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Role-Teacher Partnership Project

Role-Teacher Partnership Project. Vocational Education Adam Smith College, Scotland Study Visit to Warsaw, Poland November 2009. Location in Scotland. Role of Scotland’s Colleges in Vocational Education.

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Role-Teacher Partnership Project

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  1. Role-Teacher Partnership Project Vocational Education Adam Smith College, Scotland Study Visit to Warsaw, Poland November 2009

  2. Location in Scotland

  3. Role of Scotland’s Colleges in Vocational Education • Scotland’s Colleges are fundamental to the current and future success of the Scottish economy. • Over 500,000 students accessing learning opportunities in 43 colleges across Scotland, supported by over 20,000 dedicated staff. • Adam Smith College is the third largest college in Scotland • 5 main campuses + community-based locations • £34m turnover • 30,000+ students: • FT 4,000+ PT 25,000+ • HE FT 1540 (100 Degrees; 20 Professional) • HE PT 2090 (45 Degrees; 80 Professional) • 52% Female / 48% Male • Average age of students - 28.

  4. Adam Smith CollegeCorporate Aims and Purpose • The provision of 21st Century learning • The development of the 21st Century workforce • The creation of the 21st Century college Adam Smith College will focus on learners as individuals. Through the development of their skills and knowledge, the college will make a leading contribution to economic and business development and to social and community development in Fife and beyond.

  5. Key Partnerships • Awarding Bodies (Scottish Qualifications Authority) • Scottish and UK Governments • Industry and Business (ASC works with 1000+ each year) • Sector Skills Councils • Schools (19 secondary schools in Fife) • Colleges • Training providers • Universities (University of Abertay, Napier, Open University, Heriot-Watt) • Educational representative bodies (EIS, GTC) • Standards setting bodies (HMIe, Investors in People, Chartermark)

  6. Designing qualifications that are fit for purpose The aim and purpose of the qualification can vary: • full job competence • preparation for employment • employer in-house training programmes • employability • articulation with higher education/professional bodies and associations

  7. Skills for the 21st century Core Skills • – Communication • – Literacy & Numeracy • – ICT • – Problem Solving • – Working in Teams Employability skills • – self management & motivation • – understanding one’s role as an employee/worker Enterprise and entrepreneurial skills Specific vocational skills driven by industry & societal needs

  8. Range of Vocational Qualifications Clear & Credited Learning Pathways: • Higher National Certificates & Diplomas (HND, HNC) • National Certificates • National Progression Awards • National Qualifications • Professional Development Awards • Scottish Vocational Qualifications • Degrees • Professional Qualifications

  9. Full-time in college Part-time in college Part-time flexible learning Online learning Work-based learning Continuous Assessment Examination Work-based observation Portfolio-building Modes of Delivery and Assessment

  10. Quality Standards for Scottish Qualifications • HMIe – Annual Engagement and Review • SQA Moderation • Professional Bodies Moderating Councils • Adam Smith College Quality Assurance and Enhancement • Professional Lecturing Standards

  11. Professional Standards for Lecturers in Scotland’s Colleges Two formal qualifications: • Professional Development Awards (PDAs) • Advanced Diploma - Teaching in Further Education: an Introduction • Advanced Diploma – Teaching in Further Education • Teaching Qualification (Further Education) [TQ(FE)] • Standard Route • Credit Route

  12. Professional Development Award Advanced Diploma - Teaching in Further Education: an Introduction • Comprises 2 Scottish Qualification Authority (SQA) units: • Teaching in Further Education: Planning • Teaching in Further Education: Delivery and Assessment • Most suited to staff who have little or no experience of delivering teaching and/or training materials • Suitable for lecturers and instructors/learning assistants/ business advisors – anyone delivering learning materials to clients • Delivered in college, by college staff

  13. Professional Development Award Advanced Diploma - Teaching in Further Education Comprises 3 Scottish Qualification Authority (SQA) units: • Plan and Prepare the Learning Experience • Facilitate Learning, Teaching and Assessment • Develop Professional Practice • Progression route for those who have completed ‘Teaching in Further Education: an Introduction’ • Can also be starting point for more experienced delivery staff • Suitable for lecturers and instructors/learning assistants/ business advisors – anyone delivering learning materials to clients

  14. Professional Development Awards For both PDAs • Staff are nominated in line with criteria laid down by the college – longest serving staff targeted first; • Teaching is done via materials which are developed centrally and distributed to all colleges; • Flexibility is key to the learning experience and the materials can be delivered: • Online, via the college’s Virtual Learning Environment • As a series of workbooks.

  15. Professional Development Awards • Learning is supported by workshops throughout the academic year, and all staff undertaking this qualification are released from teaching at the same time so that they can meet as a group; • Assessments may be: • Written assignments • Portfolio/evidence based • Observation (teaching/feedback); • Feedback from participants is sought annually, and has always been very positive.

  16. Teaching Qualification (Further Education) • Formal teaching qualification delivered by the University of Dundee; • Recognised by the General Teaching Council of Scotland; • May be delivered at undergraduate or postgraduate level; • Delivered online by University of Dundee staff via their VLE; • Comprises 2 modules, to be completed over one academic year (standard route).

  17. Role of the Lecturer • Scotland’s colleges are at the forefront of the Scottish Government’s drive to provide opportunities for lifelong learning, improve the skills of the Scottish workforce and create a more inclusive society. • The achievement of social and economic benefits depends critically on the quality of the teaching and learning experience that learners receive in colleges across the country. • To realise their full potential, learners need to be taught by committed and highly qualified professionals. • The lecturer’s role is providing high quality education and training.

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