Mary Bousted blogged well last year about the inadequacies of Ofsted quality assurance systems. I'd like to look at one of the fundamental problems with Ofsted’s methodology for collecting and using evidence during inspection.
The title of next Tuesday's debate is "What’s the top priority: inspection or improvement?"
Opinions on the kind of curriculum pupils should be taught have tended to become steadily more polarised in recent years.
The first seminar in ATL's Developing collaborative expertise in the FE sector programme took place on 30 January 2015 at ATL's offices in London.
ATL wants a broad, balanced curriculum which prepares young people for life. Here are three principles that should underpin a curriculum and assessment system.
The Whole Education Network champions and shares innovative practice in education and supports the development of a curriculum offer that is “real, relevant and engaging” that not only will meet the conventional system demands but also develops wider skills and attributes too.
Question: Which two-word answer, according to the UK press, threatens the success of UK business, costs the engineering economy up to £27bn a year, is pushing pay up in the city and is delaying the building of new homes?
There are few more persuasive voices in global education at present than that of Andreas Schleicher. Those that have not heard of him will have, at least, heard of his creation some 20 years ago: the PISA tests.
One of the most interesting parts of the 'Qualified Workforce' seminar (and there were plenty!) was around what qualifications should look like in the FE sector - although I prefer the term VET (vocational education and training) because whatever else FE does, its unique provision is VET.
If I didn’t realise it before, I now know how passionate teachers are about the subject of continuous professional development.