‘We’re creating a truly collaborative sector’

Bryony Evett-Hackfort, director of learning, teaching, technology and skills at Coleg Sir Gâr and Coleg Ceredigion:

The trauma, fear and uncertainty of the collective experience that has shaped every day since March 2020 has left a lasting impact that will shape society for years to come. In order to move forward, we have to embrace a collective recovery; we need to put ourselves back together, and taking time to do that is essential. 

Part of that process needs to be recognising the positives. 

For me, the legacy of this time is the collective experience and the networks of support and encouragement that have come from that. We can become so isolated in our work, but I have seen and experienced how people in the FE sector are looking to one another to find a way forward. 

Through local, regional and social media networks, there has been a brave and open approach to discussing, sharing and troubleshooting. I feel more connected to my immediate peers, colleagues in other colleges and the wider sector than ever before, and I feel that this is just the beginning of creating a truly collaborative sector.

‘We can never again say that students have to be in a classroom’

Kirsty Walker, college lead for equality, diversity and inclusion at a college in the North West of England:

I would hope that the legacy of the pandemic would be increased flexibility for both students and staff. 

Over the past year, we have realised that we can deliver remote lessons, vary the methods of assessment and allow students to communicate with us in the ways they feel most comfortable. If we can continue this practice, it will mean increased accessibility to a whole range of staff and students.

Dyslexic students and staff can access information via video or voice recording, rather than in a booklet or report; students who struggle with verbal communication can have one-to-ones and tutorials via chat or email; and learners and staff who are ill, pregnant or have family emergencies can still participate in teaching and learning if they wish to. 

We can never again say that you absolutely must be at a desk in a classroom 100 per cent of the time in order to access learning, and that will make a world of difference to
a lot of people.

‘Teachers now understand the impact of technology’

Mark Beetlestone, curriculum area lead for enterprise and digital industries at Fareham College:

The resilience and adaptability of everyone involved has been amazing. It has shown us what we are capable of achieving under the most extreme circumstances. 

Teachers have undergone a huge transformation in the way they plan, deliver and assess learning. Many will never have had training for this, so the learning curve has been steep. 

I hope that the legacy of the pandemic is that it has taught practitioners to really leverage advances in technology to improve teaching. I feel that teachers are becoming a lot more critical and evaluative about how they implement technology and understand the impact (or lack of impact) that technology can have. 

I also hope that curriculum models are planned and sequenced with this new understanding in mind. Institutions have come a long way in 12 months and it would be a shame to not put that potential to good use.

One negative, though…does this mean no more snow days?

‘There is increased recognition of the key role that colleges play’

Carol Turnbull, principal of Ayrshire College:

The past year has been one of intense learning - at sector as well as institutional level. At Ayrshire College, we are currently undertaking an organisational effectiveness review that will transform our business model. We are asking ourselves what our future will look like in three to five years’ time.

I believe that the key outcomes for the sector from the pandemic will be many staff and students requiring ongoing support for wellbeing; a more flexible, creative, dynamic and sustainable service delivery model that meets the needs of individuals, businesses and communities; along with increased cross-agency collaboration and system-wide change.

There is also an increased recognition from governments and other stakeholders of the key role colleges play as economic drivers and civic anchors in their communities. Let’s hope appropriate investment comes along with this.

‘Upskilling is just getting started’

Jonny Kay, head of teaching and learning at a college in the North East:

Over the past year, how and when we enter the classroom has been redefined. It is difficult to see beyond the continued use of Microsoft Teams, Zoom and Google Classroom in some capacity - and this is a positive.  

From self-marking quizzes and recorded lessons to audio and video feedback and breakout rooms, the major upskilling of education is (hopefully) just getting started. For leaders (and teachers, too), collaboration and partnerships are easier than ever to facilitate. But more is needed. 

Though demand for new skills has been met, for the most part, historic issues remain. To truly have a lasting positive impact - and continue the innovation of teaching, learning and assessment - large-scale investment and training is needed, and will be needed for years to come.

‘We can’t underestimate the importance of education’

Leanne Hicks, group head of student support at Activate Learning:

It has been widely recognised that the pandemic has had a detrimental impact on mental health and wellbeing. The effects of social distancing, lockdown and the loss of loved ones have taken a toll on staff and students and are likely to leave a lasting scar, but everyone’s experience of the pandemic will be different.

We recognise that supporting wellbeing recovery is a priority. I feel that the most important thing for us to do is ensure that our colleges feel like safe places, that every interaction is positive and meaningful, that we connect with each other and that support and resources are easily accessible. We must all
be alert to recognising the signs and indicators that someone may be struggling, in order to be able to reach out and help.

To this end, we cannot underestimate the importance of education. The relationship staff have with one another and with their students is at the heart of this.

Julia Belgutay is head of FE at Tes

This article originally appeared in the 19 March 2021 issue