Kooner Singh, Operations Manager at Independent Training Provider Workpays, Derby, emphasises the importance of continuous professional development (CPD) and fostering an inclusive learning environment to ensure that learners feel supported on their journey.
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Bill Jones, Deputy CEO of Luminous Education Group, tells us about his journey into leadership and talks about the wider system improvements needed in FE to support learners at any age to excel.
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Claire Chilton, Head of Department for Computer Science at Longsands Academy, explains how the school prepared for T Level delivery using the T Level Professional Development offer.
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Sarah Jones is the Operations Manager & Neurodiversity Lead for People Plus, an education provider operating in 22 prisons across the East of England and North and East Midlands.
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In this case study, Penny Taylor, Head of Newark College and Air and Space Institute, discusses how FE can help to transform entire communities, as well as the lives of her students.
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Jenny Willis, Advanced Quality Practitioner at Heart of Worcestershire College, participated in the Education and Training Foundation’s (ETF) six-session education for sustainable development (ESD) course, November 2022 to February 2023. Here, she reflects on the impact the course had on her practice and that of her colleagues. Why do you think education for sustainable development […]
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Palvinder Singh, CEO and Principal at Kirklees College in Huddersfield, talks about his personal journey to leadership, and how continuous professional development (CPD) for leaders permeates downwards, positively impacting the whole organisation.
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Will Simpson, student at University of South Wales, inclusion advocate and DCG Alumnus, writes about his transformational experience as a Further Education learner.
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Carried out under the auspices of the ETF’s Centres for Excellence in Maths programme, the Whole College Approach project examined the effectiveness of such an approach in improving maths learning. At Wilberforce College, the important first step was to make the maths team more visible.
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Carried out under the auspices of the ETF’s Centres for Excellence in Maths programme, the Whole College Approach project examined the effectiveness of such an approach in improving maths learning. At Weston College, the focus was on learners in Construction and the Creative Arts.
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Carried out under the auspices of the ETF’s Centres for Excellence in Maths programme, the Whole College Approach project examined the effectiveness of such an approach in improving maths learning. At The Lakes College, interweaving maths across the curriculum was the key to success.
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Carried out under the auspices of the ETF’s Centres for Excellence in Maths programme, the Whole College Approach project examined the effectiveness of such an approach in improving maths learning. At Stamford College, the project became a culture-changing experience.
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Carried out under the auspices of the ETF’s Centres for Excellence in Maths programme, the Whole College Approach project examined the effectiveness of such an approach in improving maths learning. At Leyton College, careful analysis and solutions specific to the context and existing culture were identified as key to success.
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Carried out under the auspices of the ETF’s Centres for Excellence in Maths programme, the Whole College Approach project examined the effectiveness of such an approach in improving maths learning. At Harlow College, those involved identified communication as the key to success.
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Training provider NowSkills has been exploring the use of mentoring as part of the support it provides to new trainee tutors, as well as how tutors can support employers to develop mentoring skills to use with apprentices. This case study looks at the work the organisation has undertaken and the role ETF mentoring training has played.
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