Sally Hunt, general secretary, University and College Union

Arguing with teachers about the Falklands War, a plucky and inquisitive teenage Sally Hunt makes her way to Greenham Common women’s peace camp to campaign for nuclear disarmament.

“I think things have to be argued and I think they have to be justified – I don’t think there are any givens in this world,” she reflects.

Hunt is at the University and College Union’s headquarters, tucked away behind the hustle and bustle that is Camden High Street, North London, where she speaks about her upbringing in Germany.

Her father taught in a British forces school, before the family moved to Chippenham, in Wiltshire, when she was seven years old.

Her mother, also a teacher, brought her up with a firm belief in the importance of social justice.

“She gave me a very strong sense of what women ought to achieve and how they ought to aspire to be a part of life, and actually be a full part of life – not someone who just sits on the sidelines and watches,” she says.

At 16 Hunt went to a “very cold, very unpopulated church hall” to see Nobel Peace Prize winner Philip Noel-Baker speak. The steadfast campaigner for nuclear disarmament and former Labour politician was “very old, very frail”.

“I remember seeing him having to pop pills while he was speaking because his hands were shaking,” she says.

Campaigners like Baker had a huge impact, admits Hunt.

Her interest in political activism flourished when she went to the University of Sussex to study international relations.

It was a university renowned for its radicalism and she was “hit by an absolute melee of interests and persuasions”.

The debates, protests and fundraising that engulfed her life taught her as much, if not more, than the degree itself.

“It’s the bit I worry most about students now,” she says.

“It’s so hard with the fee regimes for students to actually have time to participate in all those extracurricular activities.

What education does is make you learn to debate. It makes you learn the world is a very big place”

“I think it’s really important that you’re given that space – to be quite stupid or too black and white in your opinions, or too determined in what you think is the right thing.

“What education does is make you learn to debate. It makes you learn to argue. It makes you learn the world is a very big place.”

Hunt was at university during the 1980s when miners were going on strike across the country and she became heavily involved in trying to defend the Kent mining community.

Unbeknown to her, her grandfather had been a Kent miner.

“It was a very strange full circle. That was where my family had been and that’s where I ended up,” she says.

More than 20 years later her time in Kent remains vivid.

“They had no money — no sustenance. They were on strike for a year and that’s not something I imagine many people will have to confront in their lives,” she says.

“I remember spending a weekend with one family and them giving us steak. There wasn’t a hope in hell they had the money to do that, but it was really important to them because we were their guests.”

Since the mine closures she has driven back through the area.

“I find it very sad still. You can see the outlines of the old coal piles and you can see the old pits — it’s tough to see that,” says Hunt.

Nevertheless, she speaks passionately about helping to defend this “extraordinary” community.

“It teaches you what solidarity is and it teaches you what struggle is,” she adds.

“It’s not about heroic speeches. It’s not about shouting really loudly from the barricades. It’s not about saying that I demand resolution at every stage — what it’s really about is communities looking after each other.”

So when she graduated, having been vice-president of the students’ union, she had no doubt she wanted to work within the trade union movement.

Her first job was senior research officer at a union for staff at Halifax Building Society and she later represented employees at Nationwide.

And it was her subsequent position at the Association of University Teachers (AUT), which she joined in 2002, that led her to the UCU.

The move to the UCU followed the merger in 2006 of the AUT and National Association of Teachers in Further and Higher Education.

Hunt, who had been general secretary at the AUT, was elected the first general secretary of the newly-formed UCU in March 2007, narrowly beating main challenger Roger Kline by 1,346 votes.

When members cast their votes in March this year, however, she won with a landslide victory — defeating sole opponent Mark Campbell by a margin of 6,835 votes, gaining 73 per cent of the ballots cast.

“I felt absolutely blown away by that,” she says.

But whereas this was one particularly memorable event, it’s the people she’s met along her union career path that have proved an unending source of inspiration.

“It’s where it’s people — it’s not about going in and seeing a minister,” she says.

“It’s not about sitting down and talking to a national employer — it’s where you meet the people who have the courtesy to pay £100 each to a collective pot to enable me to do my job.

