Coventry and Warwickshire Lifelong Learning Network (CWLLN)
Developing a Contextualised, Blended and Extended Diploma in Teaching for the
Lifelong Learning sector (The CBED project)
Evaluation of pilot programme winter 2010
Jill Hardman
The CBED project was designed by the University of Warwick and representatives from
the Work based learning sector in the West Midlands to support the development of
teaching and training opportunity for practitioners within WBL to engage in the first
generic and sector specific (DtLLs) teacher training programme. The evaluation of the
initial presentation of the CBED project is very positive and demonstrates a need for a
diversity of approaches to ITE training and development across the Lifelong Learning
sector.
I would like to take this opportunity to thank the Coventry and Warwickshire Lifelong
Learning Network for their support throughout this project.
I would also like to thank Penny Ottewill and Liz White for their outstanding
commitment to the development of the CBED initiative.
Finally I would like to thank Mike Smith and Dr Jill Hardman for their support and
guidance throughout the project.
Dr Fergus McKay
Project Coordinator
A. Introduction and evaluation summary
This is an evaluation of the Contextualised, Blended and Extended Diploma (CBED),
the first Diploma in Teaching in the Lifelong Learning Sector (DTLLS) to be developed
for the work based learning sector. The issues relating to workforce development in this
sector are widely documented. The programme which runs over two calendar years is
the outcome of a highly effective partnership between the University of Warwick (an
experienced and successful ITE provider), the West Midlands Centre for Excellence in
Teacher Training (WMCETT) and local, work based learning consortia. This innovative
diploma builds especially on research and training carried out over the past four years
with the Hereford, Worcester and Shropshire Training Providers‟ Association
(HWSPTA).
The aims of the project funded by the CWLLN were to develop resources, train staff
and to evaluate the first year of the CBED programme which ran from 29th September
2009 to January 2011. The evaluation, which primarily focused on employers‟ and
trainees‟ views of the teaching and assessment strategies used and the impact of the
programme on trainees‟ practice, was carried out at three points in the pilot year.
The trainees were drawn from a very diverse range of education and training providers
of varying size, focus and scope. In summary, it is clear that the design and delivery of
this innovative programme is extremely effective in addressing the main barriers to
training and qualification faced by WBL employers and their staff. All fourteen trainees
completing this pilot are considered by their employers, tutors and indeed, themselves,
to have made excellent progress, and all are expected to continue into the
programme‟s second year.
1
Main strengths and good practice
The design, involving delivery through a series of 2-day workshops approximately 12
weeks apart interspersed with self-managed flexi-study, suits both employers and
trainees very well.
The quality of the delivery and on-line resources is excellent; these together with
individual tutorials, teaching observations and tutor feedback have a high impact on
trainees‟ ongoing development.
The quality of the programme and the trainees‟ experience was continually improved
through the effective use of ongoing evaluation by the tutors.
The trainees‟ learning experience is strongly enhanced by the contextualised nature of
the programme, the inclusion of study-skills (in group sessions and on-line) and also by
peer group support. Despite early anxieties, assignment work is also shown as having
a strong and consistent impact on trainees‟ practice.
All of the employer respondents noted the positive impact of the programme, both
specifically in terms of the trainees‟ practice and also more generally, in terms of the
quality of teaching and wider aspects of the organisation.
Key lessons, changes made and proposed
Following a review of the recruitment and induction process by course tutors, the
following actions are being taken to improve trainee selection and retention.
Improved pre -course information, advice and guidance to employers and candidates
 More selective approach to interviewing
 Improved use of initial and self assessment.
 Stronger focus on study-skills at induction
The following actions are being taken to improve trainee progress on programme:
 Revised order of some content and assignments presented
 Review and rationalisation of the on-line tasks.
 Early introduction and use of an assessed,‟ electronic professional development
portfolio‟ (EPDP) which also incorporates the on-line tasks.
 Improved mentor involvement – stronger guidance and communications.
Maximising trainees’ learning on the programme - areas for further development
Analysis of individual trainees‟ impact assessments suggest that it is important for
tutors to check that all of the individual elements of the programme are working
effectively and as soon as possible after the start. A trainee‟s perception that this is not
the case can impact on their learning overall.
Workplace support (the weakest element here as is often found elsewhere) appears to
have a more significant impact on trainees‟ motivation and progress with this pattern on
delivery. However, the innovative design of this programme and the nature of the
partnership between ITE provider and the training providers‟ associations especially,
may provide other ways forward.
Recommendations
WBL consortia and ITE provider should work together to:
 Extend initiatives such as the HWSTPA mentoring resource-bank to improve
trainees‟ access to appropriate and effective mentoring support.
2




Provide more pre-course information and clarify shared expectations with
employers at the start
Increase employer involvement - communicate directly with key leaders and
managers in the employing organisations about the programme on a regular basis
Provide external, public recognition for organisations with notably supportive work
force development practices.
