Skip to content
11 May 2026

Latest news from FE Week

Bringing good housekeeping to City Lit

Lindsay Nicholson had one of the glossiest jobs in British media: editing bestselling women’s magazines, attending A-list parties and sitting front row at fashion shows.

Resilience, reinvention and knowing what readers wanted were the currency of that world. Those skills would prove unexpectedly useful when she became chair of governors at City Lit, guiding the country’s largest adult education institution through a cyberattack and financial crisis.

As editor and later editorial director at Hearst UK in the 1990s and early 2000s, Nicholson oversaw Good Housekeeping during its commercial and cultural peak, a time when women’s magazines were not just widely read but deeply influential as lifestyle guides to the generations of women balancing family life with work outside the home.

“It was the absolute heyday,” she recalls. “Being an editor then really was the best job in the world.”

But as advertising revenue drained from magazines into new social media platforms, many editors found themselves navigating uncertain futures.

When Nicholson lost her job in 2017, she was “relieved, in a way,” she says. “I didn’t have to stay and deal with ever-diminishing budgets. But it was a shock to the system.”

Lindsay Nicholson

A TOT life

While Nicholson’s magazines enticed readers with their gripping ‘TOT’ (triumph over tragedy) features, her own life was unfolding into the ultimate TOT tale.

As she endeavoured to come to terms with the tragic death of her 35-year-old husband, the Observer’s chief reporter John Merritt, in 1998, six years later their nine-year-old daughter Ellie died from the same rare form of blood cancer.

Nicholson had been pregnant with their second child when Merritt died. She named her Hope, and poignantly titled the latest edition of her memoir as How to Survive Losing It All, Without Losing Hope.

It describes the dark moments when the “perfect-bound” pages of her life came undone – interviewing Bon Jovi in New York on the day she discovers a lump that turns out to be stage two breast cancer; being unable to get hold of her dear friend Alastair Campbell upon being placed in a police cell overnight after her then-husband accuses her (wrongly) of domestic violence.

The job she loved became a salvation from her sorrows. Nicholson returned to work (at the time as editor-in-chief of Prima magazine) just two weeks after Ellie’s funeral.

“Losing myself in work for 10 hours a day seemed the only way to survive,” she wrote.

But her life unravelled completely when a devastating car crash prompted PTSD flashbacks and was followed by the loss of her home, her second marriage and the career that defined her. When she came to join the pieces back together again she found purpose and meaning not in status or career, but from her new voluntary roles – including as City Lit’s chair.

The college has had its own TOT journey since Nicholson joined in 2022; still battered from Covid, City Lit experienced a devastating cyberattack in Nicholson’s first week as chair and was sucked into a financial black hole from which it has only recently emerged.

City lit college

Lifelong learning passion

I meet Nicholson by the lifts at City Lit’s campus in Covent Garden. She is wearing a black suit and chunky gold necklace, a throwback to her editing days when she was known for her designer black dresses, statement necklaces and killer heels.

She gestures to the digital screens above our heads that display all the classes being taught in the next hour.

Today, between 2pm and 3pm, there are classes in Italian ‘at a gentle pace’, art and mysticism in 19th and 20th century Europe, Chinese, Japanese, musical theatre dance, Pilates, counselling skills and the global cold war.

Nicholson feels “like a child in a sweet shop” reading those screens.

She dabbled as a learner herself in jewellery and ceramics, although realising that attending these classes was “costing the college more in terms of my cack-handed breaking of equipment”, she switched to ancient Greek and French, which are more in her “comfort zone”.

In her online ancient Greek class, a fellow learner who left school at 16 explained how upon retiring after a lucrative career, he is now “gifting myself the classical education I never had”.

“Isn’t that beautiful?” she muses.

Nicholson is tempted to join a book-binding course. In preparation for writing her own book, she took a master’s in English language and literature/letters at Birkbeck, University of London. She realised upon coming to City Lit that she could have studied similar courses “a lot cheaper” there, but “people don’t always realise” this is possible in FE.

Lindsay Nicholson becoming an Hon Fellow of UCL

Forgotten over-50s

It is Nicholson’s “absolute passion and conviction that learning needs to be lifelong”.

