Tag Archives: education

Help for home-schoolers! Useful tips that will see you through.

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Was mathematics always this difficult? Why does science suddenly seem so difficult? And why is the way they do things nowadays so different? Just some of the questions most parents find themselves asking a few times each day whilst home-schooling. It’s safe to say that home-schooling isn’t for the faint-hearted and we certainly have more respect and admiration for teachers than we did before we became emergency educators. 

Trying to get your children to complete any school work at home is difficult, and that’s before you manage to get your own head around ‘why Timmy has 3 apples and Sarah has 6’ …None of us signed up to this physically and mentally draining task, and if you have more than one child to educate at home as well as a full-time job to juggle, you may be wondering when this nightmare will end.

In the meantime, I’ve gathered some helpful tips for home-schoolers that will see everyone through …at least until the weekend! Read on to find out more.

Stock up on supplies

Having the right resources at home will not only make your life easier but also help to enhance your child’s learning and understanding. Start by stocking up on paper and printer inks, you’ll find the best Epson cartridges here, all at competitive prices. Being able to print work and activities that have been sent over by the kids’ teacher means they can work independently and away from a screen. You can also print fun activities for when they need some downtime.

Plenty of pens, notebooks and stationery are a must, along with other learning resources such as counters, flashcards, books and even mini whiteboard markers. Whatever you think will enhance your child’s learning should be something to consider. 

Get outside!

Kids don’t just learn in the classroom. Spending time outdoors exposes them to all kinds of learning opportunities. From nature and habitats to the weather and the seasons. Forests and oceans to mammals and birds – get them caring for the world we live in. Taking some of your lessons outdoors – even for something as simple as a nature trail – can enhance their learning and make this period much more immersive. It also means you all get to enjoy some fresh air and time outdoors.

Organise in advance

Seeing what their teacher has set for the day in the morning, isn’t ideal. To help your children get the most out of their learning experience, planning ahead and keeping yourself organised is the best approach. That means having the right equipment set out and ready for the next day, the lessons and activities planned, packed lunches arranged, and the right mindset in place. Having all this sorted in advance will make your home-schooling schedule much easier to cope with.

Accept that every day won’t be idyllic

Regrettably, even if you plan your day down to the last detail, things will go awry. Sometimes our kids just aren’t motivated to learn, and in this confusing and difficult time, we shouldn’t expect too much from them. Dedicating a few hours each day to their curriculum and other time for activities they enjoy such as reading, arts or even music, is more than enough. Try not to put too much pressure on yourself. 

 

Collaborative post with our partner.

 

How to Keep Your Child Motivated to Learn at Home

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homeschooling, home learning, lockdown, lockdown three, lockdown 3, remote learning, schooling, education, coronavirus, covid 19, After parents stepped into the shoes of a teacher in the first lockdown, there was a sigh of relief as children were finally welcomed back through the school gates in June.

But, as the virus has rapidly spread over the Christmas period, millions of primary school children will not return to education until after the February half-term, meaning it’s time for parents to re-tackle home learning once again. 

The Office for National Statistics found that the majority of British children struggled to learn from home during the first lockdown, with three-quarters of parents giving a lack of motivation as the reason why. So how can we keep our children focused this second time around? 

The team over at Essential Living have worked with Counsellor Kerry Quigley on this handy guide for parents to help keep your children motivated whilst learning from home. Kerry Quigley has been a counsellor for over 17 years, here she offers tips on keeping children mentally engaged and helping them to learn under difficult circumstances. 

 

Start and stick to a routine

 

A routine is extremely important, as not only does it give structure to your day but is also mentally beneficial. A recent study found that children feel safer and more secure when their lives have a predictable routine. 

 

Having a routine can also have a positive impact on mental wellbeing, no matter what your age (cause we’re still talking about kids here right).