Conduct further research into the varying issues and needs of diverse WBL
organisations engaged (or needing to be engaged) in workforce qualification and
development, to inform the design of future ITE and CPD programmes
3
1. Background and rationale
Over the past 2 – 3 years the West Midlands Centre for Excellence in Teacher Training
(WMCETT) based at the University of Warwick has run a number of contextualised
PTLLS with work based training providers throughout the West Midlands. The WBL
training organisations have identified a number of barriers that have prevented student
progression to the generic DTLLS programme offered by FE colleges in the region.
These barriers include time, opportunity, relevance and cost.
The issues facing WBL providers who need to employ qualified teaching staff have
long been recognised. According to the Ofsted report The Initial Training of Further
Education Teachers (2003) „… While the tuition that trainees receive on the taught elements
of their courses is generally good, few opportunities are provided for trainees to learn how to
teach their specialist subjects, and there is a lack of systematic mentoring and support in the
workplace. The needs of this diverse group of trainees are not adequately assessed at the start
of the courses, and training programmes are insufficiently differentiated. As a consequence,
many trainees make insufficient progress.‟
Subsequent Ofsted reports – “Initial training of further education teachers”, (February
2009) and “Progress in implementing reforms in the accreditation and continuing
professional development of teachers in further education”, (February 2010) - echo the
findings of the 2003 report. Investigating the issues in the WBL sector specifically, one
study recommended:
 Colleges and HEIs to engage more fully with WBL providers to better understand
their needs so that trainee teachers are better supported and prepared. This
includes more flexible access.
 CETTs can play an important role in helping bridge the gaps between the different
sectors
 Further research be conducted into the WBL sector to better understand the
complexities of the sector to identify cost-effective ways of small and medium size
companies being able to support their staff undertaking ITE. (Samson, 2009)
In line with this, and following consultation with the regional WBL training organisations,
the University of Warwick in conjunction with WMCETT has developed and run a
contextualised DTLLS programme specifically designed to address the needs of the
WBL sector. This evaluation of the first year of the 2 year pilot programme which
began on 29th September 2009 provides in addition, a useful starting point for further
research into workforce development in the context of WBL.
2. Summary of key features of the CBED programme:
Timeframe
 The CBED programme runs over 2 calendar years (generic DTLLS are delivered
over 2 academic years.)
Delivery
 The CBED programme is delivered through a series of 2-day workshops
approximately 3 months apart, interspersed and supported throughout with on-line
resources and activities.
 The CBED programme is taught by University of Warwick staff and hosted by a
regional WBL training organisation.
 The CBED programme is supported by an on-line study skills self-help programme.
3. Project funding and outcomes
The project was supported by funding as follows
Sponsors
£
Coventry and Warwickshire Lifelong
15,000
Leaning Network
4
WMCETT
5,000
University of Warwick
Costs of travel and meetings
The CBED project accords with the CWLLN Business Plan aims and objectives
(reference aims 1, 3, 4 and 5)
The planned outcomes were delivered in accordance with the timeframe for the project.
o Develop a contextualised, blended and extended Diploma in Teaching
for the Lifelong Learning sector programme
o Develop IT resources to support the contextualised, blended and
extended Diploma in Teaching for the Lifelong Learning sector
programme (CBED)
o Train a member of staff to deliver the contextualised, blended and
extended Diploma in Teaching for the Lifelong Learning sector
programme
o Undertake a series of on course evaluations with the pilot cohort of
learners.
(Reference: project proposal and action plan).
4. Evaluation methods and documentation
This report contains the outcomes of the evaluation. As outlined in the project proposal
the main focus is on the teaching, learning and assessment strategies with specific
consideration being given to the voices of the learners, the employers and the teacher
educators.
The University-appointed evaluator gathered data at three points during the first year of
the pilot programme. The two tutors were interviewed face to face and by telephone
throughout the period. Course materials and resources were viewed on-line at
http://www2.warwick.ac.uk/study/cll/othercourses/itt/dtll/cbed_dtlls/




Two focus groups were conducted with trainees in April and October 2010. They
were run in conjunction with the Staff, Student Liaison Committee (SSLC) meetings
which are a key part of the University of Warwick‟s quality assurance process.
10 students completed an impact analysis at both of these points
1 student was interviewed in depth in October 2010 (face to face)
9 employers were interviewed by telephone towards completion of the first year in
December 2010
B: Findings
5. Recruitment, retention and progress of trainees
The recruitment target was met. 20 trainees drawn from the three West Midlands
training provider associations were interviewed and enrolled for the start of the
programme on 29th September 2009. 14 (70%) trainees had been retained in
December 2010.
Learner profile
 All trainees are white; 50% male/female split.
