Institute for Learning

CPD and the role of technology in professional learning

2010-05-28T11:25:00.000-07:00

Click here to hear the latest in a series of podcasts, this one on the theme of personal learning spaces (REfLECT) and the place of technology in CPD.

Institute of Education: Diploma Discussion Document

2010-05-18T05:53:00.000-07:00

Access the Diploma discussion paper from the IoE here.

This discussion paper, coming out of the IoE’s 14 – 19 Alliance, a network of organisations and individuals who share an interest and professional involvement in the provision of effective learning opportunities for all 14-19 year olds, seeks to build discourse and debate on government-led reforms designed to promote an alternative, more applied, set of awards for those whose needs are not well served by a curriculum based on established academic GCSE and A Level qualifications, principally the new Diplomas.

The paper contests that, despite there being clear evidence that the Diplomas can motivate and enthuse young people and help them to develop the skills that will help them progress into work-related education and training, there are already signs that it is struggling to establish itself successfully alongside other better known and understood, and in many respects well-regarded, qualifications.

The paper presents a number of key concerns:

An overly complex design, or model
An absence of proper piloting
Difficulties in providing a comprehensive offer
Institutional collaboration
Employer involvement
Cost

And then goes on to examine the future of the Diploma in the context of other attempts to introduce ‘applied’ vocational learning within the national curriculum framework.

IfL would like to hear views from its members on the discussion paper or arising from personal experience of delivering the Diploma. Comment on this blog, join the discussion at our Facebook group, Facebook page or LinkedIn group or tweet us @IFL_Members (tag the discussion with #IoEDiploma).

How does IfL listen to members and use the voice of the membership to influence policy?

2010-04-23T22:53:00.000-07:00

As part of IfL’s focus on Member Voice, Tony Prideaux speaks to Sue Crowley, IfL Chair, Lee Davies, deputy chief executive and Sue Colquhoun, CPD strategic advisor about how IfL interacts with members.

Listen to what they said (MP3, 8MB)

This is the first of a series of regular podcasts that will focus on a range of aspects of the work of IfL and how members can contribute to this.

To grow or not to grow, that is the question.....

2010-04-15T02:29:00.000-07:00

Having spent far too much time considering transitive and intransitive verbs (not to mention ambitransivity), I thought I would open the particular issue I was pondering up to IfL members.

This follows on from feedback from a member pointing out that IfL had used the intransitive verb ‘grow’ in an inappropriate transitive way: “we aim to grow the range of third party special offers and discounts that we offer to members and we want these to reflect your needs.” Now I understand entirely that as a professional body for teachers and trainers, IfL needs to pay particular attention to ensuring that its use and style of communication is in keeping with the expectations of its members. Language, however, evolves and it is important that communication keeps pace with the way society adapts language to meet new and emerging contexts.

‘Grow’ is, of course, both transitive (the farmer is growing carrots) and intransitive (the carrots grew rapidly). The real thrust of this debate seems to be not the transitive or intransitive nature of the verb, but its restriction in the transitive sense to contexts such as agriculture, biology and horticulture. We accept that the farmer growing carrots, the gardener growing daffodils and the scientist growing bacteria as proper transitive uses of ‘grow’, but it seems harder to accept when the object is not organic; the entrepreneur grew his business from nothing.

Now I’m no linguist (I know, it shows) and my knowledge is limited to the research and reading I carry out, but I understand that use of ‘grow’ (growan: of plants) as an intransitive verb (old English) related first to horticulture/agriculture and has been used in its this sense since the thirteenth century to relate to human beings and animals. Interestingly the OED describes the first use of ‘grow’ as a transitive verb (with an object) in an agricultural or horticultural context as an 18th century innovation, meaning to cultivate or to produce. The literature seems to describe the transitive use of ‘grow’ in contexts such as business or politics as a 20th century innovation, often citing the early 90’s political campaigning of Bill Clinton, where he planned to “grow the economy”.

I’m always happy to receive feedback from members on IfL’s communication style and this particular issue not only made me revisit language learning long forgotten, it has also encouraged me to think more deeply about the traditions of language and the way language evolves. It would be very easy to respond to this feedback by changing the ‘offending’ text to “we aim to increase the range of third party special offers and discounts that we offer to members.....” and that may well be the right thing to do, but shouldn’t a professional body also reflect language as it evolves?