Having seen firsthand how rapid technological change decimated jobs in the magazine publishing world, she firmly believes AI advances mean “the role for adult education is going to be absolutely sharply focused as people who had jobs they thought were for ever lose those jobs”.

She is “surprised and shocked” that the government “haven’t flagged this” issue more, and “AoC haven’t either”.

The government instead prioritised getting young people into training and work, with its youth guarantee and recent funding changes to the apprenticeships system. And London mayor Sadiq Khan is diverting £9 million of the Greater London Authority’s adult skills fund (ASF) reserves to support young NEETs instead.

While Nicholson believes the problem of rising numbers of young NEETs is “huge”, she is concerned there is “no focus” on the roughly 4 million economically inactive 50 to 64 year olds.

It is a “real tragedy” that some over-50s are lost to the workforce because they were not given the opportunity to retrain and adapt to technological changes.

Unlike with young NEETs, older cohorts are “already in the mindset of going to work”, and are often more adept at punctuality and soft skills.

“There’s a lot that could be done quite cost-effectively to keep them in work or get them thinking up their own business ideas. It’s baffling sometimes that that doesn’t seem to be a priority for anyone.”

Tight margins

With government funding slowly draining from adult education, many of the sector’s institutions have been left battling to survive.

Of City Lit’s London counterparts, the government has issued a financial notice to improve to Richmond and Hillcroft Adult and Community College, the Mary Ward Centre is restructuring and Redbridge Institute of Adult Education has scaled back in-person provision.

City Lit has so far avoided having to make substantial cutbacks by broadening its commercial offer. Half its income is from private fees.

But while fees can cover the running of classes, “they don’t cover the cost of keeping the lifts running in between the courses”, says Nicholson.

Her board has considered encouraging the learners themselves to write to the government as part of its determined efforts to lobby for better funding. With grant funding down £600,000 year on year, this year’s outlook is “difficult”.

The college is operating to a “very tight margin” and “can’t afford to make mistakes”, she says.

Lindsay Nicholson with Dame Mary Berry for Good Housekeeping magazine

The stroppy teen

Nicholson’s work ethic and passion for adult education were moulded from growing up seeing her mother and father (who left school at 16 and 14)  attending evening classes so they could embark on new careers later in life.

Her father worked as a local newspaper reporter before becoming a barrister, while her mother trained to become a teacher.

They were determined for their daughter to make the most of educational opportunities while she was still young. But being a “stroppy teenager”, she put little effort into considering her future – opting to study astrophysics at University College London (UCL) simply because it was near the top of the alphabetical list of subjects.

“The joke was on me when I got there and found it’s really quite difficult,” she admits.

But Nicholson found her forte editing the student newspaper in the days of heady student activism. Her standout moment was producing a special edition while occupying Senate House of the University of London, which was “way more exciting than astrophysics”.

Years later, while covering women in science topics at Good Housekeeping, she reflected on how challenging it had been to be one of only a few female students on a heavily male-dominated course. Her words struck a chord, prompting Nicholson to help spearhead a campaign for women in science. As a result, she was invited back to UCL in 2014 as a member of its council, marking the start of her education governance career.

Eight years later, Nicholson was promoted to become one of UCL’s senior appointed officers (the equivalent of a vice chair).

Assuming that HE and FE governance would be similar, Nicholson was “unprepared” for the “huge” cultural differences between them when she started at City Lit.

As well as having to be Ofsted inspected, colleges’ grant funding structures require a “completely different relationship” with the government.

“Universities are pretty much a law unto themselves, within the guidelines of the Office for Students – HE is much less regulated”, she says.

Lindsay Nicholson, outside City Lit

The attack

Although City Lit had been brought under FE commissioner intervention in early 2022, when Nicholson joined in December of that year she assumed, given the college had experienced incremental growth until just before the pandemic, that it would bounce back.

It was not to be. On her first day as chair, she was informed of a devastating cyberattack. She barely knew what one was at the time.

“How are we ever going to crawl out of this hole?” she wondered.

The cyberattack knocked out the college’s phones for two months and courses had to be cancelled because of the difficulty of collecting fees.