 50% of the trainees are in the age range 31-40 years. [1 trainee is under 31years, 2
are over 50years]
 50% trainees entered with L3 as their highest qualification, only 1 trainee has a first
degree. A very wide range of vocational training areas (and organisations) are
represented in the student group.
5
Withdrawals
 2 trainees only attended the induction and did not start the programme,
 2 trainees left soon after the start, 1 going to a new job, the other on maternity
leave.
 2 trainees found the reliance on self study difficult, 1 (with dyslexia) transferred to a
college based course.
Following a review of the recruitment process by course tutors, the following actions
are being taken to improve trainee selection retention and progression:
 More information, advice and guidance to employers and candidates
regarding the amount of work involved and the self management required.
“It‟s not for everyone. Some candidates would be better on day-release.”
 More selective approach to interviewing
 Improved opportunities for initial and self assessment e.g. register
candidates with the University after induction.
6. The views of learners
The trainees took part in two group discussions to evaluate the programme, each
lasting about 1 hour. [See questions in appendix 1.] The first, attended by 14 trainees,
was held in April 2010 during their third 2-day workshop following the induction and 7
months after the programme start at the end of September 2010. The second meeting,
attended by 12 trainees was held 6 months later during the group‟s fifth and
penultimate workshop. (The final workshop in January 2011 marks the completion of
year 1 and transition to year 2 which begins in February 2011).
Following trainees‟ approval the reports from each group meeting were presented to
the tutors and the University. The main points and actions taken are summarised
below:
6.1 Curriculum
“I am generally more confident in the programme and its relation to my role”
The trainees strongly agreed that the programme‟s content, style and approach
is highly relevant and useful to their work. They particularly like the contextualisation
which occurs „naturally‟ as a result of the trainees‟ common background in WBL.
The pattern of delivery – in 2-day blocks approximately every 3 months suits the
trainees, although some commented that their employers have still found it difficult to
release them and it has required organisation and assertiveness to enable them to
attend.
Most trainees have found it difficult to establish a regular pattern of self directed work
on the on-line tasks and „blogs‟ which are in lieu of attendance and required to enable
them to prepare for the delivery sessions and to complete the assignments.
The trainees recommended an early (and continuing) focus on study skills to help them
manage the level, approach and style of work required.
Both trainees and tutors have reviewed this issue as well as the order of the content
delivered, and changes are planned for the future which include:
 Focussing on study skills in the induction
 Covering the „skills‟ topic later and „communications‟ earlier in the programme
 Introducing an „electronic professional development portfolio (EPDP) at the start
which will run throughout the programme and incorporate all of the on-line tasks.
The EPDP for each year of the programme will be assessed.
6
6.2 Delivery
“Course sessions very heavy but excellent content and delivery”; “Tutors do aim to
make the sessions simple where possible”.
Overall, the trainees have found the quality of teaching to be very good, the
style and approach to be very accessible. The shorter amount of delivery time
occasionally left trainees feeling they were moving on too quickly at the beginning, but
the pace seems more comfortable now. (This element is highly rated by trainees for its
impact on their development, see below)
6.3 Assessment
“Need more focus on the assignments, the PDP is very confusing”
“I‟m clearer after going through the PDP today – would have benefitted from going
through it at the start”.
Trainees felt anxious at the start about how to tackle the assignments. They
found it difficult to understand assignment requirements and the marking/grading
scheme. This has become clearer over time. The trainees found the „model‟
assignment useful and tutors explain new assignments carefully when they are
introduced. The order in which assignments and the PDP are presented is being
reviewed.
“Still a little unsure of writing them, but I find the feedback extremely beneficial”.
In general, the trainees find the feedback they receive on written work helpful,
although some would like more and clearer guidance on what they need to do to
improve their grades. Some trainees would also like the opportunity to give written
responses to the feedback they receive, as they do with their blogs.
I don‟t enjoy the obs much and just do what I usually do – although I do prepare
session plans more thoroughly. The feedback though is very beneficial.”
Overall, trainees have found observation feedback extremely helpful for
improving their practice. (This element is highly rated by trainees for its impact on their
development, see below)
6.4 Resources and ILT
“I don‟t really enjoy reading and researching on the computer”
I‟ve got more confident with the research and the difference it makes to marks on my
assignments”.
In general trainees do not experience problems in accessing or using
computers for the programme and initial problems in accessing resources on-line have
been resolved. However, the University Library site is not as user-friendly as it could
be, and a few trainees still do not use it.
Most trainees make good use of the e-books and find the larger 60-page download
facility helpful. Many prefer to work with print and would like to have the opportunity to
use library facilities in local colleges where the Warwick programme is also delivered
(such as HCT and NEW College) but it seems this is not possible.
The teaching room is now equipped with an SMART board and students can also use
computers at the site (CSV).