 

Counsellor Kerry Quigley, who is accredited by the British Association for Counselling and Psychotherapy said: “Children learn better in a structured routine. Where possible maintain a consistent sleep pattern, meal times and regular breaks. This will help to support your child’s concentration and energy levels.”

Your routine should be similar to a normal school day, including going outdoors, different types of skills learning and regular breaks. Here is an example you can follow: 

Or if your child’s school uploads tasks for them to complete every day, ensure they know what they have to do and that they have the equipment to complete them.

Create a rewards-based system

 

A rewards system is a great motivational tool used by teachers to encourage children to do something they may not enjoy by rewarding them for hard work and good behaviour.

 

 

Not only does it motivate but also helps improve behaviour. By deducting points for bad behaviour, this is a good alternative to another form of punishment like being sent to the naughty step. All this does is interrupts your routine and distracts workflow.

 

Counsellor Quigley believes, “It is important to remember to praise and reward their achievements. This will build upon your child’s self-esteem and encourage independence.” 

 

Unsure where to start? Here is a tutorial example with parental tips for creating a rewards system for your child: https://www.youtube.com/watch?v=iQqGUCguWyY&feature=emb_logo 

 

Young children can benefit from sticker charts and it’s a good idea to get them involved with creating and keeping the chart up to date. Allow your child to decorate a piece of paper themselves to use as their own personal rewards chart. Let them choose different coloured stickers and give them a target to achieve per day. Giving daily targets will help increase a sense of self-confidence and motivate them to reach their goal. 

For older children, try offering other types of incentives such as an extra hour of television or a small gift for their efforts.

Introduce cooking

 

Younger children love to help out around the home, and take pride in seeing something they have helped to create. So, take pride in seeing something they have helped to create. 

 

Often we focus on one learning area like maths or science, but we forget that we can choose activities that incorporate several learning concepts.

 

Choose a recipe every day including different ingredients like flour or eggs. Use scales and ask them to weigh out different measurements. This will help them to understand concepts such as weights and fractions.

 

Through cooking, you can also teach a number of other skills such as:

  • Hygiene skills issues such as the importance of washing hands 
  • Reading labels for nutritional information
  • The importance of a balanced diet and the different food groups
  • Basic safety skills such as preventing burns from hot pans and the stove
  • and making sure food is not spoiled or contaminated by reading the labels

 

Counsellor Quigley believes: “Whilst it is important to give clear instructions and expectations, this will help motivate your child and build upon your child’s self-esteem and encourage independence.”

 

Here are some Lockdown friendly recipes for kids to help you get started: https://www.youtube.com/watch?v=7Kydl6dQIBk&feature=emb_logo

Encourage your children to stay connected to the outside world

Your child mustn’t become too disconnected from the outside world. During the first lockdown, parents became increasingly concerned that not attending school or social events would hold back their child’s development at such an early age. If your child is still struggling to adjust to this new, isolated environment reassure them that it is temporary. 

 

To help provide normality, allow them to interact online with peers. Try scheduling regular calls with a school teacher or a member of the family to discuss the progress of learning and other activities during their day. Knowing they will be speaking with someone on the outside world can give them that boost they might have needed. 

 

Counsellor Quigley said: “By empathising with your child’s feelings this will help them to feel heard and understood, and also support a positive relationship between you and your child.”

 

For any more advice or guidance from Counsellor Quigley, you can contact her through the Glister Counselling website: https://glister.uk.com/contact-us/

 

Thanks to Essential Living: https://www.essentialliving.co.uk/

 

Has Your Child Regressed Academically? Try The LeapFrog LeapStart

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As millions of children return to full time education this month, a new poll of parents suggests the extent to which the nation’s children have regressed academically, following months of being at home.

leapfrog leapstart

Despite the best efforts of hard pushed parents to homeschool, 45 percent said their child had lost out on their overall education, with 44 percent saying they found it hard to keep their child concentrating on school work in the home environment.

In fact, 45 percent say their child’s handwriting has deteriorated and a further 44 percent claiming their child’s spelling had got worse, according to the findings.