The reclassification of colleges into the public sector meant City Lit had to replace its Barclays borrowing with a Treasury loan at the same time as its phones and website were still down.

Making that change then was “really difficult”.

Being Ofsted inspected within six months of Nicholson joining was an “absolute baptism of fire”, but its ‘outstanding’ outcome has put the college on a firmer footing.

In her first year in post, Nicholson worked full-time hours while she got to grips with the complexities of FE governance and cybersecurity. The college emerged from financial intervention in March 2025, and now it is relatively “back to normal”. She is grateful she has been able to reduce her hours to just over a day a week.

Lindsay Nicholson with Joan Collins for Good Housekeeping

Editing skills

Nicholson claims her talents as an editor are the same attributes she draws upon now as chair; bringing the experts together in a “harmonious way”, rather than being an expert yourself in an area, which can “unbalance” a publication.

Nicholson modestly claims that fashion was never her “forte”.

At Good Housekeeping, she always imagined a composite reader – “Claire”, a part-time GP juggling family responsibilities, short on time but determined to “live her best life”, and edited every feature with her in mind.

That instinct for her audience and anticipating their needs proved just as valuable in reflecting on the learners in FE governance.

And a good journalist, like a good governor, should also never be shy in admitting when they need something explained a second time.

Unfortunately, FE governance does not, she concedes, involve as many champagne receptions as her former role did.

She also gained notoriety as an editor for setting her Good Housekeeping team to work road-testing sex toys, and for persuading the then media-shy Cherie Blair to guest edit Prima in the run-up to the 1997 election.

Nicholson’s book also describes her dashing for an emergency hair appointment after being accidentally drenched by fire sprinklers, just before interviewing then prime minister Tony Blair.

Many of her magazines’ stories were about boosting confidence for what Nicholson terms “grown-up women”, at a time when “women were expected to fall off a cliff” when they hit 40. She saw her task as being to convince advertisers that older women had disposable income and “could not be ignored any longer”.

Money talks

In terms of her own disposable income, Nicholson is not paid for her role at City Lit, but she sees a case for remunerating governors to bring in voices from different backgrounds.

“More and more responsibility is being placed on them, and they’re having to work for longer,” she says. “Actually, I don’t think you want a board entirely made up of people who are comfortably off enough not to have to work.”

But there are many perks of the role that more than make up for the lack of pay.

While her days of interviewing top celebs may be over, she gets to meet some fascinating people who deliver talks at the college, including Tom Fletcher, the United Nations’ emergency relief coordinator, and the artist Grayson Perry. She also loves seeing Dame Evelyn Glennie, the patron of City Lit’s learning disabled orchestra, performing with them. “It just blows your mind,” she says.

Her role gives her the chance to “nourish my brain in important ways”.

Nicholson laments in her book how, as an editor, in her “quest for endless new angles on promoting self-acceptance”, she never suggested that her readers should find “unpaid charitable work”.

“Confidence, that holy grail of my banner coverlines, turns out to be an inside job… slowly I start to understand that volunteering beats the hell out of repeating positive affirmations or finding a flattering haircut.”

Lindsay Nicholson receiving her MBE

 

 

 

 

 

 

 

 

Date set for expanding free teacher vacancy site to FE

A government platform that advertises school teaching roles is set to feature FE college vacancies for the first time later this year.

The free-to-use teaching vacancies service (TVS) will be expanded to include statutory further education providers, including FE colleges and sixth form colleges.

The Department for Education is inviting FE providers to take part in the development and testing of the platform, with full rollout “expected” by the end of 2026, a statement said today.

Officials expect the service to reduce FE provider recruitment costs and improve the visibility of teaching roles in colleges.

The intention to include FE roles on the TVS was first floated in the post-16 white paper, where ministers said it would make it easier for providers and candidates to “connect with opportunities”.

DfE currently promotes careers in FE through its ‘teach in further education’ website but does not directly host any vacancies.

Free state-run teaching vacancies service, soon to be rolled out for FE roles

The government-run TVS site was first rolled out across England in 2019 to help with recruitment and retention in schools but only ended up advertising just over half of available positions.

