Principal, Bedford College (part of the Bedford College Group)
Start date: August 2022
Previous job: Vice principal, Employer Engagement, STEM & Construction, The Bedford College Group
Interesting fact: Many years ago Karen was a county darts player and a brown belt in judo.
Andrew Cochrane
Chair, Derby College Group
Start date: August 2022
Previous job: Chairman and senior partner, Flint Bishop Solicitors
Interesting fact: As a licensing lawyer and to ensure that he understands first-hand the process involved in becoming a licence holder, Andrew has undertaken the training himself and holds a personal licence. His other claim to ‘fame’ was that he played Frederick in the Matlock and District Operatic Society’s production of ‘The Sound of Music’.
Another awarding body has pulled out of a flagship government programme to help adults develop key digital skills.
City & Guilds has confirmed it has stopped pursuing work to deliver entry level and level 1 essential digital skills qualifications (EDSQs) – fully-funded qualifications for adults with no or low-level digital skills.
That is despite having completed most of the work needed – it reached stage four of five, which is resubmission to Ofqual for technical evaluation – in November last year.
The organisation confirmed it has now switched focus to developing the revamped digital functional skills qualification, from 2023 onwards.
A spokesperson said: “This decision was based on the announcement from the Department for Education and Ofqual that the reform of functional skills ICT qualifications has commenced.
“City & Guilds will be focusing on the new digital functional skills qualifications [DFSQs], to be launched in August 2023.” The spokesperson refused to say why digital functional skills were more preferable.
However, a number accredited for EDSQs have confirmed they plan to deliver both qualifications, including BCS, Gateway Qualifications, OCN London and NOCN.
EDSQs endured a difficult birth because of Covid-19 disruption and delays in awarding organisations securing the green light from Ofqual. In fact, several awarding bodies opted to walk away from the process or failed to gain approval for accreditation, while others faced delays.
Despite the slow start, awarding bodies which did secure accreditation have said take-up is improving.
Ofqual data indicated there had been just under 6,000 certificates issued in the 12 months to the end of quarter one in 2022.
Gateway Qualifications launched EDSQs in September 2020. A spokesperson said: “We had an understandably slow start, with just 270 registrations in 2020/21. But, in 2021/22 we had substantially increased the number to more than 10,000 registrations.
“Based on the feedback we’ve had from our centres, we’d say a resounding ‘yes’ they have been positively received. The growth in centre take-up speaks volumes – there are now 146 centres across the country that have registered EDSQ learners with Gateway Qualifications.”
OCN London said it has had 5,435 students registered since August 2021, with chief executive Carlos Cubillo-Barsi saying that “interest in the qualification appears to be growing”.
But NOCN said it had seen relatively low numbers, likely due to centres struggling to recruit learners. It also warned that there is a danger DFSQs will displace learners undertaking EDSQs.
“The major issue with EDSQ and digital FSQs is that they are both derived from the same standards so they will actually be relatively similar qualifications,” a spokesperson said.
“We originally intended to offer a much more flexible qualification in EDSQs but the DfE and Ofqual requirements prevented this.”
The move to a vegetarian-only menu for meals during the conference and its flagship gala dinner – believed to be a first in the sector – has received mixed reactions from college principals.
“There’s a good chance someone on my board is going to ask what we’re being asked to spend £75 + VAT [the fee to attend the gala dinner] on to be honest” one principal told FE Week. Other sector figures are planning events at nearby restaurants, FE Week understands.
However, another principal said: “If we really believe what we say about the seriousness of the climate crisis, then we have to do things differently, including how big events like conferences are run.”
According to the AoC, last year’s annual conference generated 125 tonnes of CO2, and the veggie-only menu is one of several ways the association is looking at cutting the event’s carbon footprint.
A £2.50 “carbon offset fee” is charged alongside the conference’s £475-plus VAT registration fee (for member colleges), and exhibitors are being asked to avoid the use of single-use plastics.