I’m really keen to hear the views of IfL’s members, those with expertise in linguistics and those with an interest in language.

Brilliant Teaching, Training and Learning in the 21st Century.

2010-02-03T22:45:00.000-08:00

IfL and LSIS are working in partnership to find out your priorities for teaching and Learning in the next year. In the coming weeks we will be carrying out research to find out what you want so that we can shape the menu of opportunities for our members, that reflect their needs. We will be posting an online survey here and want as many of our members as possible to complete it. In the meantime, please let us know what you think:

Needs - evidence on where there is a need for improvement, whether from Ofsted reports, success rate data or learner feedback.

Wants - evidence on the aspirations and expectations of practitioners including feedback on CPD activities undertaken.

Capacity – evidence on ‘what works’ both in terms of what constitutes effective teaching and learning and in terms of effective CPD.

Please send us your feedback on the process and what has worked for you as well as your own views on priorities, separated where possible into needs, wants and capacity. It would be most helpful if you could let us have the source of evidence for your views, whether it is your direct experience or written material you could point us to.

Please send all your thoughts and feedback to lsisproject@ifl.ac.uk

Get involved.....

February is technology month

2010-02-03T22:42:00.000-08:00

Let us have your views on technology and your experience of using it in your practice.

Technology Month

QTLS/QTS and parity of esteem

2010-02-03T22:39:00.000-08:00

Share your views with us via Blogger or Facebook on the issue of parity of esteem between QTLS and QTS. How important is this to you? If it is important, why is it so? Is the relationship between QTLS and QTS critical for all those teaching and training in further education and skills, or is it an issue just for those likely to move between the two sectors?

Let us know what you think about our response to the TDA consultation.

IfL CPD review 2008-09

2010-01-14T23:31:00.000-08:00

IfL CPD review 2008-09

98 per cent of members who declared their continuing professional development (CPD) have completed more than the required number of hours shows the first CPD review produced by IfL. The figures illustrate the importance that teachers, trainers and tutors in the further education and skills sector place on ongoing development in their teaching and training practice.

IfL's review of CPD for 2008-09 has now been published. The review:

celebrates effective practice in CPD for teachers in both subject and vocational updating, and teaching and training methods
describes and endorses CPD that works and makes a difference to practice and to learners
evidences aspects of effective leadership of CPD
identifies what more needs to be done so that all teachers and trainers are leading edge in teaching methods and their vocational and subject areas – brilliant dual professionals

Please click here to view the report

Shape the way you use ICT to record your CPD

2010-01-14T23:29:00.000-08:00

Shape the way you use ICT to record your CPD

IfL and BECTA are collaborating on a research project about ICT (information and communications technologies) and REfLECT. This BECTA funded research will help us support the needs of our members when using REfLECT.

To take part in the the research project by answering a few simple questions on your experience of REfLECT, please contact the helpline on 0844 858 9312 and ask for Annette West, Donna Loney or Rob Ferreira. Alternatively you can email your name and phone number to becta.project@ifl.ac.uk

Green Gown Awards 2010

2010-01-14T23:26:00.000-08:00

Green Gown Awards 2010

19th Feb 2010

Awarding Sustainability Excellence

Is your institution a leader in sustainability? Are you making positive changes through exciting initiatives? Then get yourself recognised in the leading sustainability awards scheme for universities and colleges across the UK.

Applications for the 2010 Green Gown Awards are now open, and the deadline to have your stage one application received by the Green Gown Awards team is 12 Noon on Friday 19 February 2010.

For more information please visit the website on www.eauc.org.uk

LLUK draft National Occupational Standards for Learning & Development: IfL Consultation

2009-12-07T02:19:00.000-08:00

This blog details IfL’s initial thoughts in response to LLUK’s review of the National Occupational Standards (NOS) for Learning & Development (click here for LLUK web page summarising the review to date).

Key changes proposed by the review:

Current suite of 32 Standards has been consolidated to a new suite of 16 Standards
The new Standards have been written to provide flexibility in their use and can be combined in different ways to represent different job roles
It is proposed that there are two distinct internal verifier qualifications and external verifier qualifications respectively (now providing coverage of quality assurance of entire programmes not just assessment)
It is proposed that a new qualification be developed for trainer/assessors

The draft NOS for Learning & Development can be downloaded here, or direct from LLUK’s website here. The proposals for developing Learning & Development qualifications from the NOS can be downloaded here, or direct from LLUK’s website here.