In 2021, the TVS was expanded to include school support staff following demand from school and now includes roles in catering, data management and pastoral care.

DfE claims the TVS is currently used by over 19,400 schools, has hosted more than 93,000 vacancies and currently attracts around 500,000 monthly visitors.

Why I ditched presentations for paper and scissors

As an ESOL lecturer in a busy department, I’m constantly trying to make our courses relevant and interesting for our students. Long gone are the pre-Brexit days when many of our students were mostly economic migrants with similar study skills and a shared cultural knowledge. Our intake has changed dramatically, with more students with little or no educational experience who have recently arrived in Scotland and many with trauma from war-torn countries. It’s been challenging rising to meet these changes, but pedagogically interesting and deeply rewarding to see these students flourish.

A big challenge we face is trying to help them complete our core skills units – a set of SQA certificates in areas like communication and working with others. A key assessment involves researching a topic as a team and presenting findings to the class. These are valuable skills, but a real challenge for students with little classroom experience who are managing the effects of trauma.

Normally I ask students to present their findings on PowerPoint in front of the class. Whilst some thrive at presenting, many lower level students find it nerve-racking. With many already functioning at a very low tolerance for stress, I wanted to find another way for students to communicate their research.

At a college-run training day I came across a colleague, Jennifer Ouson, who has been working with zines for many years and is most passionate about their ability to help students express themselves. Zines come in all shapes, sizes and formats, including a mini eight-page booklet made from a single page of A4 paper. They are quick to assemble, cheap to make and easy to photocopy and distribute. They can be as simple or intricate as you like. They can be a vehicle for spreading information or a catalyst for change. There’s almost something quite subversive about them – a voice for marginalised people, hand-made, grass-roots and counter-cultural.

Jennifer and I decided to do a two hour workshop to practice the paper folding and introduce my pre-intermediate ESOL class to the concept. She supplied lots of ideas but we let the students pick the topic they wanted. We discussed in class what they might want to explore; ‘things I’m good at, what I do in a day, my culture, things I like, what I think about Scotland, my happy place’.

The power in zines is the freedom. Zines are authentic forms of self-expression and often contain personal narratives, and assessing or dictating content negates this. With this in mind we gave the students free rein, telling them that drawings were OK, or just using one word or writing in their first language, and not worrying about spelling. The aim was to give them control, creativity and a voice, without pressure to produce perfect English.

I had a niggling concern that the students wouldn’t take it seriously or would think it was a waste of time. But they were eager to get started. Jennifer supplied lots of beautiful, colourful photocopies to cut up, some glue sticks and scissors. It was quite daunting to be faced with a blank page but students were soon snipping away and chatting together about their ideas with a peaceful focus. Topics ranged from love expressed to a daughter, to how to keep calm in times of war, to war and religion in Sudan. Some were visually beautiful, some carried a message of hope, some were heart-breaking. A young student with severe mental health problems designed his booklet as separate postcards, each page giving thoughts about his soul.

In the end, the zines workshop challenged my own preconceptions about delivering ESOL. Rather than typing at a screen to make a PowerPoint, students can use their hands and connect with their bodies to produce something personal and real. All the students managed to complete a zine and 90 per cent made something they were extremely proud of.

Zines give traumatised students a direct connection between their inner thoughts and outward expression. They offer choices and a sense of empowerment in a world where students may not feel they have much control.  Participating without any pressure, in a quiet environment, brings a sense of mindfulness and relaxation, helping them process experiences in a creative way.

This workshop has made me rethink our core skills unit and how we can find ways to make it more student-lead, reduce anxiety and increase confidence. Zines offer a humane approach to research and communication. They allow choices, creativity and control.

As the students left with colour photocopies of their work to take home to family and friends, I understood the transformative power of these A4 sheets and their ability to give a voice, foster confidence and possibly transform lives.

 

 

 

Don’t get dragged into the ‘inclusion’ trap

Following Ofsted’s publication of the revised Education Inspection Framework (EIF) last year, training organisations across the country have been working hard to interpret what a “heightened focus on inclusion” actually means for their daily operations. After discussing this with several organisations in recent months, I’ve noticed a worrying trend. Some organisations are missing the point and are at risk of falling into the “inclusion trap.”