“I will never cease to be amazed that I get to do this.”

As she talks about the information and confidence people entrust her with, the suggestion her role in people’s lives is a responsibility meets with an unexpected frown and shake of the head.

“It’s not a responsibility. It’s an absolute honour,” she points out.

“It is something you are very lucky to have if you are part of the trade union movement.

“People often think we spend our whole time very cross and very upset and very depressed.

“But actually I am in the best group of people you could possible ask for, because it’s about people making a positive contribution to each other. “That’s something that very few people get to do.”

——————————————————————————

It’s a personal thing

What’s your favourite book?

Impossible question. At the moment The Killer Angels by Michael Shaara

What did you want to be when you were younger?

My mum tells me I said unions and politics from an early age

What do you do to switch off from work?

I don’t really, but I cook, I read, I run

Who, living or dead, would you invite to a dinner party?

Catherine de Medici, Margaret of Anjou and Elizabeth David

What would your super power be?

Helping Arsenal win the triple would be good, or water divination — preferably both

Delhi for Deptford

John Mountford, AoC international director, defends colleges’ foreign recruitment

In recent weeks criticism has been levelled at colleges for their hugely beneficial work abroad.

This very paper reported a turn of phrase by Sir Michael Wilshaw, Her Majesty’s chief inspector, which appeared to question the benefits of FE’s international work.

In his speech to an AoC conference, Sir Michael challenged colleges to consider whether international work was being sought at the expense of the local community and quality improvement or, as it was phrased, Deptford not Delhi.

I think it is important to answer that challenge – and the public should be assured that both from quality and strategic perspectives there are plenty of reasons why colleges should embrace and develop their international work.

It is by working with Delhi that you can give learners the education they need to be successful in Deptford.

Colleges have a long and successful tradition of developing programmes that meet the needs of local and national partners. It therefore makes sense to use the skills and experience we have gained from this work and export our world class FE system to international partners.

These commercial opportunities allow colleges to develop programmes, generate income that allow them to run courses they wouldn’t normally run, hire local staff and purchase resources that they couldn’t normally purchase. It is a credit to the sector that we were asked to lead on the government’s FE Global Strategy.

To address the quality issue there is no known correlation between poor quality and international provision. A quick study of 20 colleges, all with sizable international operations, shows them to typically demonstrate grades of ‘good’ or better.

The proven benefits in internationalising the curriculum in a global skills market, coupled with the confidence working internationally brings to students and staff, has obviously benefited these colleges.

However, as I’m sure the chief inspector is aware, international provision sits outside the Ofsted remit and due to this gap a number of colleges have stepped forward to undergo a review of the quality of their international work to become AoC International Charter members.

The college sector knows that to be effective internationally you need to display a high commitment to quality. To suggest that we can take our eye off this essential element, when working with international partners and students, simply doesn’t make sense.

Colleges work with their local communities, to provide learners with meaningful skills and qualifications that allow them to be competitive and productive in the workplace or in their future studies. With this key mission in mind, it is important to acknowledge that we live and work in a globalised environment, where technology and industry have radically changed. It is one that needs a fluid, high-skilled and internationally competitive workforce.

In this technologically driven age it seems both outdated and out of touch to start questioning whether colleges should be taking an international perspective”

A large number of students will have jobs that are directly linked with multinational companies. Colleges’ international work goes a long way to provide an environment where learners can start to gain these skills.  It is by working internationally that we can inspire our learners to think internationally and show them how they can develop and grow from their local communities.

Shouldn’t we be applauding colleges who have the ambition and strategic vision to work together to establish a UK Colleges office in Delhi; isn’t it a credit to the sector that we have been asked to lead on the government’s FE Global Strategy?

The income generated from international projects and initiatives helps develop the quality and resources for all our provision and grows our sector’s worldwide reputation.

In this technologically driven age it seems both outdated and out of touch to start questioning whether colleges should be taking an international perspective – a more pertinent question would be how we can do more.

We should strive to remember and celebrate the great benefits overseas students and partnerships bring to all our colleges and home students’ experience – in fact the real headline should be ‘Delhi for Deptford’.

