The introduction of the 2007 Further Education Teachers’ Qualifications Regulations has meant that a wider group of providers, including those providing adult and community learning (ACL), have had to check that teaching staff are appropriately qualified. However, will this requirement help to ensure that there is ‘better’ quality provision or will it just be an additional cost that takes resources away from delivery of learning? This thesis is to see if any evidence can be found that teachers with higher qualifications, in particular teaching qualifications, provide ‘better’ teaching and learning and obtain higher grades in class observation, and also therefore during inspection. It also looks to see if any other characteristics of teachers employed can be identified as having an impact on classroom performance so that providers working in a similar area to the WEA, and using a workforce that is predominantly part-time sessional tutors, can consider employment and staff development policy to help meet the needs they face regarding quality and inspection. This is done by comparing tutor profiles of the Workers’ Educational Association (WEA), employed over a four year period (academic years 2005 – 2008), and grades in 4,267 internal observations of teaching and learning (OTL) undertaken during this period. The thesis explores the background and context of the current reforms of qualifications for teaching staff in the sector and then places the WEA provision and its teaching staff in a wider context. It also considers the use of OTL, and its effect on tutors, as part of a the self-assessment process and how the current quality agenda for the Further Education sector fits within the move of Government to more accountability, measurement and ‘performativity’.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:580271 |
| Date | January 2013 |
| Creators | Coward, Philip J. |
| Publisher | University of Nottingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://eprints.nottingham.ac.uk/13531/ |
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