The review and consultation process was brought to IfL’s attention too late for us to canvass the views of teachers, trainers and assessors before making our response. We have, however, used our knowledge and understanding of the issues teachers, trainers and assessors face to make an interim response to LLUK and have urged that the review process is extended to allow sufficient time for professionals in the field to have their say through their professional body.

We would like to hear from you, either by commenting on this blog or email your thoughts to DeputyCEO@ifl.ac.uk (clearly marking your email NOS Consultation).

IfL’s interim response:

LLUK’s work on the NOS for Learning & Development was brought to our attention this week. IfL is not able at short notice to comment on both NOS and qualifications using the online forms. We have, however, summarised our initial thoughts below and look forward to hearing how LLUK would want to work with the professional body for teachers, trainers tutors and assessors - ensuring standards development and the conferral of QTLS and ATLS professional status sit well together.

The Learning Delivery NOS were not available through the published link for direct comparison, so it is not possible to see how the two sets of standards interrelate and facilitate progression within a single framework for professionals working in teaching, training and assessment. There appears to be no relationship between the proposal for Learning & Development NOS and the professional standards for teachers, tutors and trainers. Given the recognition that there is significant overlap in the ‘roles’ of teachers, tutors and trainers and that of assessors this is an area of some concern.

IfL would welcome greater clarification on the relationship between standards for teachers, tutors and trainers and standards for assessment and verification, indeed it would like to see these articulated in a way that allowed for clear progression for professionals working in further education and skills.

The proposal presents an underpinning ‘typical training cycle’ for professionals working in Learning & Development, this seems to have no obvious relationship to the architecture for teaching and training professionals, set out in the professional standards for teachers, tutors and trainers and in the development of Preparing to Teach, the Certificate to Teach and the Diploma to Teach in the Lifelong Learning Sector (P/C/DTLLS) qualifications. IfL would welcome simplification of related national occupational standards, in order that there is greater clarity of role definitions and a seamless model for progression and professional development.

With the development of Qualified Teacher Learning and Skills status and Associate Teacher Learning and Skills status, there has been much progress in terms of the articulation of teaching, training and tutoring roles across the sector. It is not clear from the proposal how the current requirement for trainers to be appropriate qualified and registered with the Institute for Learning will be facilitated by the new learning and development awards.

The proposal does not set out how the Learning & Development framework relates to the P/C/DTLLS suite of qualifications. This is absolutely critical as the role of ‘trainer’ or ‘advanced trainer’ is often co-terminus with the role of ‘teacher’ or ‘lecturer’ in many FE contexts. IfL would not welcome any unforeseen consequences in terms of the dilution of professional status or role tension as a result of role conflicts being created by not joining up the work on Learning & Development standards and qualifications with the direction of travel set out in Equipping our Teachers for the Future.

IfL would welcome clarification on the process through which the roles of ‘trainer’, ‘advanced trainer’ and ‘learning development manager’ were defined and how these relate to the current understanding of the role of trainer in the wider FE and skills context.

In conclusion, if there are to be separate national occupational standards for Learning & Development (training and assessment) and Learning Delivery (teaching, training and tutoring), IfL would need to see how the resulting qualifications map together, critical for IfL’s leadership on the conferral of professional status. Having not been involved in the consultation and revision of standards in either case, it is difficult for IfL to provide the critical feedback needed to ensure the standards provide an appropriate qualifications framework for teaching, training and assessing professionals, leading to fair and equitable access across the sector to QTLS and ATLS status through Professional Formation.

IfL would welcome a bi-lateral discussion with LLUK, focussing on the development of standards and how these fit within IfL’s remit to confer professional status on teachers, trainers, tutors and assessors. Given the constraints of the timeline for this consultation, IfL would welcome the opportunity to discuss the strategic and operational consequences of the approach to standards that is being proposed.

InTuition - November 2009

2009-11-27T00:01:00.000-08:00

The latest edition of InTuition, your members magazine from IfL, is now available online.

Here are a few of the stories you can read in this issue:
Cast your vote and ensure IfL continues to represent your interests - the new IfL Advisory Council (page 3)

CPD - its not too late to declare (page 4)

QTLS and QTS - a member's viewpoint on equality (page 6)

IfL recognition scheme - dedicated to brilliant teaching (page 11)

We welcome your input, so please email your suggestions to us at communications@ifl.ac.uk

Adult Learners' Week

2009-11-26T23:53:00.001-08:00

Online nomination system now available!