I was excited to review the Leapfrog LeapStart.  I am always looking for ways to educate my children and help them learn. I find teaching children is about sparking their imagination. They get bored easily and you always have to come up with new ways and angles to keep them learning. 

The Leapfrog LeapStart is a brilliant interactive learning system.  There are different books you can buy to put in the LeapStart and help your child learn. The books click in easily and the system is easy to use. It supports your child from preschool to primary school. The stylus is perfectly designed for children to grip. 

The system comes with a preschool sampler book but there are plenty more books to buy. There are over fifty key school and life skills it teaches your child. From maths, music, and reading. The LeapStart really engages your child. This is a innovative system and I cannot recommend it enough. 

According to the survey, of 1,000 parents with children between the ages of two and seven, commissioned by educational toy brand LeapFrog, as many as 49 percent fear their child’s social skills have suffered following six months without nursery or school.

A further 39 percent said they had not managed to get their children to regularly read, with 34 percent claiming their child had lost all interest in reading since schools shut – and 33 percent admitting their child had barely picked up a book this year.

 

In fact other important skills have suffered too, as 40 percent of parents said their child’s maths had deteriorated, causing them concerns about how they will understand basic number work this term.

 

Overall, 41 percent of parents have major concerns that their child is currently academically behind where they need to be during this term.

 

Worryingly, more than one in ten (12 percent) said their child had completely lost interest in learning.  And following almost six months without attending nursery and school, it’s no surprise that both parents and children are struggling to maintain focus and find new ways of engaging in the curriculum.

For parents who are concerned their children may be behind in their development, there are plenty of resources available, including the LeapFrog LeapStart, an interactive learning system for children from  2-7 years.

The interactive LeapStart is recommended by 97% of teachers[1][1] and can help provide learning for children at home. With over 30 activity books available, children can learn a variety of subjects including maths, science, reading and writing, making learning at home both educational and fun.

 

Mike Lynch, Senior Brand Manager at LeapFrog, who commissioned the survey commented: “It is unsurprising to see that our research indicates the majority of parents surveyed feel their children may have regressed academically during the closure of nurseries, pre-schools and primary schools this year. Despite parents’ best efforts, home schooling can be challenging.

 

At LeapFrog, we are passionate about supporting children’s learning and development in the early years. Our LeapStart interactive learning system engages children through colourful, imaginative activity books, complete with a magic stylus that triggers audio. Designed to build key skills such as counting, problem solving, reading and writing, the LeapStart is an essential home learning tool.”

Research by leading educational toy brand, LeapFrog, has revealed that six in ten parents believe their child has regressed academically this year due to schools closing because of COVID-19.

Recommended by 97% of teachers, the interactive LeapStart is great way to combat this, boosting learning through play at home, while supporting the national curriculum in the early years. With over 30 activity books available, children can choose from a variety of subjects, including science, reading, writing, problem solving and more. Add to this little ones’ favourite characters, including Mickey Mouse, Elsa, Peppa Pig and Paw Patrol’s Chase, learning at home has never been such fun!

Annabelle Boto, KS1 and KS2 teacher, commented: 

“The LeapStart is a fantastic way to spark curiosity and love of learning in children throughout the primary age phase. The technology is simple yet stimulating, capturing children’s attention, and then allowing them to use their intuition to access a plethora of entertaining and educational resources. The stylus is useful for the development of fine motor skills, and is an excellent tool allowing the child to navigate through the books.  

Each book provides a different experience, LeapStart is successful in finding the correct balance between entertaining the children, and educating them. Several options of tasks means there is something on offer for everyone. The activities help children to work on their problem solving abilities, as well as building their confidence in an educational situation, and increasing their ability to concentrate on the task in hand.  

