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SLALE SUB GROUP: PROFESSIONAL DEVELOPMENT OF STAFF
Summary of Responses to Teacher Training Numbers (SLEWG-SG-P06)
Background
1. As members are aware, the Scottish Executive wrote to College Principals on 3 March seeking their assistance in relation to paper SLEWG-SG-P04 on Teacher Training numbers. We have received 26 responses; a list of the respondee colleges is attached at Annex A.
General Comments
2. The majority of colleges which responded support in principle the recommendations contained in the letter and thought they provided a sensible approach towards increasing the number of staff who are teacher trained. For example, Barony College commented that the recommendations were a major step towards the "professionalisation" of further education.
3. While most of the respondees thought that the data contained in paper was accurate, it should be noted that Reid Kerr College felt that the data for their college was inaccurate and have requested that the paper be amended. As no other Colleges have made such a request, we plan to circulate their amended figures to all who received the original paper, rather than issue a completed revised paper; additionally, we will forward to the Funding Council officials who prepare the staffing returns these and other comments received relating to data for information and comment.
4. Several colleges noted that they already have a commitment to ensuring adequate staff training is taking place within their institutions, and in some instances, Colleges currently meet or exceed the recommendations regarding teacher training. Other colleges, including Glasgow College of Nautical Studies, commented that they are in the process of introducing new measures, such as a TQ(FE) fast track programme. West Lothian College stated that they had a full time mentor on their campus to help to support staff undertaking PDAs and the TQ(FE).
5. It was also remarked by respondees that the statistics contained in the paper clearly show that there is considerable disparity across the sector in the levels of teaching qualifications held by teaching staff. Lauder College thought that a clear and consistent policy would be therefore be helpful and that the comparative data supplied for England underlines the benefits of clear targets and benchmarking in directing activity.
6. A few colleges cited excellent relationships with universities delivering TQ(FE) which they believe has allowed them to deliver successful in-house programmes. Stow College, for example, highlighted their comprehensive in-house training programme for staff which includes staff initially completing the PDA Introduction to Teaching, then the PDA Advanced Certificate in Teaching and finally completing the full TQ(FE) through the University of Dundee.
Data Col lection and Interpretation
7. A number of colleges considered paper P04 to be very useful. In particular, Aberdeen College stated that they would welcome such an analysis on an annual basis. Other colleges, such as Cumbernauld College, observed that they compared favourably with the sector average and stated that this is indicative of their on-going commitment to staff training.
8. However, while the majority of the colleges did not refute the figures contained in the paper, some raised concerns about the collection and interpretation of the data.
9. The main area of concern was the methodology used to collect information. In particular, the following concerns were cited:
- numbers are skewed by the inclusion of a significant number of staff solely involved in the delivery of leisure programmes. Angus College, for example, state that these staff are unable to achieve a teaching qualification because the activity they deliver is non-assessed;
- numbers are slanted as they include community education staff and workforce development staff;
- figures are distorted because they do not include non college payroll (i.e. agency) staff;
- a technical concern regarding the classification of headcount figures as the figures are based upon the number of contracts issued rather than actual headcount;
- the use of a variety of terms for staff e.g. instructors, who may fall within the teaching category;
- an overly complicated data collection process;
- the terminology used of 'full' and 'partial' teaching qualifications is said to be misleading;
- changes to the Funding Council's classifications over time;
- due account should be taken of the numbers who are working towards their qualifications; and
- the relevance of the qualification/award to the status and size of the contract.
10. Angus College stated that they did not feel that the data contained in the paper is a reliable basis upon which to base decisions in respect of teacher-training status.
11. There were a number of suggestions about how the collection of data could be improved. Stevenson College commented that they would welcome a single agency to collect and analyse data from colleges. Elmwood College suggested that the figures should differentiate between the different categories of lecturers. Meanwhile, Lauder College thought it would be helpful to disaggregate the 'other TQ' category, as awards such as A and V units are counted in this category and these are not teaching qualifications. There was also a suggestion that the term 'temporary' could be amended to 'part time hourly paid sessional lecturers (term time only)' as the phrase 'temporary' will be out of date due to new employment legislation.
12. Lauder College highlighted that the Funding Council data refers to completed qualifications and that it is important also to take into account those who are currently undertaking qualifications.
HR Issues
13. A number of colleges remarked that they have made significant investments in the number of staff who are teacher trained, but that the paper does not demonstrate this improvement, principally because of both a move towards the permanisation of temporary staff in line with legislation, and the retirement of staff and the recruitment of new staff.
14. Other reasons for qualification rates not improving despite such investment included:
- some colleges growing exponentially, with a resulting need to recruit new staff who do not hold any teaching qualifications; and
- restructuring and recent redundancies have resulted in some cases in a decrease in the number of staff with a TQ(FE).