If you know extraordinary and inspiring adult learners and want to give them the recognition they deserve, nominate them for an Adult Learners' Week Award. The awards recognise outstanding adults who have transformed their lives through learning.
There are four main award categories:

Individuals
Groups
Families
Opening Doors (projects)

Nominations may also be eligible for additional special awards, sponsored by a raft of prestigious organisations, so make sure you check the additional awards section of the form.

Making the process even easier, you can now nominate online. The forms are short and simple to complete, and they are also available to download in PDF and Word formats.

Everyone nominated for an award will receive a certificate of achievement. The winners will receive a learning voucher valued between £200 and £1,500.

"The feeling of winning an award was wonderful and made me realise that I must not underestimate my ability to achieve more". (Richard Stacey, 2009 Adult Learners' Week Award Winner)

To read the stories of last year's winners, visit the Adult Learners' Week website .

All award categories are open to learners living in England only. Read the guidance notes and eligibility criteria.

For more information about the awards, visit www.alw.org.uk/nominate, email alw@niace.org.uk or contact the Campaigns and Promotions team at NIACE on 0116 2044200.

LLUK Conference - 30% discount for IfL members

2009-11-26T22:54:00.000-08:00

The Power of Lifelong Learning - Innovation During a Recession Recovery

Tuesday 8 December 2009

LLUK is holding its annual conference this year is on the subject of innovation in learning – whatever the economic climate.The event will be chaired by Lesley Riddoch, journalist and broadcaster, and other speakers will include Will Hutton, Executive Vice Chair, The Work Foundation; Stephen Uden, Head of Skills and Economic Affairs, Microsoft Ltd; Paul Sloane, author and speaker on lateral thinking, innovation and leadership; Sir David Melville, Chair, Lifelong Learning UK; Dame Lynne Brindley, Chief Executive of the British Library amongst others.

As members of the Institute for Learning you are already eligible for the reduced conference fees, and we’ve also arranged a 30% discount for anyone who signs up after reading this article.

To register for your discount, visit the LLUK conference website and enter the discount code (CDLR30) and discount name (LLUK EMC&N).

Your CPD

2009-11-26T22:50:00.000-08:00

All of IfL’s work is driven by a commitment to promote, value and develop the professionalism of members. A key priority for us is to support individual teachers’ and trainers’ learning so that they can maintain their high professional status and have long-term continuing professional development (CPD) interests as career teachers.

In this section of the website you will find IfL’s definition of CPD (about CPD) and an outline of our highly personalised approach to professional development (Guidelines for your continuing professional development). You will also be able to access tools which will help you with your identification of CPD needs, your planning and reflective practice and your evaluation of impact.

IfL welcomes your views, questions and comments on professional development throughout the year so do please contact us at cpd@ifl.ac.uk

More information about CPD

CPD guidelines

Case studies on best practice in CPD

REfLECT - your online personal learning space

Accessible version of REfLECT - This link provides options for partially sighted or blind users of REfLECT. The above link will allow you to log in to your account and choose the options that suit you, including large or colour rich formats and a voice-over avatar to guide you. Click here to access this version.

Voting now open - IfL Advisory Council elections

2009-11-25T23:00:00.000-08:00

Shape the future of your professional body.....

IfL’s Advisory Council elections are now open. If you are eligible to vote (an IfL Fellow, Member or Associate member) you will have been sent security codes and instructions for accessing the election website by our election contractors, Electoral Reform Services (ERS).

The internet-only ballot is open 24 hours a day and closes at noon on 3 December 2009. Please note that you can gain free access to the internet at UK Online Centres; please call 0800 77 1234 to find your nearest Centre.

If you are experiencing any difficulties in accessing the election please contact our dedicated assistance team via onlinevoting@electoralreform.co.uk

Read an explanation of the voting process.

Read the candidates’ statements.

Results will be announced on 8 December 2009, together with the names of the nominated stakeholder representatives to the Advisory Council. The group will meet for the first time on 12 January 2009. Remember the deadline for voting is noon on Thursday 3 December 2009.

Nominations have been submitted by Associate members, Full members and Fellows, to fill 34 vacant seats, 20 of which are reserved seats for members to ensure representation of our diverse membership. The new Advisory Council will be made up of a total of 60 seats (including current representatives who will continue on Council for two years).

