remit of the working group is to:
"provide Scottish Ministers with a robust evidence base, and where appropriate, informed recommendations for change, upon which sound decisions can be taken on how to fund and equip Scotland's colleges to meet future challenges and demands. In particular the review will examine issues relating to the staffing, learners and learning environments of Scotland's colleges to ensure quality learning experiences, including:
- opportunities for the further modernisation and improvement of learning and teaching methods;
- supporting the professionalism and development of all staff;
- whether there is evidence of an ageing workforce in colleges
- disability, race, religion and belief, sexual orientation, age and gender equality for staff and learners;
- the competitiveness of colleges as a place of work (including recruitment and retention issues);
- estates (and flexible joint use of buildings); and
- learning environments for learners."
10. As members will observe, many of the suggested principles and challenges listed above are already encompassed in the original remit. However, there are some additional issues which may be closer to, or indeed may fall within, the remit of the Strategic Futures Working Group. These additional issues are
- changes to academic calendar;
- cross sectoral activities - notably linkages with schools/community education / universities and HEIs;
- maximising use of and co-ordination of support agencies; and
- improved co-ordination of development activities and nationally funded projects.
11. The remit of the Strategic Futures Working Group is to examine the strategic future of Scotland's colleges. This work will encompass factors such as:
- the purpose of colleges (and their role in enterprise and employability and in wider community need, and the advantages/disadvantages of breadth vs. specialism of provision);
- responding to changing demographics, expectations and skills needs;
- extending the 'reach' of colleges, including by removing barriers to learning;
- the scope for the joined up of delivery of post-school education, including greater articulation to and from other forms of learning, including to degree study and from school education;
- income generation; and
- international activities.
12. The views of members are invited on these high level challenges, and how the Review can most effectively seek to address them within remits previously agreed .
13. Members are asked to note that there are other pieces of research currently being prepared which could provide clear examples of the links between staffing, learners and learning environment and the eventual experience of students and the overall effective operation of colleges. These pieces of research are:
- literature review on the student experiences;
- Difference Colleges Make Interim Report; and
- literature review on staff development.
14. Members are asked to suggest other pieces of research/information which may provide other examples of the links.
Review Team
February 2006
[1] HMIe, Continuing Staff Development for Teaching Staff in Scottish Further Education Colleges, Feb 2005
[2] Scottish Funding Council, Spaces for Learning Report, October 2005, http://www.sfc.ac.uk/information/information_learning/AMA_spaces_for_learning.pdf
[3] HMIe, Analysis of HMIe Reviews of Quality and Standards in Further Education, Academic Year 2003/04, Feb 2005
[4] Learning To Improve: Quality Approaches For Lifelong Learning published in December 2005, http://www.scotland.gov.uk/Publications/2005/12/0994621/46221