Professor Kevin Orr, Visiting Professor of Education, University of Huddersfield, and Dr Vikki Smith, Executive Director, Education and Standards, Education and Training Foundation, delivered a breakout session at the Association of Colleges annual conference 2024 on ‘Elevating the value of teaching in FE for a fairer society’. In this blog, they reflect on some of the key themes from the session.
The role of teaching in Further Education (FE) is both intensely rewarding and deeply undervalued. Despite being at the forefront of transforming lives, FE teachers face significant challenges in recognition, funding, and professional status. Yet, their work is the cornerstone of educational impact, fostering personal growth and societal value.
Teaching is not just about imparting knowledge; it’s about connection; it is a social endeavour. As Edwards (2001) eloquently describes, teaching involves interpreting learners, their knowledge, and their environment to create spaces where understanding blossoms. This “intense, complex, and discursive act” demands expertise, empathy, and adaptability. It’s about more than delivering lessons; it is about shaping lives.
But what happens when society places impossible demands on colleges—expecting them to fix systemic challenges without adequate resources—and then comes knocking when goals are unmet? Teaching operates on a deeply personal level, a fact often lost amidst larger debates on education’s economic impact and societal outcomes.
Educational policy is often promoted as a lever for economic growth. However, as Alison Wolf (2004) argues, the evidence linking high educational spending to national prosperity is ambiguous. Similarly, Britain’s stark social inequalities remain deeply entrenched. The Social Mobility Commission (2019) highlights the disproportionate influence of private education in shaping the nation’s elite, while Payne (2017) and others remind us that systemic barriers persist regardless of educational gains.
FE, however, offers something unique: it opens doors for those often excluded. It provides access to powerful knowledge, fostering aspiration and agency. As Seamus Heaney (2008) poignantly said, education offers “ampler prospects” and “a reason for aspiration.” FE doesn’t just impart skills—it instils hope and possibility.
Teaching in FE is about more than curricula or qualifications; it’s about relationships. A great teacher doesn’t just deliver content—they inspire and connect. Whether it’s knowing students’ names, respecting their individuality, or planning engaging lessons, FE teachers build bridges of trust and encouragement.
For Ithalia Forel, a former FE student turned international dance mentor, FE was a seed of self-expression and opportunity—a stepping stone to a global career. Her story exemplifies the transformative potential of FE teaching (Daley et al 2015, p36).
Despite its importance, FE teaching faces significant hurdles: dual professionalism, funding shortfalls, and a persistent perception gap that leaves the sector misunderstood. Elevating the profession requires a concerted effort, including:
By enhancing professional status and advocating for systemic investment, we can close the perception gap and celebrate FE teaching as the vital profession it is.
Education alone cannot transform society, but it can transform lives—and FE educators are at the heart of this change. By valuing and investing in FE teaching, we may help individuals to lead more fulfilling lives.
Daley, M. Orr, K. Petrie, J. (Eds) 2015. Further Education and the Twelve Dancing Princesses. London: Trentham; UCL IOE Press
Edwards, A. (2001) Researching pedagogy: a sociocultural agenda, Pedagogy, Culture and Society, 9:2, 161-186, DOI: 10.1080/14681360100200111
Heaney, S. (2008) in D. O’Driscoll Stepping Stones: Interviews with Seamus Heaney. London: Faber and Faber. [p71]
Payne, G. (2017) The New Social Mobility, Bristol: Policy Press.
Social Mobility Commission (2019) Elitist Britain The educational backgrounds of Britain’s leading people https://socialmobility.independent-commission.uk/app/uploads/2024/07/Elitist_Britain_2019.pdf
Wolf, A. (2004) Education and economic performance: simplistic theories and their policy consequences. Oxford Review of Economic Policy, 20 (2), 315-333