The trainees make little use of the forum provided on the website but some use
Facebook to communicate with group members on a regular basis – an initiative they
organised for themselves
7
6.5 Support and Guidance
a. Tutorials
“One- to-one tutor support was very useful. I could do with more – only had one
so far.”
The students have found the tutors very helpful and that they offer
excellent guidance and support. They noted this is particularly important in the
early stages of the programme. The initial arrangement, to combine a tutorial
visit with an observation to save tutor time and travel was dropped in favour of
separate meetings. Trainees feel this is a big improvement and that both
observation feedback and 1:1 tutorials are more effective as a result. However
there are sometimes issues concerning the tutor availability.
b. Mentoring
“Subject support is excellent, but my mentor needs more course information”.
“I haven‟t seen as much of my mentor as I would have liked”.
Trainees were asked to choose their own mentors who might be within
or external to the organisation. Some trainees were able to access mentors who
had received training through the HWSTPA.
The trainees‟ experience of support from mentors is very variable.
One does not have a mentor and a few have only recently found one. Some
report extremely positive mentoring relationships with colleagues in their
workplace and for others this arrangement seems ineffective. Some students
prefer to have an external mentor. Some mentors, e.g. those in the HWSTPA
have benefitted from training in the role.
 Students recommend mentors should have access to an on-line mentor
training programme, and if possible, to have done the Warwick Cert Ed.
c. Employer support
“Limited interest”
“Colleagues don‟t ask about the course as I work in a satellite centre”
As with mentoring, the trainees‟ experience of support in the workplace
is also extremely variable. While some feel their managers value their
development, some trainees are in workplaces where it seems their employers
show little interest in the programme or their progress. These trainees feel
disadvantaged as they are unable to contact their tutors or peers during working
hours or spend any time on course work which increases their workload and
pressure at home. They may suffer negative attitudes from staff and can
sometimes find release difficult which reduces their motivation and commitment
to the programme. Indeed, some employers still appear to dislike workplace
observations or tutorial visits and would like the programme to end after a year.
In general trainees do not consider their employers‟ attitudes (positive or
negative) have changed over the course of the programme. (See appendix 3).
d. Peer support
“It‟s very good to meet with the group and discuss things. The sessions are very
useful and informative.”
Trainees clearly noted their appreciation of the networking and peer
support they have developed within the group and use this wherever possible
including for some, communicating on Facebook and arranging informal
meetings outside the programme. One supportive employer enabled their
trainee to meet with a peer at her workplace.
Trainees feel generally that more time should be given to group tutorials where
students in one area are brought together, although there is limited time for this
within the workshop sessions.
8
7. The impact of the programme on the trainees and their practice
Although the programme includes all the key elements to be found in the „traditional‟
ITE in-service curriculum, its design is unique and poses different challenges for both
tutors and trainees.
In order to analyse and compare the impact of the various programme elements on
their learning and the development of their practice, at each of the focus group trainees
were invited individually to complete a „spidergram‟ or impact wheel and to comment on
any particular features. Ten trainees attended both group meetings so the results of
their impact assessments can be compared. The resulting analyses can be found in the
appendix. These „spidergrams‟ present an overall picture – combining and averaging
the individual ratings (see appendix 3)
The first „spidergram‟ “Impact of programme elements on trainees’ practice” shows
the change in the trainees‟ assessment of the impact of each element of the
programme on their practice between April and October 2010.
Overview of the trainees‟ assessment of the impact of programme elements on their
practice
Programme element
a. Tutorials
(see tables and diagrams in the appendices)
Commentary
The impact of this element, (along with (g) below) shows the
largest degree of change between the two periods. In April a
number of trainees had either not had a tutorial or had
experienced a brief discussion alongside a teaching
observation. The change in impact reflects the revised policy to separate these two elements and the fact that more
trainees had taken part in a tutorial.
b. Planning to be observed
A moderate impact from the start which appears to increase
as trainees improve their planning and preparation for
teaching and also possibly, their use of observation to inform
their own development.
c. Observation and
feedback on your teaching
The highest impact by October and a very high degree of
change from April overall. It is not clear what this change is
due to – it may be that not all trainees had had an observation
by the tutor prior to the April meeting.
d. Working with mentor
Along with (e) the impact of this workplace-based element is
relatively low although some improvements are reflected in
the later assessments which may be due to some mentoring
relationships becoming better established. Individual trainee‟s
experiences of mentoring and the subsequent the impact this
has had on their practice is extremely varied.
e. Talking with colleagues
not on programme
The lowest impact and the only one to show a reduction in its
impact on trainees‟ practice. This element also includes
discussions in the workplace with managers and may reflect
to some extent the prevailing attitudes and culture of the
organisation with regard to professional development.