Historically, our sector has been incredibly creative. We have a long track record of responding to new reports, reviews, and legislation – think Tomlinson, Kennedy, and Moser reports, or more recently, the SEND Act and the Augar review. Each of these pushed us towards greater emphasis, for example, on lifelong learning, widening participation, equity and diversity, and better provision for learners with special educational needs and/or disabilities.

Many local authorities and adult training organisations do a fantastic job with some of the hardest-to-reach or most marginalised members of our community. Further education and specialist colleges work wonders, creating real life chances for learners with learning difficulties and/or disabilities. Meanwhile, those who offer education programmes for young people gamefully continue to tackle the uphill battle of supporting 16 plus learners who lack basic English and maths skills or struggle with behavioural and “soft” skills.

As government initiatives have evolved, Ofsted’s inspection frameworks have naturally shifted to mirror these themes, “encouraging” organisations to reconsider or realign their priorities. The latest iteration places a significant spotlight on inclusion. However, when a framework emphasises a specific concept, there is a natural tendency for organisations to over-correct in an attempt to please the inspectors. This is where the danger lies.

I recently worked with a college that responded to criticism from Ofsted. Inspectors remarked that too many learners had been put on courses that were too easy for them. In an effort to fix this, the college swung the pendulum the other way, placing more learners on higher level programmes. Without careful consideration, this risks creating the perfect storm. Attendance and retention are at risk, behaviour and attitudes of learners may suffer, support mechanisms can become over-stretched, staff morale may slip, and as a result, achievement rates may dip.

There is a simple adage in our sector that has stood the test of time: Aim to get the right learners on the right courses. This statement is anything but a cliché, it’s the foundation of a healthy learning environment.

When we meet this goal, we ensure that courses are chosen to meet a learner’s genuine career aspirations while aligning with their current development needs. It allows us to set sensible entry criteria, ensuring students have the academic baseline, particularly in English and maths, to thrive and succeed. Furthermore, it enables organisations to be strategic about resources. You can target support where it will have the most impact. This leads to motivated learners who have the interest, the capacity and the infrastructure they need to thrive.

So, how do you avoid the trap? When evaluating what inclusion means to your organisation, stop trying to second-guess the expectations of an inspection team. Inclusion does not mean lowering your standards, nor does it mean being all things to all people.

True inclusion is about removing barriers to success, not removing the requirements for success. The organisations that lead the way in this area are those that embed inclusion into their core vision and values without sacrificing pragmatism. They understand that placing a student on a course they may not pass isn’t “inclusive”, it’s irresponsible.

As you plan your strategy for the coming year, keep “right learner, right course” at the front and centre of your enrolment process. At the end of the day, your primary responsibility isn’t to a framework or a set of inspectors. Don’t do it for inspectors; do it for the learners.

 

AI is already giving careers advice – we’re playing catch-up

Nearly a fifth of UK students and graduates have now used ChatGPT or Copilot as a source of careers advice, according to the Prospects Early Careers Survey. Among 13-to-16-year-olds, two-thirds told the BBC last month they’d use AI to help them get a job. That shift is happening faster than the sector’s response to it.

It is easy to see the appeal of AI. Chatbots are available and convenient. There is no waiting two weeks for an appointment and no struggling to find a time that fits with study, work and family commitments, no travel time or missed calls. AI can read your CV (or help you write one), map your skills and start suggesting career paths in minutes.

It’s also, oddly, rated as more empathetic than humans. A meta-analysis led by the Universities of Nottingham and Leicester found that in healthcare settings, chatbots had a roughly 73 per cent probability of being judged more empathetic than a human clinician. Telling a chatbot you don’t know what you’re doing with your life is a lot less exposing than telling a careers adviser, and the chatbot will respond warmly every time.