15. It was pointed out that rural colleges tend to have much smaller group sizes in their classrooms and workshops. Having undertaken an analysis of the workload associated with the curriculum delivered at Banff and Buchan College, the College have appointed 25% of their teaching staff as Vocational Trainer and Assessors (VTAs), on support staff terms and conditions. There may be other colleges seeking to emulate this type of change.
Costs
16. The majority of respondees noted that there would need to be significant investment in order for colleges to deliver the recommendations. It is perhaps worth emphasising that the recommendations are designed to apply to new lecturers only - although we would not wish to discourage Colleges from continuing to support existing staff to gain relevant PDAs and/or TQ(FE). However a few colleges responded that it would be inappropriate to propose that additional funding should be allocated to colleges who opted not to support staff gaining teaching qualifications in previous years.
17. Significant differences were reported by Colleges in the cost of sending a member of staff to undertake PDAs/TQ(FE), from around £2.7k for the Introductory PDA to around £20k for TQ(FE). A similar exercise conducted last year produced estimates of £3k for the Introductory PDA and £12k for TQ(FE), based on responses from 16 and 27 Colleges respectively. Accordingly, we are not yet able to estimate the additional cost of implementing the Ministerially-agreed recommendation. The 3 March letter noted that we may revert to Colleges again, as part of the sub-group's work, to clarify further these costs.
18. Anniesland College noted that as the result of the increased use of flexible working patterns there are a large number of part time and job share staff which has resulted in an increased cost in staff training, as these staff, in accordance with college policy, are entitled to the same remission as full time staff.
19. A number of responses raised the issue of part time and temporary staff working at one or more colleges, in particular where responsibility for arranging and paying for training for such staff should lay. It was noted also that some staff in this situation may be unwilling to undertake a qualification unless they are paid to do so and that sometimes staff do not inform the college that they also work for another college.
20. Lauder College suggested that ring fencing additional resources would be one way of ensuring that funding is used for the purpose of staff training.
Thoughts on Recommendations
21. The majority of colleges commented that they supported the recommendations contained in the paper and that they broadly reflected their current arrangements. Moray College even stated that their current position goes further than the recommendations. However, it was noted by Angus College that there would need to be sufficient flexibility within the proposals to ensure that the professional and personal circumstances and requirements of staff, colleges, awarding bodies and other stakeholders can be properly and effectively balanced.
22. There were a number of respondees who thought that the recommendations should be on a voluntary basis - this is consistent with Papers SLEWG - WG - P01 (Annex A) and P04. One respondent suggested that any agreement would have to be voluntary as a collective agreement would not be legal.
23. Meanwhile, Lauder College and James Watt College both thought that recommendations for permanent full time and part time lecturers would need to be contractually mandated and resourced. The latter College also thought it would be necessary to have national recommendations and guidelines on remission.
24. It was noted by Anniesland College and Borders College that non-certified leisure courses are delivered by staff who, while specialising in their area of expertise, are not teacher trained. They believe that it would be neither economical nor feasible to provide these staff with the recommended level of training.
25. There was some concern raised about the academic nature of TQ(FE). Jewel and Esk Valley College stated that students had reported to the College that teaching styles and communication do not reflect college practice. It was also suggested that it would be useful to know how and where TQ(FE) improves the student experience. Kilmarnock College referred to a recent HMIE report which highlighted unacceptable variations in teaching quality across primary and secondary schools in Scotland with 100% qualified staff.
26. Moray College commented that it would be helpful to recognise the particular situation of UHI colleges, where some staff are deployed wholly or mainly on HE/degree work. For these staff, the College believe that UHI's MA in Professional Development is more appropriate.
27. Lauder College noted its disappointment that the proposals only seem to cover TQ(FE) in relation to permanent staff and the Introduction to Teaching PDA for temporary staff. They believe that the potential to use the Advanced Certificate PDA is not recognised.
28. Oatridge College pointed out that other staff such as technician instructors undertake class room duties and that these staff should be encouraged to undertake a PDA or other appropriate . However they also noted that because of equal pay claims there could be apprehension about such staff undertaking the TQ(FE).
29. There was also some concern that temporary lecturers working less than 360 hours a year, who provide a very significant contribution, are not included in these proposals.
30. Jewel and Esk Valley College did not think that colleges would be able to share information about staff who are contracted with one or more college and therefore think that the recommendations regarding temporary staff are impractical and undeliverable. The College also thought that the recommendation for temporary lecturers should be set at 12 hours per week (i.e. 0.5 establishment).
31. Cardonald College thought it would be useful to clarify whether or not the recommendations for temporary staff would start when a second contract is issued or if any singular contract is for a year or more. They also believe that increasing the use of specialist staff from industry who deliver part of a programme can yield important benefits.
32. While the majority of colleges commented on the financial implications of these recommendations, Ayr College also pointed out that that there might be an increased need for staff who tutor and mentor those staff undertaking these qualifications. Training would have to be undertaken by any member of staff able and willing to take on these responsibilities, especially in the areas of conducting observations.