Rachel Almeida, head of events at AoC, said: “Like other organisations, AoC is looking at its impact on the environment and we are finding ways to reduce our carbon footprint.
“One small way to reduce the carbon footprint of annual conference further is to provide a meat-free menu.
“We are also asking exhibitors to avoid single-use plastics and we have appointed a contractor to gather leftover materials from the exhibition hall and give them a second lease of life.
Community education providers have called for the government to scrap its FE funding and accountability consultation, as they fear its plans could displace over 300,000 vulnerable learners.
Leaders from across the sector – including local authorities – have raised concerns over “hidden” proposals within the Department for Education’s latest skills funding consultation, which prioritises employment-related outcomes and removes outcomes related to health and communities.
The consultation, titled ‘Skills for jobs: implementing a new further education funding and accountability system’, states that reforms to the sector’s accountability regime “provide an opportunity to review non-qualification-based provision”, including non-regulated and community learning.
It goes on to say: “We believe we need to re-orientate the vision for non-qualification provision and hold providers to account for the outcomes they deliver…We are proposing that in future all non-qualification provision should meet at least one of the following objectives:
• achieving employment outcomes for all learners
• achieving progression to further learning that moves individuals closer to the labour market, for all learners
• helping those with learning difficulties and/or disabilities to support their personal development and access to independent living.”
Adult education body, Holex, has already warned the department that going ahead with this proposal will have a “devastating” impact on learning opportunities for the most vulnerable adults, and has raised a formal complaint about the lack of prior engagement and impact assessment.
In a letter addressed to the minister for skills, Pat Carrington, the chair of Holex, said: “Limiting outcomes to just a job or further study for the whole skills budget without keeping back an amount for the wider benefits of learning would lead to a loss of a vast number of critical adult education courses for those who need adult education to help them with other life issues.”
The letter goes on to demand that the department either withdraws the consultation or provides more detail on why there is a case to change existing policy.
The current funding guidance allows for a broader range of community learning outcomes than is being proposed, including improving learners’ health and well-being, their mental health and developing stronger communities.
But, the government has defended its approach. A DfE spokesperson told FE Week: “Non-qualification provision continues to play an important role in our skills offer. We want to ensure it aligns with the vision for the new Skills Fund and meets wider skills and employment needs – which is why we are seeking views from the sector through an open consultation.”
Excluding outcomes that aren’t about getting into work couldn’t have come at a worse time, according to Arinola Edeh, principal of Westminster Adult Education Service, who believes now is the time to be expanding community learning, rather that reducing it.
“We can’t afford to limit access to community learning at the best of times. But heading into a recession makes our community learning programmes even more vital,” Edeh told FE Week.
Examples of programmes at risk include their managing personal finances courses and their ‘every day English for parents’ family learning course, which aims to boost children’s attainment. Neither of those programmes would be covered by the new outcomes, Edeh said.
Neither would courses that reach those furthest away from work where outcomes are more about building resilience, confidence and social networks, which often then lead on to more work-focussed learning.
According to Sidra Hill-Reid, head of adult learning at Lewisham Council, courses with more social outcomes – like being able to access digital council service, benefits, self-advocacy and civic rights – wouldn’t be eligible for funding under DfE’s plans. Excluding learners would be “loosing access to a talent pool” Hill-Reid argues.
Jane Taylor, head of service (employment, skills and learning) at Bristol City Council, described how community learning can be “the first step in a pipeline towards work” but also delivers outcomes which are good for individuals, families and society in their own right.
Local authority providers, such as Bristol, have decades of experience of outreach and progression with the most vulnerable and disadvantaged communities which would be at risk, according to Taylor.
Colleges and training providers should remain open during the period of national mourning following the death of Queen Elizabeth, the government said this evening.
In an email to FE leaders the Department for Education said: “We have now entered a period of national mourning that will continue until the end of the State Funeral.