In September 2009, IfL company members voted to reform our governance structures to ensure that your body fulfils the ethos of by the members for the members.

IfL members’ views 2009

2009-11-25T22:56:00.000-08:00

The Institute for Learning (IfL) has published a report of its second annual membership survey, which ran from 31 July to 28 September 2009 and elicited responses from 8,256 members.

The survey found that members are satisfied with benefits offered by IfL, as 92 per cent say the value of benefits is ‘fair’, ‘good’ or ‘excellent’

58 per cent saying they wanted IfL to offer further benefits of training workshops and courses.
Professional development dominated the wish list for the website as well: 74 per cent said that they wanted hints and tips about continuing professional development (CPD)

Whilst some members are using social networking, podcasts, webcasts, blogs and wikis for their professional development and to support teaching and learning, 38 per cent of respondents admitted that they were not confident in using new technologies. Members expressed interest in learning more about new technologies.

Those who have been in contact with IfL are satisfied with the service they received
Members are keen to have a strong voice and for their views to be represented accurately on the national stage.

Toni Fazaeli, IfL's chief executive, said, "Listening and responding to members is at the heart of our work. The feedback from last year's survey helped determine our investment in time and resources to make improvements this year, and I was very encouraged to see such a high approval rating for our benefits this time. The fact that members favour benefits relating to their professional development over all others highlights their professionalism and their commitment to doing the best for their learners.”

Download the survey

Teachers and trainers crucial to Skills for Growth strategy

2009-11-25T22:54:00.000-08:00

The Institute for Learning (IfL) has welcomed the publication of the Skills for Growth white paper, in which the government acknowledges that the "improvement in standards of teaching and learning across the further education and skills sector over the past decade has been a remarkable success story, which owes much to the dedication and professionalism of the lecturers and trainers".

Toni Fazaeli, chief executive of IfL, said, "The ambitions articulated in the white paper will depend on teachers and trainers, whose professional development in vocational and subject areas, teaching methods and the use of new technologies becomes even more important. Virtually every one of the 74 pages of the white paper has implications for the type and range of teaching and training needed.

"The gauntlet laid down in Lord Mandelson’s foreword that as a nation we need to make sure 'we have the skills that underwrite the industries of the future. Skills for hi-tech, low carbon-driven growth’ means that colleges, providers and national agencies will need to create new professional development opportunities for teachers and trainers.

"As the independent, professional body for teachers and trainers, IfL has a vital role to play in encouraging our members, ensuring that they have every opportunity to hone their expertise and develop their skills, including those needed for the high-tech growth that Lord Mandelson envisages. Some of the proposals will entail new ways of working for some teachers and trainers, who will no doubt show, yet again, their ability and willingness to adapt to changing needs.

"IfL strongly supports the idea that learners should be able to come out of college or training qualified and ready to run a business – some of our 198,000 or so members already prepare their learners to set up businesses in innovative and effective ways. I am pleased to announce that IfL will establish a special interest group of those who have expertise in teaching entrepreneurial skills and support their learners to set up their own businesses. IfL will invite other teachers and trainers to join the group, and partners like Business Link to contribute.

"The white paper also indicates that the government expects IfL to become self-financing within three years. IfL will work with members, partners and the government to develop membership funding arrangements that continue to deliver valuable benefits and services to our members, which in turn have a positive impact for their learners."

IfL and UKCES promote the value of teachers and trainers in joint film

2009-10-16T23:59:00.000-07:00

Download film here

The Institute for Learning (IfL) and the UK Commission for Employment and Skills (UKCES) have produced a film addressing the important contribution that teachers and trainers in further education and skills play in helping realise the UK's ambition of being in the top eight countries in the world for skills, jobs and productivity. This joint venture builds on the Ambition 2020: World Class Skills and Jobs for the UK report published by UKCES IN May 2009.

Michael Davis, director of strategy and performance at UKCES, officially launched the film with IfL last night at a screening for some members and partner agencies. The film is also available on IfL’s website, so that more than 195,000 teachers and trainers can hear how crucial their work is to the economy, and know that this is recognised at top levels by UKCES.

Toni Fazaeli, IfL's chief executive, said, "We know that teachers and trainers play an amazingly important part in driving forward our economy. We are delighted that Chris Humphries took part in making this film to speak directly to you, because he knows just how important it is for you to lead the way, supporting industry, employers and individuals; and provide fresh economic impetus to boost and raise skills in your localities."