f. Reading and researching
coursework
The impact of this element has remained relatively and
consistently high, despite the initial problems some trainees
9
experienced working on-line and their different learning styles
and preferences. This would appear to reflect to some extent,
the effectiveness of the resources provided - both to engage
and inform the trainees.
g. Reflection and PDP
A very high degree of change here reflects the fact that the
PDP was introduced towards the end of the programme. This
arrangement is to be changed in the future.
h. Course sessions
The highest initial impact and subsequently on a par with
observations as the most influential element of the
programme on trainees‟ practice.
i. Talking with peers on
programme
As with (h) above, the ongoing significance of this element is
reflected in the initial and continuing high impact score.
j. Writing assignments and
feedback
This element, as with (h) and (i) above, reflects a strong and
consistent impact on trainees‟ practice.
The second spidergram “All programme elements: average impact on individual
trainee’s practice”, shows the change in the impact of all elements on their learning,
as assessed by each of the ten trainees‟. Individual trainee‟s comments against each of
the elements in April and again in October are also tabled. [See „spidergrams‟ in
appendix 3 and individual trainee‟s comments in appendix 4].
The individual trainee‟s assessments and their comments reveal interesting variations
in each trainee‟s experience and their learning on the programme - and to some extent
the source of these variations. The assessments of trainees 2, 4, 6 and 10 for example,
suggest the programme has had a consistently high impact on their practice from the
start. Other trainees, such as 1, 5, 7 and 8 register a significant change between the
two periods. In some cases this appears to be due to a missing element being put into
place. This would suggest that it is very important to ensure that all elements of the
programme are working effectively and as soon as possible to ensure that trainee‟s
learning is fully maximised. A trainee‟s perception that this is not the case can impact
on their learning overall.
8. The views of the employers
The 14 trainees are drawn from 10 employing organisations which vary greatly in size,
focus and scope. Some such as PGL and CSV are large national organisations, but as
in the case of the latter, may work through small regional offices. Others are small local
initiatives which, like Motov8 are run by the people who set them up together with a
handful of staff. None of the organisations carries spare capacity to enable them to
cover absence easily, and all work to tight contracts and delivery timeframes.
In December 2010, as the first year of the pilot programme drew to a close six
respondents employing 9 of the 14 trainees were available for telephone interviews
lasting 20 -30 minutes [see questions in appendix 2],
8.1 Reasons for taking part in the programme
Almost all of the managers interviewed expressed a clear recognition of the need for
their training staff to be properly qualified and also that many were not.
“We‟re a charity not a training organisation. We‟ve developed into training so we
need the qualifications. All training staff are on an ITE programme. We promote
from within, and will keep putting people through. The culture has had to
10
change over the last few years. In the past we haven‟t had to deliver
qualifications. Now with Foundation Learning and E2E, we have to have
qualified people”.
In some cases; the keenness of the individual to engage in professional development
had been an additional spur.
“P was keen, he didn‟t need it. He did the PTLLs and enjoyed it – he wanted to
go on – it‟s unusual for them to go on to that level. He is teaching on a 16-19
diploma in a school”.
“Block days are better than day release – it‟s easier to schedule”. The design of the
programme was a consideration in the employers‟ choice, although not necessarily the
only one.
“This one is flexible, and distance learning; it seemed to fit what we wanted. We
have another employee doing it at the college weekly. It‟s worked out well, but
we weren‟t aware how long it goes on for. We thought it would be faster and
quicker. We didn‟t get very much information at the start, but maybe we didn‟t
read it properly!
[Would you do it again?] Not sure. Some have PTLLs and want DtLLs but it‟s
not their learning style. Using IT and blogging suits the candidates on it now but
some might struggle – some might NOT do it, blogging. Learning style is
important.”
8.2 The impact of the programme – employers‟ views
All of the employer respondents were positive about the impact of the programme not
only on the trainees‟ practice, but also the quality of teaching and the organisation
generally.
“The quality of training has improved they look at the wider aspects. We had
Ofsted recently and one of the tutors impressed – he was able to talk about the
wider issues such as Equality ad Diversity.”
“It has made a difference. Improved confidence and teaching methods – he‟s
more comfortable standing up in front of a class; more able to have an input on
the taught course he is delivering with a colleague.”
“It‟s helped with lesson planning and the SoW. They are more organised and
have new skills. It has impacted on those who have only done PTLLs. The
trainees can support them. D showed them his lesson plan – he helped them,
and will do even more when they start DtLLs.”
“It‟s been noticeable. Most join us without teacher training. The training makes
a difference. They use it even if they don‟t realise it! Some don‟t want to do it,
but you can see them doing things, applying learning in a professional manner.
We see it in the results too, to the organisation. D approaches it from a
teaching perspective now rather than as a mechanic imparting his knowledge.
He uses theory and designs his training materials. He focuses on the
assessment criteria being met more closely and more quickly. The importance –
he sees what he needs to deliver (this can be narrowing,) but he is getting
results.