Then there’s the labour market. Parents are still young people’s most common source of careers advice but most of them are working from experience of a job market that barely resembles the one their children are entering. New roles and pathways are being created as old ones disappear. Job titles, their meanings and the skills required are evolving. Application processes are being rewritten. New government support schemes are encouraging but also add another layer of complexity. No human can hold all of that in their head. With the right context and guidance AI, in principle, can. And even when they can’t, a student often has few ways to verify it.

In many ways AI’s supportiveness is also its biggest weakness. A Stanford study, published in Science last month, found that leading chatbots endorse user behaviour 50 per cent more often than humans do in the same situations. The researchers called it an “insidious risk.” For careers support that’s a killer flaw, because good advice needs to be realistic and honest. A chatbot that tells every 18-year-old what they want to hear is unlikely to lead to positive outcomes.

The Nuffield Foundation and Ada Lovelace Institute made a related point in a report last month: the warmth of chatbots gives young people the impression they’re getting the equivalent of human guidance. They aren’t. And as always, the people who’ll suffer are those with the least access to other more reliable sources, be that parents or overstretched careers advisers.

Careers services across the board face significant pressure. With UK youth unemployment at its highest rate in a decade and almost a million young people not in education, employment or training, the gap is huge. At the same time, schools, colleges and training providers in England face strengthened legal obligations to provide independent careers guidance to every secondary-age learner. The Skills and Post-16 Education Act 2022 tightened these requirements and the updated Gatsby Benchmarks set the standard, including a benchmark devoted to personal guidance from a careers adviser. Ensuring that this advice keeps pace with the changes in the jobs market will be a massive challenge.

Ignoring AI is both unrealistic and undesirable. It can complement human support rather than replace it. Built properly, an AI powered interface could improve engagement, take the heavy lifting out of onboarding, and free up adviser time for the young people who need it most. With the right context it can be a powerful engine for skills mapping, pathway analysis and personalised recommendations. With the right guardrails it can sit safely alongside human coaches and mentors. Imagine a tool that actually understands the local apprenticeship market, knows what the levy can and can’t fund, and can help an 18-year-old weigh up an apprenticeship against a university course. It then supports them through the application, while flagging anything that needs a human adviser’s eye.

AI has already changed the landscape for careers support. The biggest question for colleges, careers leads and government is whether we can adapt and incorporate the best bits while mitigating the considerable risks. How well we answer it will shape the prospects of hundreds of thousands of young people over the coming years.

 

 

 

 

 

 

Don’t shy away from talking to students about global conflict

The last time the world was at peace was for a few months in 1954 between the end of military conflicts in East Asia and the start of war in Algeria. There have been wars raging somewhere in the world ever since, with all the resulting misery. Whether close or distant, global conflict has consequences for students and staff, and no educator can avoid them.

We live in a time of intensification and normalisation of violent conflicts around the world. The members of our college communities will be shocked and disturbed by the scale and intensity of the violence and the surrounding threats and rhetoric. Atrocities are being committed, lives destroyed and people will have strong views about how to respond. Some will be personally affected.

It’s not surprising that some staff hesitate to engage on these issues with their students. They can be difficult to talk about and feelings can run high, particularly where people are exposed to polarising views on social media. But avoiding these issues simply allows bad actors, biased or hateful narratives, dis- and misinformation to go unchallenged.

Instead, colleges need to view this as an opportunity to reaffirm and promote college values and take up the educational challenge. Without taking sides, it is possible to advocate for equality, democracy, human rights, non-violence, mutual respect and tolerance, individual liberty and the rule of law. How best to do this needs to be thought through in each specific context. This is why we have produced new guidance for colleges to help them identify and create good materials, presentations, and approaches, and to think about how to create safe spaces for students to explore and understand these events.