In his filmed address to teachers and trainers, Chris Humphries, chief executive of UKCES, said, "The UK's colleges, training providers and universities are the most important tool available to help ensure the strength of the UK economy over the next decade. Helping them, supporting them and recognising their role in this is essential if we are going to keep pace with international competition and re-establish ourselves as a top-eight nation. If our colleges, training providers and universities are the engine room of economic development and productivity, there are really important messages in this for our lecturers, teachers and trainers.

"The first of them is to be as talented and as skilled in your chosen area of specialism as you possibly can, and renew and reinvigorate that capability as often as you can, by going back to work in industry, placements in employers, or exchanges with workers from the field, to improve your own knowledge base.

"My second message for lecturers is to learn to be the best teacher you possibly can. It's important that you judge your success as a teacher by the success of your learners, both in completing their courses and in being able to apply their knowledge and skills successfully in their future jobs.

"And the final message from me is this: make this a passionate commitment to the future. Don't just do your job, but get up in the morning knowing that what you are doing is one of the most important jobs this nation has. In return, we as a nation need to acknowledge and celebrate your contribution and success and create a sense of pride in the role of teacher and trainer.

“There is no doubt that without you as teachers and trainers, and without the quality and effectiveness of the institutions in which you work, we will simply not get to be in the top eight nations of the world by 2020. You are a critical part of our success and it’s important the nation recognises and acknowledges that you’re not trailing industry, but trailblazing for industry.”

The video includes clips filmed at Stoke on Trent College, the College of North East London and Richmond Adult Community College, in which IfL members describe how they work with learners, local groups and employers to ensure that their learners acquire the skills they need to get jobs or create businesses, and enjoy a better life.

2008/09 IfL Impact Review

2009-10-16T23:53:00.000-07:00

IfL is proud to launch our first Impact Review, highlighting our achievements over the past 12 months.

The 2008-09 IfL Impact Review focuses on our work with and for members as part of the Five-Year Strategic Plan.

Working in collaboration with our members, IfL has made significant achievements on our three strategic priorities.

A range of new member benefits have been introduced by IfL with many more to be negotiated
The professional status of our members has been demonstrated through CPD, QTLS and ATLS
Seven out of ten respondents to the 2009 membership survey endorse priority areas where IfL is concentrating our voice to influence policy.

Toni Fazaeli, IfL's chief executive, said, "In our first year of full membership, we have made huge strides in our quest to put the vital role that teachers and trainers play firmly on the map. Every milestone and improvement has been achieved with the support of our members, and I am enormously encouraged by their enthusiasm for professional development, for belonging to their own professional body, and for doing the very best they can for their learners.

Download the 2009 IfL Impact review: Making a difference for teachers and trainers

IfL ADVISORY COUNCIL ELECTIONS 2009

2009-10-16T23:46:00.000-07:00

IfL ADVISORY COUNCIL ELECTIONS 2009

CALL FOR NOMINATIONS

You may be interested in standing for election to be on IfL's Advisory Council.

The Institute for Learning (IfL) is the independent professional body for post-compulsory education and training. It is run by the members for the members. In autumn 2009, IfL company members voted to reform the governance arrangements to allow for greater member representation. A two tier structure was created with an Advisory Council of 60 that will focus on policy and strategy whilst a Non-executive Board of Directors will focus on business and comprises 12, to be elected from the Advisory Council and up to 3 co-optees if specialist skills are needed. Both will have a majority of member representatives in line with IfL's 'by the members, for the members' ethos.

An election is now required to fill the 34 vacancies created, including 20 newly created reserved seats that will ensure representation that reflects the diversity of the members and the FE and Skills sector. Advisory Council members will be elected for a four-year term. The eleven member representatives on the current Council will continue to be on the Advisory Council for two years and also to act as company Directors until the non-executive Board is established to provide continuity in summer 2010.