He can spot learner needs more quickly and approaches learner issues more
analytically. He is more able to see needs – not just see learners as a problem.
This again is helping to improve our ongoing outcomes.”
11
“It has made a difference to the two on the course – changed their approach to
training and planning. My view is very positive – the course work relates to their
real work. This is very positive and should be encouraged – keeping it as workrelated as possible makes it valuable. It gives the theory and knowledge even
to the experienced trainers and they think more about their planning.
The work they have done has had an indirect impact on their colleagues.
They see there‟s a formal structure in place for ITT. The majority of the team do
PTLLs – they can now see the progression. It has created a positive culture
around training – a positive impact.”
8.3 Trainee support
Although some trainees reported ongoing difficulties with regard to mentoring and/or
the lack of workplace support they experienced, these issues were not reflected in the
comments of the employer respondents who were interviewed. This may be because
some of the managers interviewed were not sufficiently close to the training side, or
that those who were, were not sufficiently aware of the problems.
“Mentoring? Pass not sure. I haven‟t met them”.
“Both trainees wanted external mentors. This is OK (tho‟ three of us here have
done the L7 mentoring qualification!). D had good support. K set up with
someone who wasn‟t suitable – not much help. Not aware she has found
anyone else”.
“D talks to his mentor who is a senior tutor in the organisation. He is
encouraged to talk to others outside as well”
“Mentoring is internal to the organisation, it‟s easier to manage. I mentor one
and my colleague the other. Seems OK, seems valuable – it should be done as
long as we can do it within the organisation, it adds value, and this organisation
is large enough”.
8.4 Other issues for employers
a. Time off
“Time off is a problem sometimes. We have no cover. P manages his own
diary. He has to manage it and it seems to work. He plans his work visits
around it.”
“The time out is an issue. D‟s daytime blocks are a problem for a small
organisation. If someone is off sick it is hard. Everything else is fine, it‟s
challenging but valuable.”
b.Tutor availability
“WBL – it‟s set up specifically for this context, but the tutors work academic
terms and times. They are not always available – they work a college academic
year.”
“The trainees talk about the problems of getting observations done by the
course tutor. It‟s not like a college – we teach on odd days and there‟s a lot of
1:1 so we can‟t always get the tutor over at the right time – I don‟t think they‟ve
had all their obs yet. Need someone else to help to do it to be more flexible?”
“We had an issue when one of the tutors was due to observe the trainees, but it
was not her usual working day and she arrived very late”.
12
“Information and course dates, e.g. deadlines for assignments etc. Changing
deadlines can be disruptive. These things need to be clear at the start of the
year so trainees can plan work and life around it.”
“The workload can be difficult and work related changes in time frames and
work schedules, affect them. If work projects are delayed it can hold them up
on the course, e.g. to design, deliver and evaluate some training. So if you don‟t
run the course, it can be a problem.”
9. Conclusions
The WBL sector is characterised by high numbers of staff who still need teaching
qualifications. LLUK has identified the (persisting) low levels of awareness by
employers about teachers‟ qualification and CPD requirements and research by Dr Joe
Harkin (2010) explores the problems faced by small providers of education and training
especially, in supporting the development of their trainers‟ practice. Ofsted continues to
record the impact of this on the quality of trainees‟ learning experience and outcomes;
and ITE training providers themselves note the (relatively) low levels of retention and
achievement of WBL trainees.
It is clear from this evaluation that the design and delivery of this innovative programme
is extremely effective in addressing the main issues faced by WBL employers and their
staff. All trainees completing this pilot year are expected to progress.
9.1 What has worked well?
“Warwick is well organised and clear; better than other experiences we‟ve had
with training organisations which seemed chaotic”.
“We want staff to be qualified. We are looking at putting other staff through it –
to do it in the same way. The costs are not too much”.
“Block release works well from a business point of view”.
“The training makes a difference… We see it in the results too, to the
organisation”
“The course work relates to their real work. This is very positive and should be
encouraged – keeping it as work-related as possible makes it valuable. It gives
the theory and knowledge even to the experienced trainers and they think more
about their planning”.
“It has created a positive culture around training – a positive impact”.
The strength of the programme derives from three main sources:

The programme builds very well on earlier work by the University of Warwick PCET
partnership to develop a flexi-study option for the DTLLS and an outstanding
resource bank of supportive materials.

The programme is informed by, and builds very effectively on earlier work by
WMCETT and the HWSPTA to provide information, advice and guidance to
employers, together with a customised PTLLS programme for their staff. This was
noted by both employers and trainees as a valuable first stage in their commitment
to full qualification. Consideration may need to be given to ways of preparing those
employers and trainees who have not experienced this kind of helpful „springboard‟
into a larger undertaking.