Prison story wows crowds at respect event

The cautionary tale of ex-con Shaun Attwood was one of the highlights of a tolerance and respect day at a Cheshire college.

An audience at Macclesfield College was enthralled by the former stockbroker’s speech, in which he told of his time spent as a prisoner in the notorious Arizona state jail system having become involved with drugs.

“The focus of my talk was on jail conditions, gangs and the realities of living in the prison with the highest death rate in the US,” said Mr Attwood.

“The students could relate to me — at school I was a model student and went to university. I am not some tough guy. It is a true story and they recognised that. It makes people really think about the consequences of the decisions they make.”

Innovating learning

Susan Easton, NIACE programme manager for digital learning, looks at the role new technologies could play in adult learning.

The concept of learning innovation is not new, as adult learning practitioners and providers continuously review and revise their practice and delivery models. What is new, are the rapid, startling and increasingly frequent changes in technology, and the potential for these to support and initiate learning innovation.

Technology can facilitate learning at any time and almost anywhere; using audio, video and text content from broadcasters, education providers or their other learners; through social media; and through an increasing number of devices, including smartphones, games consoles and tablets.

Without technology, many adults would have limited access to learning opportunities due to geography, finance and lifestyle”

Use of technology in learning is no longer optional – without it, we limit the number and range of adults who can access learning and constrain the quality of their learning experience. By utilising technology, we open a world of possibilities in the way adults learn, progress, record and get support for their learning.

Without technology, adults with physical difficulties would find it difficult to access learning. Without technology, many adults would have limited access to learning opportunities due to geography, finance and lifestyle. With the help of technology, no one is barred from participation in some form of learning – whether formal or informal – only knowledge and confidence stand in the way.

In spite of this, while society embraces the adoption of technology, learning delivery remains two steps behind.  Undeniably, the term ‘innovation’ brings with it some negative connotations.  Funding often requires “innovative approaches” and the term has come to equate reinvention, often at the cost of the tried and tested. However, the word should suggest something different – renewal and change – and the need for renewal in post-16 learning has never been greater.

What is the best way to support adult learning practitioners and providers to become familiar with recent developments in technology, and consider their use in realistic learning contexts?

Who better to work with than the BBC, with their learning remit, wide experience in learning with broadcasting and their vast number of high quality learning resources?  Subsequent discussions helped to develop a shared vision, resulting in a decision to host a joint conference that offers new and exciting ways for practitioners to engage with the cutting edge of learning technology and consider their use in adult learning.

The conference will support practitioners and providers with limited experience in using technology as well as those with more extensive experience, by discussing innovative uses of familiar technologies, introducing new resources and supporting delegates to keep pace with recent technological changes.

The conference on December 4 in Manchester will open with a keynote speech from Saul Nassé, controller of BBC Learning, who will discuss how it is using the unique power of broadcasting and technology to inspire audiences of all ages to learn.

He will provide an overview of BBC content available for adult learners and discuss how the teams within BBC Learning are using television, online, mobile and social networking to deliver innovative educational content.

‘A Slice of Raspberry Pi’, from Eben Upton, executive director of the Raspberry Pi Foundation, will stimulate discussion on the possibilities of programming within the adult curriculum, while Steve Stanley, HMI, principal officer, adult skills and employment, will discuss what inspectors are looking for in the use of technology for learning.

Presentation sessions on the use of mobile apps, the Flipped Classroom, learning outside institutions and E-Reading rooms will lead to a discussion on different contexts for learning, while workshops and knowledge exchanges will range from augmented reality to Community Learning Trusts; learning with community radio to massive open online courses; digital identity to using learners own technologies.

The day will end with the presentation of the digital practitioner of the year awards. We are looking for nominations for these awards which will recognise those tutors who have made adult learning more accessible, engaging and innovative and who have used technology to help adults get the opportunity to learn in new and exciting ways.

Register for the conference at www.niace.org.uk/campaigns-events/events/Innovating-Learning

Nominate for the Digital Practitioner of the Year Awards www.niace.org.uk/campaigns-events/events/digital-practitioner-awards-information

College hunts for colourful coat wearer

The search is on for someone to play the lead role of Joseph on a West End stage for one night only.