The books largely reflect the KS1 curriculum, therefore providing an excellent way for children to prepare and consolidate what they are learning in school. Early years children love the LeapStart, it provides a fantastic opportunity for children to familiarise themselves with problems over all different subjects, inspiring them to give things a go and recognise how fun and exciting learning can be.”  

 

The LeapFrog LeapStart is available here.

The Deferred Academic By Richard Warburton

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This summer I am awaiting the result of my MA dissertation.  It has been a testing year academically, a serious step up from the BA I completed last year.  Life as a student has come to an end.  My young colleagues will be starting out in their careers, but when I graduate I will be 45 years old.

The decision to resurrect my aborted academic pursuits came after redundancy and a long summer of doing little else but painting the house and listening to test matches.  Job hunting was arduous and unsuccessful.  My wife suggested some education and within five minutes of idle googling I had spotted an undergraduate course at the University of Portsmouth in film studies and creative writing – perfect.  Term began in less than a month and I had serious doubts whether they would be interested in a middle-aged man with a mixed bag of exam results and two hedonistic years in the early 90s at Swansea University.

Nevertheless they accepted me straight away.  I simply had to find some evidence of my A-Level results, apply for funding and buy an A4 pad and a pen.

Induction day was weird.  Suddenly surrounded by hordes of nervous and excitable teenagers I felt every inch the outsider.  Over the three years I watched them slouching about campus guzzling energy drinks and very occasionally visiting the library.  I had dreaded rubbing shoulders with today’s much-maligned youth but I found they were largely a delightful, if somewhat sensitive, bunch.  I became something of an essay guru and found much of my free time was spent reading their work providing advice, and correcting their free spirited approach to grammar and punctuation.

The academic life suited me and I did well from the start.  I had advantages though, including decades of watching and reading about film as well as more life experience to bring to the creative writing work.  The lecturers were awe-inspiring although not all of their audiences were so appreciative.  Attendances were poor in the mornings and I saw two people actually nod off in class.  My other key asset was a renewed fervor for learning.  When I dropped out of Swansea I was weary of lessons and timetables and the real world beckoned with its allure of independence and grown-up city life.  Twenty years later I was hungry again.

Lectures and seminars were the highlight of my week.  I contributed, took notes and asked pertinent questions.  The library was incredible with thousands of books on cinema.  Online resources were equally staggering and I immersed myself in as much of it as I could.  The student paper provided me with a useful outlet for decades of cinematic ruminations that manifested itself in over forty articles and reviews.  The editor was grateful for anyone who could write and published everything I sent him.

When I handed in my bound dissertation on The Existential Hollywood Hero I felt mildly bereaved.  Without any vital research to do or articles to write I felt distinctly uneasy at the prospect of re-joining the real world that had looked so enticing in my youth.  So with the blessing of a very understanding wife I applied for an MA in Film and Philosophy at King’s College London.  The work was much more demanding and the students all exceptionally bright.

Now I am sated.  No PhD for me, tempting as it is.  Other projects await.  Throughout my time at university, puzzled contemporaries would nod politely at my descriptions of the course then ask, “But what are you going to do with it?”  They are missing the point.  I’ve just spent the last four years having the most fun in my life.  Beat that.

 

University Is Too Expensive and a Waste of Time, Say UK Graduates

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BY ASTRID HALL

One in four graduates now regret having gone to university, according to research.

A survey found the most common reasons to rue time spent in further education are paying too much for their degree, wasting their time and making bad choices such as not choosing subject or institution more carefully.

The study of 2,000 graduates also revealed nearly half work in a job where they could have reached the same level through a trainee or apprenticeship scheme.

And although an overwhelming 93 per cent said they enjoyed their experience of freedom away from their parents, nearly half agree their current job is in no way related to their degree.

Recent graduates are in over £18,000 of debt after a three-year course and stuck in an underpaid job unrelated to their degree.

Joe Crossley, Business Development Director, of Qube Learning who commissioned the study, said: “It’s natural for a lot of graduates to finish their degrees expecting to jump on the career ladder almost immediately, but this is often far from the truth.

