1. The union for education professionals
Session 4 - DPP
Managerialism and
Professionalism – A UCU critique
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2. Instructions for Week 4 – Distance Session
Work your way through this Ppt reflecting
on your responses to the questions.
Watch excerpts of the video under week 4
DPP on moodle: UCU – John Giddins.
(Timings of recommended excerpts in red on
powerpoint slides).
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3. To do tonight…..
Critique views of professionalism in FE
over the last 20 years or so.
Considering:
• Incorporation
• 2007 legislation
• Changing status of FE teachers
• Managerialism
• Lingfield Review and the future
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4. (0-3.30)
The White Paper…..March 2006
Further Education: Raising Skills, Improving Life Chances
Legislation requiring from Sept 2007
New teachers attain
• Qualified Teacher Learning and Skills (QTLS) status
• PTLLS, CTLLS and DLLS.
All teachers
• Membership of the ifL (180,000 members by Jan2009)
• min 30 hours of CPD a year, (pro-rota p/t)
• Maintain portfolio of CPD that can be audited
• Conform to a code of conduct – ifL can withdraw
license to teach
Question: Is this legislation…
1. a necessary support for professionalism in the sector?
2. an unnecessary burden on the sector?
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5. Reasons for the Regulations
and Requirements
To “underpin the aim of having a qualified
and professional workforce that is
committed to continuing professional
development”
and
“ as part of the policy to professionialise
the FE workforce”
Department for Innovation, Universities and Skills.
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6. Common characteristics of a profession
• Regulated entry
• Qualifications framework
• Defined role boundaries
• Measurable skills and professional knowledge
• Code of conduct and/or ethics
• Commitment to post-qualification development
• Professional independence
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7. 6.10 -10.35
Professionalism and Status
Pre-Incorporation (1993)
FE teachers had a status which was at
least equal to and often greater than
school teachers.
Questions
1. How has the status of FE teachers
changed?
2. What are the reasons for the change?
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8. Drivers of change – a little history
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Incorporation of FE colleges 1993, semi-privatisation.
FEFC and new funding mechanisms.
Business Governors and business ethics.
Hegemony of business values and language.
“„lecturer‟ is a very seventies term and would in the
future be replaced by the title of Learning Consultant”
Martin Jenkins CEO Halton College.
Destruction of FE conditions of service. Hours, pay,
holidays.
De-professionalisation ,casualisation and agencies.
Public bad – private good.
Entrepreneurialism.
Dodgy practices, corruption, scandal, FOFO, YOYO.
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9. What does Lingfield say about conditions of service?
Pay:
“…the average salaries of FE staff, relative to their counterparts
in schools and universities, appear to have declined
substantially over time, and particularly sharply in the last
decade. It must be a commonsense conclusion that this would
have an impact on FE lecturers‟ sense of professional selfworth…” (p32)
1974 10-15% more than school teachers
20% less than university lecturers
2011 6-8% less than school teachers
27% less than university teachers
2001-2011 School and university teachers salaries
increased by 53%, FE teachers, 27% increase.
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10. (38.10 –
FE
46.42) and the New Managerialism. (Randle and Brady 1997)
Professional Paradigm
Managerial Paradigm
Lecturers stressed:
The primacy of student learning and the
teaching process.
Managerialism stressed:
The primacy of student throughput and
income generation.
Loyalty to students and colleagues.
Loyalty to the organisation and its new
mission statement.
That lecturers were funds of expertise
and knowledge.
That lecturers were “flexible facilitators”.
That resources should be deployed on
the basis of educational need. A social
dimension to educational provision.
That resources should be deployed on
the basis of market demand and income
generation.
Professional autonomy.
Line management using performance
indicators such as student attendance,
retention and achievement.
Question: How is the tension between these
paradigms manifest in your workplaces?
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11. A Definition
Managerialism
• organisations have more similarities than
differences
• performance of all organisations can be
optimised by the application of generic
management skills and theory.
• there is little difference in the skills required to
run a college, an estate agency or a factory.
• experience and skills pertinent to an
organisation's core business are considered
secondary.
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12. Lingfield Review of Professionalism in
FE (2012)
Recommendations…
Repeal 2007 legislation
• IfL membership not required
• 30 hours CPD not required
• Teaching qualifications at the discretion of
employers
Future Developments
• New teacher qualifications
• Formation of FE Guild
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13. What we said we would do
tonight…..
Critique views of professionalism in FE
over the last 20 years or so.
Considering
• Incorporation
• 2007 legislation
• Changing status of FE teachers
• Managerialism
• Lingfield Review and the future
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14. Homework – Read these they key document
they should inform your essay. On moddle or
link here.
– “Towards a UCU policy on Professionalism”
http://www.ucu.org.uk/media/pdf/q/j/Towards_a_UCU_
Policy_on_Professionalism_Full_Text.pdf
- “Professionialism in Further Education”
Lingfield Final Report
http://www.bis.gov.uk/assets/biscore/furthereducation-skills/docs/p/12-1198-professionalism-infurther-education-final
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