Saturday, 2 November 2013
Tuesday, 16 July 2013
Sunday, 28 April 2013
As part of our curriculum plan for this academic year, we entered a national competition supporting students to challenge issues of financial capability and literacy in their local community. Details can be found at: https://www.moneyforlifechallenge.org.uk//
I blogged about the aforementioned project at the beginning of this academic year and provided an insight into how we'd attempted to incorporate the Senior Phase of CfE into our curriculum planning. I hoped that through partnership working, coupled with the promotion of collaborative working, we would see some positive results. It's been challenging at times and some students find it diffcult to engage with this sort of approach. We have, however, taken real strides and we will build on what we have achieved next year; reflecting on our successes and continuing to offer an experience of real value to our learners.
Listed below, as a reminder, are the teaching and learning strategies that we aimed to embed within the course structure. There are obvious links to the SfLLW Framework
- Health and wellbeing
- Employability, enterprise and citizenship
- The bespoke course includes the use of http://rbsmoneysense.co.uk/schools/students , a Royal Bank of Scotland scheme designed to improve financial literacy and promote independent living.
- The following SQA Unit is integrated into the design and delivery of the project: Financial Services: Personal Finance Awareness DM7X 11 (Intermediate 2)
- Learners are charged with the organisation, management, marketing and operation of the Credit Union with support from tutors and Credit Union Staff.
- Learners are encouraged through activities, research and exposition to fully understand the implications of financial exclusion, the relationship between the lack of financial literacy and social deprivation.
- The Credit Union ethos is built on community cohesion and civic responsibility
- The co-operative spirit of the Credit Union is emulated by the independence of the student cohort in developing appropriate strategies for success.
- Ethical issues are explored through the examination of the cause of the 2008 financial crisis.
- Learners are encouraged, through research and activities, to examine the financial, social and ethical issues that relate to financial products made available to the citizens of Scotland.
- Learners work independently on all aspects of the Social Enterprise activity.
- An oversight committee monitors all activities of the project. Membership includes four learners, two JWC staff and a representative of 1st Alliance.
- Learners work on sub-projects, including the use of social media in marketing and promotion.
Wednesday, 10 April 2013
This article originally appeared in the Spring 2013 edition of InTuition - the professional journal for IfL members : www.ifl.ac.uk/membership/intuition
It should be noted that Government funding figures have changed since publication. A recent announcement on funding can be seen at: http://www.scotland.gov.uk/News/Releases/2013/04/Additional-funding-for-colleges12042013
for a more effective developmental framework for Scotland’s FE practitioners:
an international perspective by Kenneth Allen, IfL Member
Further education provision in Scotland is undergoing major change, but with change should come improvement. Care should be taken to ensure that learners benefit from teaching and learning based on an ethos of continuous improvement
Monday, 11 March 2013
Sunday, 6 January 2013
- It is not a mandatory graduate profession
- It is not a mandatory registered profession
- It is has been driven by a deeply flawed funding model (the student unit of
measurement) SUMs equate to approximately 40 hours of study, weighted to reflect the different costs concomitant with running a variety of courses.
I have campaigned dilligently that we in FE should be granted the same professional status as all other teaching practitioners. This would, I believe, provide a more seamless transition for learners throughout their education and engender a higher degree of public confidence in the FE system
- The Review of Post-16 Education and Vocational Training in Scotland; click to access
- Putting Learners at the Centre: Delivering our Ambitions for Post-16 Education; click to access
- Report of the Review of Further Education Governance in Scotland click to access
To ensure that learners are qualified to progress through the system in both an efficient and flexible manner
Outcome 4 A developed workforce:
To ensure learners are qualified and prepared for work and to improve and adapt the skills of the regional workforce
Outcome 5 Sustainable institutions:
To secure, well-managed and financially and environmentally sustainable colleges
Colleges have been supplied with a template from the SFC that provides more detail and can be viewed here:
Change should offer the prospect of improvement, and in such a process care should be taken to address the core purpose of our endeavours; exercising our professional practice in such a way that our learners acquire a desire for knowledge and appreciate the benefits that a quality education has to offer. Ultimately, engagement is the key to the future of our learning and teaching approaches. Such engagement can only become a reality if our colleges truly embrace development in the way that we continually press our learners to do so. The desire for pedagogical improvement must be manifestly at the centre of everything we do, driven by our values, and led assiduously by senior staff.
Sunday, 9 September 2012
Post in the Times Higher Education supplement, July 2001