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 51³Ô¹Ï¹ÙÍø’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 51³Ô¹Ï¹ÙÍø’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 51³Ô¹Ï¹ÙÍø’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 51³Ô¹Ï¹ÙÍø’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 51³Ô¹Ï¹ÙÍø’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 51³Ô¹Ï¹ÙÍø’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 51³Ô¹Ï¹ÙÍø mentoring training has played.
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Located in Stockton on Tees, Bede Sixth Form College is a member of the Education Training Collective (ETC) group It offers a range of A level and A level equivalent vocational provision to around 700 students and employs 40 teaching staff.. This case study examines how the development of mentoring at Bede is helping to develop staff.
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Following an evaluation of its initial teacher education, including the mentoring of its trainee teachers, the Education Training Collective looked carefully at how mentoring can be used most effectively. This case study explores the process it has gone through, the conclusions it has drawn, and the role of the 51³Ô¹Ï¹ÙÍø Mentor Training programme in the progress it has made.
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In this case study, Arinola Edeh, the Principal and Head of Service at Westminster Adult Education Services talks to 51³Ô¹Ï¹ÙÍø (51³Ô¹Ï¹ÙÍø) about how Further Education (FE) and Training gives learners the agency to transform their own lives.
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Emma teaches at the Shears Hairdressing Academy in Catford, an independent training provider for school leavers all the way through to career changers.
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Mozz Baker, Advanced Practioner at Walsall College, shares the story of his journey within FE and Training, reflecting on the transformational opportunities that FE offered him.
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Marisa Ferguson is a Learner Development Coach Coordinator at South Bank College and talks about transforming the lives of learners.
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Thomas Rea is a lecturer at Walsall College in business on sports and marketing.Â
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