Key aspects of our guidance

  1. Being clear about ground rules and language
    Colleges will have existing policies on how members of the community relate to each other and these will emphasize the need for respect, consideration and sensitivity, not speaking or acting aggressively or threateningly, not using provocative or offensive language or advocating violence or law-breaking and not making assumptions about the views of others. It means not expressing or promoting racist, sexist, homophobic, transphobic, antisemitic or Islamophobic ideas, not sharing narratives which glorify violence or celebrate violent acts, or which might offend others or be regarded as hostile or provocative, or which stigmatise, demonise or dehumanize any group or community. To be meaningful, these values need to be explained, justified, expressed and re-affirmed in the daily practices and messaging of the college.
  2. Students also need to develop their fluency in the language of conflict and war as well as international law
    Often the best way to do this is through planned, structured dialogue in a low-risk setting. Glossaries of terms used in international humanitarian law, such as those produced by the International Committee of the Red Cross and the European Parliament can be useful. Being able to engage in informed discussion will build students’ confidence to speak and their resilience against extremism and misinformation
  3. Aim to be politically impartial while being informed and value driven
    Educators have a legal duty to be politically impartial. But that doesn’t mean avoiding political issues or different perspectives. We should encourage our students to learn about a range of political positions, and understand where they come from. It also doesn’t mean presenting an ‘equal and opposite’ view on everything, or giving equal weight to every viewpoint. We should aim for informed criticality, with the educator helping students draw on the full range of evidence in a ‘fair and dispassionate’ way.
    Being objective is compatible with advocating for fundamental values and human rights. In teaching about a conflict, it’s not biased to make the case for peaceful conflict resolution and abiding by international law and conventions, and the case against genocide, war crimes, collective punishment, the targeting of civilians and civilian infrastructure. That can be combined with presenting different political perspectives and interpretations.
  4. Be prepared to challenge inaccurate claims and extremism
    Students have access to a lot of misinformation and harmful narratives online. Staff need to be ready to challenge unsubstantiated theories and conspiracies. This creates opportunities to model critical thinking and fact-checking techniques.

While there’s no substitute for thinking these things through for yourself, there is plenty of support available for both staff and students. We’ve published guidance for staff and signposted some of the most useful resources. There are also helpful college case studies drawn from across the country. And we routinely share good practice at our Equity Exchange meetings, free to all AoC members.

This work is not always easy. But if colleges are to be anchor institutions in their communities, they have to address the concerns raised within those communities and create places of safety, mutual care and respect for all, as well as of learning, discussion and debate. It’s precisely when violence and conflict put us under strain that we most need to educate about its causes and consequences. The ongoing escalation of violent global conflict is just another reminder of why understanding, dialogue and empathy are needed more than ever.

 

Windsor college staff storm out over pay – again

Teaching staff at Windsor Forest Colleges Group will walk out tomorrow for the third time this year over a “derisory” low pay rise offer of 1.7 per cent.

Members of the University and College Union (UCU) agreed to strike on Wednesday after claims that leaders refuse to “meet the bare minimum” of the Association of Colleges’ 4 per cent pay recommendation.

The industrial action could see hundreds of staff putting down their tools across the group’s four colleges in Berkshire and Surrey: Slough and Langley College, Windsor College, Strode’s College, and the Berkshire College of Agriculture.

Picket lines have been drawn at two campuses: Slough and Langley College and Berkshire College of Agriculture.

Staff already walked out in March for two days and were also part of the national strike in January that saw workers in 25 colleges protest for three days over pay and working conditions.

Union representatives said the college has refused to budge on its “derisory” offer of 1.7 per cent pay rise as well as an extra £500 cash for the current year.

UCU is demanding a 10 per cent pay rise as part of its ‘New Deal for FE’ campaign.

The union claims that leaders are more than able to meet staff pay demands from the colleges’ “good” financial health.

Windsor Forest group achieved a positive education-specific EBITDA (earnings before interest, taxes, depreciation, and amortisation) of £3.1 million in 2024-25 as well as a £1.4 million operating surplus.

The college group also held cash at the end of the year of £6.8 million.

“The college has simply insisted throughout the campaign that its ‘finances’ simply do not permit them to meet the AoC minimum recommendation of a 4 per cent consolidated pay award,” a UCU spokesperson said.

The union lambasted Windsor Forest CEO Gillian May’s pay rise last year, claiming her salary rose 7.8 per cent, or £10,000.

However, latest accounts show May took a 2.4 per cent pay rise to her basic wage last year, earning a salary of £171,000 up from £167,000.

Her total remuneration rose by £10,000 compared with 2024 – increasing from £211,000 to £221,000 – but most of this was due to a rise in pension contributions.