IfL's Council carefully considered the methods for election and as teachers and trainers use new technologies, it was decided to focus on using the most cost effective and most efficient way for the election to make best use of membership fees. To this end, IfL has engaged the services of Electoral Reform Services to run an internet election this autumn, using the single transferable vote system. The time table will run as follows:

Nominations close: Noon on 26 October 2009
Election security codes sent by email: 16 November 2009
Voting opens: 16 November 2009
Voting closes: 3 December 2009
Results announced: 8 December 2009
First meeting of the Advisory Council: 12-13 January 2010

Advisory Council Members are the only members of the company and as such their personal details will be held on a public register. Business is conducted and vital decisions are made at three day-long meetings per year (in 2009 the dates are 12-13 January, 11 May and 5 October) generally held in London. Attendance at the Annual General meeting, which is built into a regular Advisory Council meeting, is also a part of the commitment. There are also opportunities for member representatives to participate in the working groups and committees established by the Advisory Council.

Reasonable standard travel and accommodation expenses in relation to attending meetings are paid by IfL in line with the organisation's financial policies. New members are inducted into the work of IfL and support for Council members is provided by the governance team.

Membership of the Advisory Council offers a golden opportunity to work at a national level and gain a national perspective. In order to stand for election a candidate must:- be a fellow, full or associate member of the Institute for Learning. be fully paid-up on 26th October 2009. obtain the signatures of 10 colleagues who are members of IfL and willing to support the nomination. indicate which (if any) of the reserved seats (see below) they are willing to stand for and present the case for this representation in their election statement.

Those with experience, an interest and/or expertise in the following areas:

5 Equality and Diversity Constituencies- Black and ethnic minority - Age - Gender - Sexuality - Disability

6 Work Constituencies- FE Colleges - Work-based Learning - Adult and Community Learning - Sixth Form Colleges - Offender Learning - Ministry of Defence

9 English Regions Constituencies - East Midlands - East of England - Greater London - North East England - North West England - South East England - South West England - West Midlands - Yorkshire and the Humber

If you would like to stand for election and help to shape the future of your professional body, nomination forms are available from Charlene Hannon at Electoral Reform Services Limited, The Election Centre, 33 Clarendon Road, London N8 0NW

email: Charlene.Hannon@electoralreform.co.uk or telephone: 020 8889 9203. The documents together with more information about writing an candidate statement, will also be available at the IfL website: www.ifl.ac.uk.

IfL Connections regional event - Sunderland

2009-09-28T13:27:00.000-07:00

SUNCETT

Thursday 29 October 2009

University of Sunderland City Campus Gateway Building, Room 1

10.00 - 15.00

The day is scheduled to cover a variety of themes including the following:

CPD Reflective Practice/Impact Communication Media Employers’ Involvement Reflect Mobile Reflect Software

If you would like to attend please contact:

Carole Scott, IfL Connections Advisor Email: carole.scott71@yahoo.co.uk Telephone: 07702903592

or

SUNCETT Co-ordinators Email: suncett@sunderland.ac.uk Telephone: 0191 515 3217

Please register your interest by Friday 23rd October 2009

Event details: Start Date: 29th Oct 2009 End Date: 29th Oct 2009 Event duration: 5 hours

Hewett/Driver Action Research Bursary

2009-09-28T12:41:00.000-07:00

Undertake a personal action research project

Bursaries of £1000 are available for individual IfL members who are currently teaching in the lifelong learning sector to undertake and report on action research projects.

We support a broad spectrum of research with the overall objectives of:

Developing effective approaches to the delivery and application of continuing professional development (CPD).
Modelling exemplary practice in teaching and learning.

The deadline for outline proposals for the new round bursaries is on or before Friday 31 October 2009 at 5pm.

Read more here.....

World Teachers' Day

2009-09-27T22:59:00.000-07:00

Monday 5 October is World Teachers’ Day

IfL want to celebrate the day with you, our members by sharing the great work that teachers and trainers are doing across the sector.

A global initiative, World Teachers’ Day was established in 1994 by UNESCO to highlight the contribution of teachers and trainers and ensure that adequate support is given to the profession. In 2009 the focus is on the particular value of teachers in a time of global economic crisis and the need to invest in teachers and trainers now in order to rebuild in the future.

As a tribute Antony Gormley’s One & Other project, we are creating our own virtual plinth to demonstrate, share and reflect upon the contribution of our members.

Send us your photos, stories, blogs or videos to communications@ifl.ac.uk
Upload your videos to YouTube and send us the link* Follow us on Twitter for the latest news on World Teachers’ Day
Visit our website to view others’ storiesMore information at http://www.ifl.ac.uk/ourvoice/worldteachersday

World Teachers’ Day: http://www.ei-ie.org/worldteachersday2009/