Suggested Improvements/Alternative Recommendations
33. Coatbridge College highlighted their intention to undertake the following three phased professional qualification strategy for all teaching staff:
§ Phase 1 - all new temporary and permanent staff undergo a PDA award on joining the college;
§ Phase 2 - all permanent staff within 3 years will be enrolled on or attained the TQ(FE); and
§ Phase 3 - All staff in possession of TQ(FE) will undergo an 'Evaluation of Teaching and Learning' course.
34. Angus College pointed out that it should be recognised that some awarding bodies do not recognise the Introductory PDA or full TQ(FE) as appropriate qualifications for delivery of some or all of their qualifications. As a result of this, some staff are compelled to achieve awards such as the assessor/verifier awards in place of the Introductory Certificate/TQ(FE). It was suggested that at a national level the content and nature of the range of teacher training qualifications is matched to and accepted by the major awarding bodies of the key academic and vocational FE/HE qualifications offered by the sector.
35. Jewel and Esk Valley College suggested that the Introductory PDA should be given an automatic fee waiver which would encourage greater participation prior to entry to teaching.
Future
36. The main issue of concern for colleges who responded is the age profile of staff in the sector. Many respondees cited significant numbers of retirements over the next few years, with a concomitant increase in the recruitment of new staff, the majority of whom may have no teaching qualification.
37. Glasgow College of Nautical Studies highlighted plans to introduce new courses over the next years. This will result in a recruitment drive for staff with relevant industrial experience who are likely not to have teaching qualifications.
38. Aberdeen College advised that their labour turnover in lecturing staff runs at about 10% per annum.
39. Banff and Buchan College pointed out that over the next five years they intend to increase the number of lecturing staff employed due to the increasing activity in partnership with schools. However, they will also be reducing numbers in other less viable areas.
40. South Lanarkshire College noted that there are a number of staff currently undertaking training programmes which will significantly impact on the figures to be included in future staffing return submissions.
CPD Activity
41. Several respondees welcomed the opportunity to become involved in the forthcoming Funding Council study into CPD activity.
42. A few colleges noted that they have already established mandatory CPD, or have set goals designed to establish enhanced CPD. For example, Glasgow College of Nautical Studies has already introduced a requirement for staff to participate in 20 hours of CPD activity in each year.
43. Banff and Buchan College commented that, having undertaken a review of their internal system to ensure that CPD is being undertaken by staff, they would reject the notion of specific quotas for CPD, whether measured by hours or a points based system, in favour of a outcomes based system. The College also pointed to their collaborative bid, with Aberdeen College, to the Funding Council as evidence of their commitment to CPD training for staff.
44. Cardonald College stated that the cost and other severe short term implications of attaining the recommendations could reduce the amount of CPD activity for other staff.
45. West Lothian College commented that they produce an annual report detailing CPD opportunities that staff undertake for the Board of Management.
Summary of Issues - and Points to Consider
46. It is pleasing to note that the recommendations are in principle accepted by most respondents. Given our previously-stated desire for a voluntary arrangement, this should mean that progress can be made on this issue.
47. The key barrier is costs. While some respondents provided estimates for implementing the recommendations, we cannot currently estimate the full cost of implementation. Important issues are:
· the fact that the recommendations are designed to apply to new lecturers; and
· remission, both in terms of time and estimated costs.
48. Based on responses from Colleges from a similar exercise last year, we estimate that the cost per staff member of undertaking the Advanced Certificate is approx. £3k, and of the TQ(FE) is £12k. Members' views would be appreciated on whether it would be sensible to repeat this exercise, or whether we can use these estimates as proxies of the cost per head.
49. If members can agree an estimate, they need to consider if, and it what extent, it is appropriate to help colleges with any additional costs they may incur in putting newly appointed lecturers through a TQ(FE). Staff training costs were ear-marked until financial years 2004-05 when the unit of resource was enhanced and these costs were included in the main recurrent grant. Since colleges are already being funded for staff development , members need to develop a clear rationale for allocating any additional resources.
50. As well as costs, a number of trenchant points were made, relating in particular to data collection and interpretation, but also to HR issues, implementation issues (including some alternative recommendations), and the future. Members are asked for their views on how best to address these points as this group develops its recommendations.
51. Finally, it is also pleasing to note the fact that several Colleges stated their willingness to become involved in the forthcoming SFC CPD activity.
ANNEX A
- Aberdeen College
- Angus College
- Anniesland College
- Ayr College
- Banff and Buchan College
- Barony College
- Borders College
- Cardonald College
- Clydebank College
- Coatbridge College
- Cumbernauld College
- Elmwood College
- Glasgow College of Nautical Studies
- James Watt College
- Jewel and Esk Valley College
- John Wheatley College
- Kilmarnock College
- Langside College
- Lauder College
- Moray College
- Oatridge College
- Reid Kerr College
- South Lanarkshire College
- Stevenson College
- Stow College
- West Lothian College