“Guidance providing the public, businesses and institutions with advice on the period of national mourning following the death of Her Majesty Queen Elizabeth II will be issued by the Cabinet Office and available on GOV.UK.”
Once details of the funeral are confirmed, officials will contact providers again with further guidance.
It is thought the funeral will be on Monday September 19, but no decision has been made. The King will decide whether the funeral is a bank holiday. If so, it is thought likely that schools and FE providers would close.
In the meantime, the department said schools and FE providers “should remain open”.
“Whilst normal attendance is expected, headteachers continue to have the power to authorise leaves of absence for pupils in exceptional circumstances [sic].
“Any requests for leave of absence should be considered on a case-by-case basis taking into account individual circumstances.”
Education settings may want to “consider conducting special activities, holding assemblies or adapting planned lessons to reflect the period of national mourning and commemorate the life of Her Majesty may wish to repurpose the lesson materials about the Queen’s Jubilee produced by Royal Collections Trust and The National Archives”.
Officials cite Minded as a source of information to support upset young people. The email adds: “We know teachers, lecturers, early years colleagues and social workers around the country have an important role to play in reassuring children and young people at this difficult time.”
It adds any providers wishing to “pay their respects by flying any flags at half-mast or holding silences should follow the guidance on GOV.UK”.
The guidance states that official flags, including the Union Flag, should be half-masted from as soon as possible today until 8am the day following The Queen’s State Funeral.
You can also visit the Palace’s website for more information about the mourning period: www.royal.uk.
DfE message to education leaders in full
“It is with sadness that Buckingham Palace announced today the death of Her Majesty The Queen.
We have now entered a period of national mourning that will continue until the end of the State Funeral. Guidance providing the public, businesses and institutions with advice on the period of national mourning following the death of Her Majesty Queen Elizabeth II will be issued by the Cabinet Office and available on GOV.UK.
Once details of the funeral are confirmed by the Royal Household, we will write to you with further guidance and information.
For early years providers, there is no obligation for settings to observe particular behaviours during the mourning period. Depending on the nature and location of your setting and the tone of planned events, some settings may wish to consider closing or postponing events.
Schools and Further Education settings should remain open. Whilst normal attendance is expected, headteachers continue to have the power to authorise leaves of absence for pupils in exceptional circumstances. Any requests for leave of absence should be considered on a case-by-case basis taking into account individual circumstances.
Education and childcare settings may want to consider conducting special activities, holding assemblies or adapting planned lessons to reflect the period of national mourning and commemorate the life of Her Majesty may wish to repurpose the lesson materials about the Queen’s Jubilee produced by Royal Collections Trustand The National Archives. Primary schools may also wish to adapt ‘Queen Elizabeth: A Platinum Jubilee Celebration’, the commemorative book distributed to state-funded primary schools across the United Kingdom in 2022.
If children and young people are upset, Minded is a source of information to support children and young people to manage death and loss.
Education and childcare settings wishing to pay their respects by flying any flags at half-mast or holding silences should follow the guidance on GOV.UK
You can also visit the Palace’s website for more information about the mourning period: www.royal.uk.
We know teachers, lecturers, early years colleagues and social workers around the country have an important role to play in reassuring children and young people at this difficult time.”
A mergers and acquisitions specialist has hit out at the government after his group of training providers’ skills funding contracts were terminated for a “contentious” reason, forcing them to go bust.
BEI Education Group Ltd and its three subsidiaries – Best Practice Training and Development Limited, Leaders in Business Limited, and DNA Apprenticeships Ltd – have filed for insolvency with a combined loss of around 50 jobs.
It’s unclear exactly how many apprentices and learners are currently on their collective books and will need to transfer to alternative providers, but their most recent Ofsted reports show the providers had well over 1,000 individuals between them.
David Kitchen set up BEI Education Group in 2019 to act as a holding company as he acquired several commercial and apprenticeship training providers to operate in different sectors such as retail, care and IT.