May will become a deputy FE Commissioner in June.

Windsor blows towards strike action

Fifty-seven UCU members at the 111-strong branch voted in November that they were prepared to strike, based on a 58 per cent response rate.

UCU did not specify how many workers will be walking out tomorrow, but told FE Week that all staff are entitled to strike, whether a UCU member or not.

Windsor Forest College group employs over 900 people, of which around four in 10 are lecturers, its latest accounts state.

UCU general secretary Jo Grady said: “Our members have no choice but to strike yet again as Gillian May is refusing to do the bare minimum and meet the employer body’s recommended rates of pay.

“It is scandalous that despite trying to enforce poverty pay rates for frontline teaching and support staff, she accepted a £10,000 pay bump.”

Windsor Forest College Group declined to comment.

New bonus scheme fuels resentment among FE teachers

A chunky government bonus scheme appears to have kept early career teachers in post but is fuelling resentment among experienced staff.

The FE targeted retention incentive, launched in 2023 to tackle challenges in recruiting and retaining qualified teachers, pays thousands of new teachers up to £6,000 on top of their basic salary.

In a survey of around 3,000 teachers who received the payment last year, one fifth (21 per cent) indicated they would not have stayed teaching in FE without the bonus.

But an interim evaluation report, published yesterday, warned the bonuses were creating unintended tensions between staff after finding teachers with over 10 years of experience were earning less than their new colleagues once the bonus payment is factored in.

HR leaders and senior staff told researchers the same bonus was making long-serving teachers feel overlooked and undervalued.

Resentment among ineligible teachers

Targeted retention incentive (TRI) payments range between £2,000 and £6,000 (after tax), which are eligible for teachers in FE with up to five years’ experience.

To get the maximum bonus, eligible teachers would need to teach for at least 12 hours per week at a college where 50 per cent or more 16 to 19 year olds were disadvantaged.

Bonus recipients said the payments had reduced stress by being able to cover unexpected costs or managing the cost of living.

“The FE TRI gives you that little bit of tranquillity… to know that you have a little [financial] back-up there,” one teacher said.

Teachers also reported that the payment helped to offset drawbacks of working in FE such as low pay and high workload.

However, HR leaders and seniors reported concerns that non-eligible teachers consider themselves “less valued” than colleagues who joined recently.

“You have staff that say, ‘Well, it’s not fair because I’m not a maths teacher or an engineering lecturer, but I’m equally committed, equally hard-working and passionate about what I do,” one FE staff member said.

The report added it was “particularly pertinent” for long- serving FE teachers who felt their skills and experience were being overlooked.

“This was perceived to be leading to resentment between colleagues which in turn was affecting working relationships,” the report said.

Of the 87 surveyed HR staff that administered the bonus, a few reported cases where the salaries of FE teachers with 10 years’ experience were lower than early career teachers when the FE TRI was taken into account.

The report warned it could lead to more experienced teachers to leave the profession.

Recruitment fixes

In the first year of the scheme, £34.1 million was handed out to nearly 6,000 teachers, targeting subject areas where there are “critical skills priorities”.

More than a third of HR and senior leaders surveyed said they found it difficult or very difficult to retain teaching staff, while nearly three in five reported the same for recruitment.

The issue is more acute in the subjects the TRI targets, such as building and construction and engineering.

Nine in ten HR respondents said retention difficulties had increased workload for remaining staff, disrupted teaching and driven up the use of agency cover.

The report concluded that it was too early to “definitively” determine the impact of the FE TRI on FE teacher retention and recruitment, but cited emerging evidence that progress towards these outcomes is being achieved.

Cliff edge when payments stop

Applications for round two of the TRI opened in March and closes next month.

Respondents were “frustrated” about the timing of the application window as attrition is greater during the autumn term of the academic year so staff who could benefit from the bonus could leave before the application window opens.

No funding beyond round two has been confirmed, causing fears of a cliff edge to payments.

“If they stop rolling [the TRI] out, it will be like a sudden pay cut,” one teacher said.

“It makes you look elsewhere, and it makes you less likely to keep pushing through the hard times and those pinch points.”