Havering College of Further and Higher Education, in Essex, is inviting male performers to audition for its one-off production of Joseph and the Amazing Technicolor Dreamcoat at Her Majesty’s Theatre in Haymarket, London, in April.

Director Peter Dayson, who lectures in music at the college, said: “I am looking for male singers aged from 16 to 23 who can act and dance.
“I have the amazing coat of many colours waiting for the right Joseph. I also need his brothers and an Elvis impersonator to play Pharaoh. There are some female parts for characters such as Mrs Potiphar.”

Auditions are currently taking place with rehearsals due to get underway next month.

Potential cast members should be available to attend rehearsals at the college’s Ardleigh Green Campus every Wednesday from 4.30pm to 6pm.

For details phone Mr Dayson on 01708 462740 or email boxoffice@havering-college.ac.uk

Peacock feather in students’ cap

Art and design students at a Somerset college strutted their stuff on the catwalk in cardboard couture costumes.

Youngsters at Strode College created sturdy costumes in just one-and-a-half days after getting back from the summer holiday before the project finale – a catwalk show in front of other students and staff.

The glamorous costumes included Peacock, Rio, Bird of Paradise, Angel, Tribal Warrior Bird and Corpse Bride.

Duncan Cameron, Strode College’s sculpture teacher, said: “We always kick off the year with a project to warm up the students’ creativity after the summer holidays and to get them working together.”

Students who worked on the cardboard costumes are studying art and design for level three extended diplomas and foundation pre-degree diplomas.

Becky aims for outstanding praise

An outstanding student award could be heading the way of a Kent Council worker.

Former Bromley College student Becky Shailer, 25, has been shortlisted for praise from the Chartered Institute of Personnel and Development.

Her work as an information analyst at Kent Council’s human resources department has put her on a shortlist of five for the award.

Becky, who completed a level five intermediate certificate in human resource management in July, was co-chair of Kent Council’s younger persons’ staff group, Aspire.

She managed a consultation and relaunch of the group in a bid to meet the needs of young colleagues and is also responsible for more than 20 projects.

“It’s really fantastic to be recognised as I am incredibly proud of my achievements with Kent Council’s staff group,” said Becky.

Institute tutor Penny Keys said: “Becky is a perfect example of how our professional students use what they have learned in the classroom and apply it to their workplace.”

The award winner will be announced at a black-tie event in London on October 17.

College course goes green with energy

A North East college has become one of the first winners to share a £1m pot of government cash aimed at boosting energy efficiency skills.

Gateshead College’s £75,000 contract will see it train dozens of people between now and the end of the year to become newly-qualified Green Deal energy assessors.

Paul Gough, commercial operations manager at the college (above), said: “The contract win is a major coup for us and fits within our green employability agenda.

“We already have a track record in energy assessment training so we were able to demonstrate sector knowledge, clear expertise and success in the sector to secure the Green Deal work.”

Green Deal launches later this year and aims to renovate millions of draughty, energy-inefficient properties.

However, no one will be able to participate in the scheme without their property having been assessed.

The government wants to have 1,000 newly-qualified assessors in place by the end of 2012.

DIY skills in store for Homebase students

Home is where the art is for staff at a well-known DIY chain who achieved City and Guilds qualifications in painting and decorating.

Fifteen customer service advisers from Homebase stores across the West Midlands, including Sutton Coldfield, Oldbury, Solihull, Leamington Spa and Worcester, gained their level one certificates at Walsall College’s construction department.

Working with MidKent College, the Midland college developed a bespoke five-day programme to meet Homebase’s needs.

The training was designed to help retail staff increase their product knowledge and enable them to give better advice to customers.

Paul Armstrong, trainee team leader at Homebase Oldbury, said: “The course at has given me some great tips-of-the-trade to pass on to customers.

“Having completed a mix of practical and classroom-based exercises, I feel more confident about advising customers on products and techniques that will help them achieve professional results.”

Barry Hill, construction curriculum manager at the college, added: “We are looking at developing courses with Homebase shaped on this successful format to help staff in other areas of DIY.”