However, all providers under the group had their register of apprenticeship training providers (RoATP) refresh applications rejected this year. Best Practice Training & Development Limited also had its near-£500,000 adult education budget (AEB) contract – awarded in July 2021 – terminated by the Education and Skills Funding Agency (ESFA).
Kitchen claimed there was no financial or performance issues with the providers themselves, two of which have received positive outcomes in Ofsted monitoring visits.
He said the ESFA decided to no longer contract with any providers under the BEI group because it had to put another separate provider – Create Care Training Ltd – into liquidation two years ago.
Kitchen told FE Week his firm took over Create Care Training while it was failing to save it from going under. But, his attempt was unsuccessful, and the firm went into liquidation in late 2020.
All affected learners as well as staff were placed elsewhere as the provider closed down – an effort that Kitchen said led to the ESFA sending a letter of thanks.
He said it “seemed like a clean exit”, although he was expecting clawback of some funds which he claims has not been requested by the agency.
His other providers have continued delivering government-funded training as well as winning contracts, which made the ESFA’s sudden rejection of RoATP reapplications and AEB termination this year bemusing.
“The agency rejected the refresh because of what happened with Create Care back in 2020,” Kitchen told FE Week.
“From our point of view, it is quite contentious, because shareholders are not responsible for the debts of a company, and a parent company is not responsible for the debts of its subsidiaries. In this case, we took on a struggling company back in 2020 with good intentions and then it closed; other companies in the group were judged on this event in 2022 without any direct connection or common directorship.
“A lot of people lost their jobs, which is very upsetting.”
He said there were no investigations or audits into any BEI’s providers.
Kitchen continued: “In fact, in the summer of 2021 we spent a lot of time working with the ESFA to help rescue a very specialist niche provider that worked with struggling learners, but despite putting together a very strong business case the ESFA rejected it, and closed it down anyway displacing a lot of staff and learners as a result.
“And strangely enough one provider – Best Practice – was issued an AEB contract eight months or so after Create Care had gone down. That AEB contract was on track in summer 2022, there were no issues, and they didn’t take that AEB contract away at the same time as the RoATP. They said it was unrelated. Four months after they took the RoATP away from Best Practice (in May 2022) they confirmed the new AEB contract value for 2022-23 then they took it away in July. Two weeks later they sent the new 2022-23 contract to be signed. Absolutely bizarre.”
The ESFA declined to comment on BEI’s RoATP reapplications but told FE Week as part of its assurance checks, the agency checks if any directors in control of the bidding provider are subject to the “funding higher risk organisations and subcontractors policy”.
Under the policy, the agency can terminate contracts where the director of a provider “is the subject of insolvency or winding-up proceedings”.
The FE community has paid tribute to the Queen’s “dedication to public service” after it was announced she has died at the age of 96.
The royal family announced the news this evening.
Geoff Barton, general secretary of the Association of Schools and Colleges Leaders, said the Queen’s “dedication to public service has been an inspiration to children and adults alike over the past 70 years”.
“We are deeply saddened by her death. She will be hugely missed by the nation, including all those in the world of education where many people will have fond memories of jubilee and other royal events during her reign.
“Through her dignity and unswerving sense of duty the Queen has set an extraordinary example to us all, and she has been a reassuring presence through many turbulent times. We pay tribute to her and we send our deepest sympathies to her family.”
David Hughes, chief executive of the Association of Colleges, said: “The whole FE sector will want to join with me in paying tribute to Her Majesty The Queen for her many years of service to our country.
“The news of the passing of The Queen is something which has saddened us all. For most of us working in the sector, indeed most of us alive today, it is hard to imagine times without Queen Elizabeth on the throne. The coming days will have an emotional impact on college staff and students alike and it will be important to treat each other with compassion.”
A statement from the Association of Employment and Learning Providers (AELP) said: “We are saddened to hear that Her Majesty The Queen has passed away. To spend over 70 years as the monarch is a remarkable achievement. She selflessly carried out her duties in representing the United Kingdom throughout the world. We send our deepest condolences to her friends and family.”