“Many students feel the pressure to achieve a high grade otherwise they feel they risk being unemployable but when they finally secure a job, their qualification becomes redundant.

“It’s also surprising how few undergraduates are advised on alternative routes to university studies. With the amount of debt now accompanying higher education, other options, like Apprenticeships, need to be made more clearly available to people looking to pursue a chosen career.”

More than four in five agree there is an emphasis on achieving either a 2:1 or first classification with a third admitting they don’t even get asked about their degree in job interviews.

The research found just a fifth were made aware of apprenticeships as an option in place of undergraduate university studies following A Levels, with less than five per cent told about distant or online learning.

One quarter graduated without any qualifications useful to their career, with just under half admitting they could be where they are now without a degree.

The study found a list of degrees that Brits think are a ‘waste of time’ with Fashion, Drama and Media Studies appearing in the top ten.

Nearly two thirds of respondents who graduated with qualifications considered ‘pointless’ admitted their degree didn’t help them to secure their current job.

It was also revealed the university degrees that the nation believe to be the most useful, with 88 per cent agreeing a degree in Medicine beats a degree in Law or Engineering.

However, just under half of those who have studied a degree in Medicine said they could have gotten the same job through an apprenticeship scheme or something similar.

One in five said because of their studies they are now behind either those who did apprenticeships or those who went straight into work.

Two in five said they feel they are underpaid in their current job despite having a degree with less than one in ten using skills developed during their degree on a weekly basis.

One in ten have since changed careers since graduating and are now investing their time in new qualifications.

One in five admits to working in an unpaid role in order to get their current job with more than one in ten never using skills developed during their degree.

Half of respondents said time management was one of their most treasured takeaways from their experience compared to 29 per cent whose most valuable skills were the ones bespoke to their chosen career.

If given the option to go back and do it all again, nearly one quarter of grads would go down an alternative route to university studies such as an apprenticeship, online qualification or learning a trade.

Over half agree their university experience did more for their social life than their education, with nearly one in five leaving university having met their partner.

A sixth of graduates admitted to wasting their time at university and a further one third of respondents said the ability to make new friends was a key skill gained from their experience.

Joe Crossley, from www.qube-learning.co.uk continued: “It’s imperative that people from as young as 16 years old should be made aware of the educational choices that are out there for them. It does not have to be a traditional path of A-Levels and University, there is a huge amount of scope for individuals to learn a trade, through Trainees and Apprenticeships, whilst being educated at the same time.”

TOP TEN MOST ‘POINTLESS’ DEGREES ACCORDING TO RESEARCH CONDUCTED BY QUBE LEARNING

1. Acting

2. Outdoor adventure and environment

3. Office skills

4. Film studies

5. Dance / choreography

6. Drama studies

7. Celtic and Anglo Saxon Studies

8. Fashion merchandising

9. Media studies

10. Religious Studies

 

 

Over Three Quarters of the 50 Richest People Under 30 didn’t go to University

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educationUniversity of Life: stats reveal that over three quarters of the 50 richest people under thirty didn’t go to university…

  • Only 24% of the Young Rich List were privately educated.
  • 84% are self-made.
  • Sports stars make up 40% of the Young Rich List.

 

Young, rich, and famous: that’s what everyone wants to be, right? But while we all want to ‘get rich’, there’s no one, clear path to going about it. Some people are born rich, some will work incredibly hard to become rich, while others are just plain lucky. So, is there any secret to it? Does it all depend on what kind of education you had? Is private school necessarily ‘better’ than state school? Should you go to university, or could it actually be a waste of money? Do some professions make you richer than others? Are there any short cuts?