13

Finally, a major strength has been the ability of the tutors to use their experience
gained from the above and to continue to adapt and improve the provision where
necessary. Lessons learned from this pilot year have already been incorporated
into action plans for the next.
The main area for improvement in terms of enabling all trainees to fully achieve their
potential, lies (as has been consistently identified elsewhere) in the extent to which
their experience in the workplace supports and extends the skills and knowledge they
gain from the course. Arguably, the issue is even more significant for trainees whose
progress relies on such a high degree of self management, compared with those
attending weekly on day-release.
The mentor is central to this and already both trainees and tutors have identified their
need for more direct engagement with the programme and more information and
guidance on carrying out their role. Proposals to support mentors in the future include:
increased email contact with tutors; access to on-line mentoring resources and
programme information, and access to a page of their mentee‟s e-portfolio.
While some aspects of workplace support inevitably lie outside the scope of the ITE
provider, the innovative design of this programme and especially, the nature of the
partnership between ITE provider and the training providers‟ association indicate other
ways forward.
As shown above, the trainees‟ experience of mentoring is very varied and this is to be
expected where employing organisations are small and either lack staff who are
suitable for mentoring trainees or the capacity to train and release any who are.
Evidence from this evaluation strongly attests to the necessity and value of the
HWSTPA‟s innovative scheme for training and managing a shared resource „bank‟ of
mentors for its member organisations, and suggests that such initiatives should
certainly be further developed and extended by WBL consortia.
Notwithstanding the above, the employers‟ evidence indicated significant differences in
managers‟ awareness of the needs of staff undertaking training and the experience of
their own trainees. In general, managers‟ comments did not reflect the negative
experience many trainees described. The issue here seems to be that any general
hostility or simply a lack of interest on the part of managers or work colleagues in a
small organisation can have a high impact on the motivation and commitment of
trainees who are trying to manage their own learning and working in relative isolation
from a course or group.
Certainly a few trainees can identify concrete problems such as ineffective mentoring
or the lack of a mentor and these are important elements of the programme which need
to be addressed. However, the evidence suggests the more insubstantial issues of
employer attitudes and awareness may be equally significant factors affecting trainees‟
progress. Culture change is not quick, but it might be assisted by WBL consortia and
the ITE provider working in partnership at a local level to ensure:
 Appropriate and regular contact is directed at key leaders and managers in the
employing organisations
 More pre-course information and clearer expectations with regard to the ITE
programme are shared at the start,
and
 Clear external recognition (kite-marking?) for organisations with notably supportive
workforce development practices.
Dr Jill Hardman
3rd January 2011
14
References
Harkin, J (2010) “Barriers that small providers of Education and Training Face in
providing Mentor support for in-service ITE in the Learning and Skills sector”.
London: LLUK
Harkin, J (2010) “Breadth of teaching practice in the Learning and Skills sector”.
London: LLUK
Samson, A. (2009) “Enabling Access to Effective Mentor Support: ITE mentoring
support available across a range of work-based learning providers”. Westminster
CETT.
Ofsted. (2003) “The initial training of further education teachers: a survey”. London:
Ofsted.
Ofsted. (2010) “Progress in implementing reforms in the accreditation and continuing
professional development of teachers in further education”. London: Ofsted
15
Appendix 1
University of Warwick Diploma in Teaching in the Lifelong Learning Sector
(CBED)
Year 1 evaluation
Questions for trainees
1. The curriculum
What do you think about the programme in terms of its overall content
and design? Eg is this relevant and appropriate to your role and
development as a teacher in the FE sector and WBL in particular?
You might like to consider the topics, skills and knowledge covered; and
the order of delivery in the programme.
2. Teaching
What do you think about the quality of the teaching on the programme?
Eg the approach and style of programme delivery and tutoring.
3. Assessment
What do you think about the assessment processes used on the
programme? Eg The assignments and the feedback you receive on
written work; also please consider here, teaching observations and the
feedback you receive from both tutors and mentors. How do these
aspects support/impact on your progress?
4. The
Library/resources
What do you think about the accessibility and quality of the resources
available to support you on the programme? [Nb in year 2 it is
especially important to access academic journals.] How does the quality
and accessibility of resources impact/support on your progress on the
programme?
5. Computer
issues
What do you think about the accessibility of computers to support your
work on the programme? [Is this OK or are there any issues with
computers at home or at the delivery site which have an impact on your
progress? Please also consider your development in relation to the use
of ILT in your teaching]
6. Support and
guidance
What do you think about the support and guidance you receive on the
programme? Please comment on the extent to which you feel tutoring
and mentoring impacts on your ability to progress.
Do you find any other support and guidance on the programme useful?
7. AOB
Are there any other issues you would like to raise?