And the Federation of Awarding Bodies, in its tribute, said: “The Federation is deeply saddened by the news of HM The Queen’s passing. In her tireless service to the nation, she has inspired us all. For that we are eternally grateful. Long live The King.”
Education secretary Kit Malthouse said Her Majesty’s “devotion to public service has been an inspiration, and her wisdom and strength have often provided solace to her people in times of darkness, most recently during the pandemic.”
The Queen had a long relationship with the education sector
The monarch had a long-established relationship with the sector, spending a significant amount of time during her 70-year reign visiting schools, colleges, training providers and adult education centres.
Over the past two years, her public outings have been stymied both by Covid and her own ill health, with the Queen having to pull out of many key events due to ongoing issues.
Reaseheath College, which the Queen visited in 2010, tweeted: “We are deeply saddened to hear of the passing of HRH Queen Elizabeth II and our thoughts are with all of the Royal Family at this very sad time.”
With parliamentary business expected to be suspended for 10 days, a list of priority issues in the new education secretary’s in-tray will likely be on hold.
The day of Her Majesty’s funeral will be one of national mourning, but it is up to employers whether their staff can take the day off.
Government guidance published this evening states that FE settings should remain open during a period of national mourning.
Andrea Jenkyns has been re-appointed as a minister in the Department for Education – but it is unclear whether she will retain her current skills, further and higher education brief.
The MP for Morley and Outwood re-joins the department as a parliamentary under secretary of state, alongside newly appointed minister of state Kelly Tolhurst and education secretary Kit Malthouse.
Jenkyns was named as the minister of skills, further and higher education in July.
Brendan Clarke-Smith, who was the children’s minister, has now moved to the cabinet office, it was announced tonight.
More junior minster appointments are still to come. Full DfE ministerial briefs are yet to be confirmed.
Jenkyns was first elected in May 2015, and had been an assistant whip in the Whips Office since September last year.
Prior to that she had served on several committees.
The new minister attracted some controversy at their time of her first appointment to the DfE after footage emerged that showed her raising a middle finger to protestors in Downing Street.
Jenkyns later issued a statement in which she explained that there was a “baying mob” outside the gates who were shouting abuse to MPs. She said she had “reached the end of my tether” following “huge amounts of abuse” over the years, adding: “I should have shown more composure but am only human.”
On 1 September, the window opened for the latest round of registrations to work towards Qualified Teacher Learning and Skills (QTLS) status, the definitive mark of professional status for those teaching in the FE and Training sector in England. Teachers and trainers from all parts of the sector – including colleges, independent training providers and local authorities – will be registering to join over 26,000 colleagues who have already gained QTLS status to mark their career development.
This nationally recognised status is conferred by the Society for Education and Training (SET) on behalf of the Education and Training Foundation (ETF), the expert body for professional development and standards in the FE and Training sector in England. QTLS status confers a number of significant benefits for those seeking career progression in the sector:
Formal recognition for being a professional, capable teacher
An opportunity to demonstrate that professionalism to colleagues and managers
Parity with QTS to teach in schools on equal pay and conditions
An opportunity to evaluate and invigorate teaching practice through the QTLS professional formation process
A chance to network and build relationships with colleagues
A vital part of the professional formation process in the sector
The ‘Skills for Jobs’ white paper published by the government in January 2021 emphasised the need for continuing professional development for teachers in the FE and Training sector in order to uphold quality and enable progression.
QTLS is a vital part of that ongoing professional development, offering a next step in the journey for those early career teachers who have recently completed initial teacher education. It is equally relevant for experienced teachers and trainers seeking formal recognition of their professionalism and progress. Whether new to teaching or experienced, the professional formation process at the heart of QTLS provides a valuable opportunity to reflect on practice and explore new approaches.