The questions are endless. However, creators of eco classrooms and modular school buildings TG Escapes, decided to analyse the backgrounds of the 50 richest people under thirty, who appear in this year’s Sunday Times Young Rich List, and they made some very interesting discoveries…

Firstly, only 34 out of the 50 (that’s over two thirds) went to state schools, proving that you don’t necessarily have to pay for a ‘better’ education to end up rich. If you have talent and skill, then that will take you far; just look at the likes of footballer Wayne Rooney (6th on the list, worth £96m), singer Ellie Goulding (at number 39, she’s worth £17m) or boxer Amir Khan (worth £18m, at number 36); they all went to state school, but clearly already had an innate talent that shone through.

And an even greater proportion of people (76%), didn’t go to university. Perhaps that’s not too surprising, given the crippling fees it costs these days, but it certainly didn’t do the likes of older, successful entrepreneurs like Sir Alan Sugar or Sir Richard Branson any harm; following in their path are the likes of techpreneur Pete Cashmore, who founded tech blog Mashable (and, at number 5 on the list, is worth a staggering £170m).

What is also inspiring is that 42 of them (84%) are totally self-made, and didn’t inherit family wealth. This can’t be said for the person at the top of the list, 30 year Tom Persson – who’s worth a whopping £672m – because he’s part of the family who own fashion label H&M. But for the majority of sports stars, or musicians, many of whom come from relatively humble backgrounds, they’ve made their wealth on their own, thanks to their skill. Footballer Gareth Bale, for example, amassed his £34m fortune (no 17 on the list) himself, while the four current members of One Direction are all worth £33m (at no 18).

So what are the professions which will make us the richest? Well, 40% of those on the list are in sport, while 37.5% are involved in creative industries such as film (like Emma Watson, no 16 on the list with £35m), music (like Ed Sheeran, no 14 with £45m), or fashion (such as model sisters Cara and Poppy Delevingne (worth £14m between them, at no 49). Two per cent are lottery winners, Nottinghamshire couple Matt and Cassey Topham, who won a £45m Euromillions draw in 2012.

But perhaps more soberingly, only 10% of the people on list work in industry – in electricals, property or cars – such as 28 year old Thomas Mackie, who runs the electrical goods wholesaling company his grandfather started in Kenilworth and has built it up so much that his net worth is now £380m (putting him at no 3 on the list).

‘There are obviously a variety of ways to become rich and successful,’ says Richard Harvey, Managing Director at TG Escapes: ‘Good, hard graft rewards many, and talent will get you far, too. However, it’s a little sad if young people reading this think that the only way to make money is to become a pop star, actor or sportsperson, which couldn’t be further from the truth. It’s worth sticking with an education for as long as you can, which will give you so many more options later in life.’

 

 

The Economics of Education

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education

You may not realise it, but schools run a bit like businesses. Aside from the task of teaching children, instilling key values and ensuring that children are knowledgeable and rule-abiding adults by the time they leave at 18 years of age, schools have to balance the books. It costs a lot of money to run our nation’s schools, and while the aim isn’t to make a profit, it certainly pays to not overspend. Here’s a little bit of insight into the economics of education in the UK…

What is the average school spend per pupil?

The average spend per pupil in a local authority maintained school for 2014-2015 was £5,212. This figure accounts for spending on school supplies, staff, support staff, other employees and running expenses. Sadly, many teachers feel that it’s becoming more and more challenging to deliver the kind of teaching and results they want to after recent cuts to the budget by the government.

And what about unforeseen spends?

The BBC recently reported that schools in England are having to spend £1.3 billion per year on supply teachers because of chronic shortages. The average school spends a little under £60,000 a year on supply agencies, which of course is a high cost to be factored into already tight budgets.

Where does the funding for schools come from, and is it apportioned equally?

Well, the short answer is that, for the most part, funding comes from the government. And no – funding is not equal across the country. In fact, last year the Telegraph reported that there is a serious discrepancy in the amount of funding that schools receive across the country.

The Association of School and College Leaders carried out an analysis, and found that the ten best funded areas of the country received grants of £6,297 per pupil in 2015-2016.