16
Appendix 2
University of Warwick Diploma in Teaching in the Lifelong Learning Sector
(CBED)
Year 1 evaluation
Questions for employers
1. Aims
 Why did you want your organisation/trainer to take part in this programme?
 What outcomes are/were you hoping for?
 What are your plans for developing your workforce &/or this individual?
2. Impact
 What do you like/not like about the programme?
 What impact has the programme had so far? – What difference has it made? To
the individual, other staff, the organisation?
o Positive –
 Have there been any particular issues/problems for you arising from your
participation?
o Negative –
3. Support
 How effective do you think the mentoring process has been?
 Any positive outcomes or problems/issues?
4. Changes and improvements
 How could the programme be improved from your point of view?
 What kinds of changes would you like to see? - Can you suggest any changes or
improvements?
5. Future workforce development plans
 What next? – For the individual/other staff/ the organisation?
 Where might you go from here?
6. Other comments or questions?
17
Appendix 3
Impact of programme elements on trainees’ practice
Average rating by 10 trainees in April and October 2010
0= zero, 10=high
Tutorials
10
Assignments + feedback
Obs planning
5
Peers
Obs + feedback
April
October
0
Taught sessions
Mentor
Reflection + PDP
Colleagues
Reading & researching
18
Appendix 3
All programme elements
Average impact on individual trainees' practice
Trainee 1
10
Trainee 10
Trainee 2
5
Trainee 9
Trainee 3
April
October
0
Trainee 8
Trainee 4
Trainee 7
Trainee 5
Trainee 6
19
Appendix 4
Individual trainees’ comments – April 2010
Trainee
Tutorials
Not really had
tutorials that
have been of
great help time constraint.
Obs planning
Obs + feedback
1
2
3
Not enough yet.
One very quick
tutorial.
Mentor
Working with
mentor with
action plans in
place in
between
meetings.
Mentor can't be
of much help as
she has no
idea/training
about what she
is expected to
do.
Colleagues
Reading &
researching
Good support
at work.
Only one very
quick tutorial so
far.
5
6
7
Good feedback.
Need more of
these!
8
Peers
Assignments
+ feedback
Course work
very relevant.
Not actually
done much with
PDP so not
relevant yet very much
aware I am
behind.
She makes me
think and reflect
on my practice.
No mentor
Mentor not
clear about the
programme.
Does not come
from teaching
background.
Good to talk to,
however not
really about
course!
I like learning
from others.
No mentor
My obs with P
took place after
tutorial, which
flowed well.
9
10
Taught
sessions
Knowing that
I'm not alone in
feeling that I
don't
understand.
Sharing ideas is
very beneficial.
Need to print to
read, takes a
long time from
e-books.
4
Reflection +
PDP
P gave me
good relevant
feedback from
teaching obs to
improve my
teaching skills.
Don't want to
'bother' a
person already
very busy.
H, my mentor is
very helpful.
No one else is
interested.
Tutors do aim
to make the
sessions simple
where possible.
Study day talking to others
in group helped
confidence.
D is my helper.
20
Appendix 4
Individual trainees’ comments – October 2010
Trainee
1
Tutorials
obs
planning
Tutorials
taken place &
been better
Observation
Mentor
Obs taken place,
feedback taken
place
good support
working with
mentor
Colleagues
Got more
confident with
the research
and the
difference it
makes to
marks on my
assignments
Really find this
good.
2
Tutorials have
improved
from last time.
Huge
improvement,
tutorials more
focussed.
Improved.
Previous
assessment was
before I
completed
reflection on
observation
5
Shows strengths
and weaknesses
Very helpful
Have no mentor
at present
Main
improvement,
due to not
having a mentor
last time.
7
8
9
10
Sessions
Peers
Assignments
Now
understanding
what needs to be
done on the
PDP. Would
have been useful
to have this at
beginning.
Very good
Talking with
peers is very
useful.
Have done a
little more work
on PDP now so
its more useful.
4
6
Reflection
Discuss issues
with colleagues
Not happening.
Feel worse
about it than at
the beginning
3
researching
Very helpful
I don't think
obs show
my natural
teaching
style.
Got better
at planning
Very helpful.
Comes to me
and asks, so I
don't feel like I'm
bothering her.
Slipped slightly.
Have been able
to discuss
programme
areas and how
we can
implement them.
Have no insight
into the amount
of work that has
to be undertaken
Colleagues do
not ask me how I
am doing and
when I ask, they
have no time.
No one else is
interested.
D is my helper.
Very helpful
Feel more
confident with
using the
website
(DTLLS).
Feel better in
how
assignments &
PDP should be
laid out.
Really find
spending
time with
students
very helpful.
Still think the
study day helped
more than blogs
and Esubmissions etc.
More confident with
assignment writing
thanks to the
feedback.
Last assignment,
didn't understand the
feedback so I felt a bit
demotivated.
21