Head of Professional Status and Standards at the ETF, Andrew Dowell, explains why QTLS status has become so popular with practitioners: “Undertaking a period of professional formation with SET is the perfect next step to build upon your initial teacher education and provide a solid foundation for your future teaching career. Successfully gaining QTLS demonstrates to future employers that you are committed to your professional development and will set you apart from other teachers and trainers going for sought after teaching roles.”
Tracey Bedford, Curriculum Lead for Health and Social Care and Functional Skills for GB Training, took QTLS three years after completing her Diploma in Education and Training (DET): “I have always been passionate about personal development and enjoy any kind of CPD, so I enjoy setting myself a target every year to achieve something on a professional level. I’ve loved the QTLS journey – it’s been such a positive experience, and I take all learning as positive.”
Nick Chadwick, Education and Assessment Manager at Train Aid and former Head of Sports Development at Reigate College, completed QTLS straight after his PGCE qualification: “Teacher trainers who knew about QTLS said it was a fantastic progression route for all trainee teachers. From my very first teaching session in 2012, I always knew that QTLS was a pathway to go into and that it was the golden standard for practitioners in FE to increase the scope of teacher training and opportunities.”
What is involved in QTLS?
QTLS is gained after successfully completing a six-month period of professional formation which enables you to show your progression and commitment to excellence. The formation process is self-guided and requires you to complete a forward-looking online portfolio demonstrating the skills and knowledge you have gained since your initial teacher education qualification. You will be asked to nominate a colleague who can act as your supporter. If you have not already done so, you will need to join SET and this will give you access to advice, an online community of those undertaking QTLS, and a range of free CPD resources.
Once you submit your portfolio and gain QTLS status, you will be able to use the designation MSET QTLS after your name and you will be added to the professional register where future employers can check your status.
How does the professional formation process work?
The professional formation process is focused on developing and collating evidence for an online portfolio. There are nine sections which enable you to take stock of your current teaching practice and focus on an area of interest for your development:
About you
Qualifications
Roles and responsibilities
Self-assessment
Professional development plan
Continuing Professional Development (CPD) record
Critical reflection on impact
Final action plan
Final supporting statement
Typical evidence will include observation reports of your teaching practice, with supporting documentation such as a lesson plan and a self-evaluation of the session.
After you have completed your portfolio, you share it with your nominated supporter to add their supporting statement before submitting to SET for review.
Rooted in shared Professional Standards
At the heart of the professional formation process is a self-assessment which relates your practice to the shared Professional Standards for Teachers and Trainers in the FE and Training sector. These Standards are maintained by the ETF on behalf of the sector. They consist of 20 aspirational statements, first launched in 2014 and updated in 2021, which have been developed collaboratively with organisations and practitioners from across the sector, with review by key sector bodies and the Department for Education.
According to the ETF’s Andrew Dowell, the Standards provide a clear set of aspirations for the post-14 teacher throughout their career: “The Professional Standards were written specifically for the FE and Training sector and are mapped to three key career stages – early career teacher, experienced teacher and advanced teacher. Those who regularly self-assess against the Standards using our reflection tool will be able to craft a well-informed professional development plan and identify professional development to support their areas of development, which is at the core of the QTLS professional formation process.”
Bedford found the self-assessment process invaluable as part of her QTLS formation: “When I went through the professional formation process, it helped me to challenge my practice by using the Professional Standards. I had already been using them to self-evaluate as part of my DET, so this helped me to look at what I needed to develop and fine tune my teaching practice so I could make constant improvements to my practice.”
Samantha Ziegenfuss teaches at a Pupil Referral Unit (PRU) at Kent Health Needs Education Service and decided to build on her initial teaching qualification with QTLS to progress her career. She found the self-assessment in QTLS helpful to develop her reflective practice: “The self-assessment was an effective method of identifying my strengths and areas for development against the Professional Standards for Teachers and Trainers. This enabled me to benchmark my abilities against a set of criteria and establish a professional development plan within my workplace.