However, in the ten most poorly funded areas, grants were only £4,208 per pupil. Ultimately, it’s a ‘post-code lottery’ (according to the Association of School and College Leaders), meaning that it’s really a question of luck whether or not children will get to benefit from the maximum grant available.

This is concerning when you think about the fact that more funding tends to equate to higher chances of success – especially for children from poorer backgrounds.

So what about the top private schools? How do they spend their money?

Well, prestigious private schools such as Eton face some of the same spending issues that state schools do (such as staff costs), as well as some that are unique to them (such as the cost of boarding children and safeguarding boarders’ welfare).

In 2014, the Guardian reported on this, explaining how private schools spend their money. Here is an excerpt for Eton’s accounts in the year to 31st August 2014:

Total income: £62m (£56m – 2013)

Expenditure: £59m (£55m)

Gross school fees: £44m (£42m)

Fee remission: £5.8m (£5.2m)

Fee reductions: 21% of pupils (20%)

Number of pupils: 1,300+ (aged 13-18)

Overall, it’s clear to see that whether pupils are attending state schools, private schools, academies or grammars, educating children is an expensive business.

 

By Patrick Vernon.

Is The Drive For ‘Quality’ Killing Education?

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educationIs the consistent drive for higher quality or at least the control of quality effectively killing our educational efforts? It’s a question that has sparked some very heated debates among parents and among educators.

Quality should be the driver of education, working to improve FE at every level. Some would argue that the push for quality, rather than the delivery itself is distracting us from the mission at hand and additionally detracting from the level of education that we provide. In and of itself, quality is not detrimental. It is, and should be an integral provision of education that our country currently needs. With the right staff, and the right approach, we can use quality as the driving force for improved education on every level.

At any level, it’s the quality of educators that will determine the success of students. Lecturers, support staff, educational management and even non-academic support should all be aligned with the same focus; delivering and supporting a curriculum that leads to success.

Before we can improve education, the system within any FE organisation should be analysed to determine its effectiveness. This should involve benchmarking, as well as competition analysis. Benchmarking will determine the capabilities of courses and modules, as well as the support structures around them. Academic results only tell part of the story, because it’s the function of the whole organisation that leads to these results. Competition analysis can indicate where processes are working, and where they are failing. Studying competing universities, polytechnics, and private FE providers can provide insight in to why a particular system is failing, and adapting successful strategies to an underperforming institution can help to improve quality and deliver results.

Quality of leadership will be the determining factor in the improvement of education through the quality of FE providers. Directors, vice principals, and principals etc. will continue to play a key role in the decision-making process. They will offer tips and assistance in strategy and focus, and have the task of driving these strategies through their leadership teams. Through the trickle-down effect, lecturers, leadership, assessors, trainers, and other support staff will all have the responsibility to drive strategies that eventually result in improved education for students.

Because quality is a huge focus in education, from a government, and private institutional level, there is currently a high demand for skilled individuals in all areas of education. Academic and vocational lecturers of the highest quality are required to deliver learning in a way that is engaging to the current generation of students. Apprenticeship assessors and trainers are also required to facilitate learning and grade competency in the trade industries outside of traditional academia.

There is even a need for high calibre guidance counsellors, and student support professionals. These are the people who will be able to gauge the effectiveness of any FE institution, because they are the ones who can view the structure holistically, right down to the experience of students.

A strong leader will be able to build the right teams consisting of professionals from all areas, while fostering the change required that will raise quality in their institution. Are you prepared to raise standards in further education?

As a senior educator, it will be your drive that raises the bar when it comes to quality in education. Whether you’re tenured in your current role, or seeking your next opportunity as a senior FE professional, a market leader in academic recruitment has a lot to offer you. At Morgan Hunt, their vastly experienced education team have the knowledge and inside view of market shifts to help you discover the roles where you can make a difference, or to find the professionals that you need to assist you in delivering excellence at your current facility.