A valuable CPD opportunity
Above all, QTLS provides an opportunity to take positive action towards personal and professional goals. Feedback from those who have gained the status indicates that participants find it a useful process of self-reflection and improvement.
Like many others, Dance teacher at Philip Morant School and College, Charity Burgess, believes that QTLS has had a significant impact on her practice. After completing a PGCE she decided to undertake professional formation leading to QTLS to strengthen her portfolio and gain recognition in the industry: “I believe my professional formation has absolutely impacted my practice for the better. It made me analyse the areas of my teaching I could improve upon, and practical ways to implement changes.”
Taylor Hennah, Lecturer in Health and Social Care at Oaklands College, enjoyed the opportunity to revisit educational theory: “I really liked the fact that it forced me to look at myself and my own practice and consider what practice is working and what isn’t.”
Kyle Kirkpatrick, Deputy Head of School: Arts and Media at Milton Keynes College,
enjoyed how the self-directed formation process allowed him to identify areas for investigation in response to the sector’s Professional Standards, as well as his own interests: “It allowed me to consider and challenge my own pedagogy and how my practice can and does have an impact on my learners, colleagues, and organisation.”
For Ziengenfuss, reflection has led to innovation: “I have learned to be a more reflective practitioner, using my knowledge to experiment with more innovative approaches and alternative ways of engaging students.” This is echoed by Liam James, Lecturer and Course Co-ordinator at Weston College: “It has given me the chance to try new innovative teaching methods which my learners have enjoyed. Trying new things and reflecting has strengthened my teaching skills and allowed learners to contribute, creating a positive learning environment.”
For Bedford, QTLS re-ignited her passion for learning: “I am always learning and looking at how we can make the learner have a better experience as an individual, as well as becoming a better practitioner.”
Growth in confidence
Growth in confidence as a teacher is one of the main outcomes that QTLS participants report.
Hennah found it was a real confidence booster as a new teacher: “QTLS has grown my confidence which has led to better outcomes for my students because I’ve stopped second guessing myself. My students have benefited from my confidence growing because I’m more authoritative and less scared of change.”
Qualifications and Development Lead/Lead IQA, Jeminiyi Ogunkoya took QTLS to increase her understanding of the value of embedding practical knowledge in further education through in-depth teaching and learning: “Knowledge is power and with my QTLS achievement I feel more confident in my practice and how I support my team.”
Chadwick has seen the impact of increased confidence: “QTLS has improved my confidence and profile in the college and has helped me through any progression routes or course leader roles I’ve gone for.”
Opening doors to wider employment opportunities
In addition to opening doors to career progression in the FE sector in England, QTLS opens doors to opportunities in schools and overseas in Australia, Canada, New Zealand and the USA.
Since April 2012, teachers and trainers holding QTLS status who are also members of SET have been recognised by law as equivalent in status to teachers with QTS in schools. Holders of QTLS can teach across all subjects on equal pay and conditions. This is particularly relevant with the introduction of the new T Level qualifications into schools, requiring teachers with technical and vocational teaching experience.
Hennah has used her QTLS to move to a new role at a secondary school teaching health and social care. For Chadwick, parity with QTS was always a key draw for QTLS: “I knew I wanted to undertake QTLS, primarily because of the changing landscape of FE and to increase the scope of my teaching opportunities, but also so I had the option of moving into the secondary teaching sector or going to an independent school.”
Am I eligible for QTLS?
To apply for QTLS status you need to be a SET member and meet the following criteria:
Hold an eligible teaching qualification at Level 5 or above
Hold eligible Level 2 maths and Level 2 English qualifications
Hold a Level 3 qualification in all subjects that you teach during professional formation
Be teaching or training in a Further Education and Training setting for a minimum of four hours a week, throughout the professional formation programme
Be regularly teaching groups of five or more post-14 learners throughout the professional formation programme
