Since 2020, we have been carrying out a series of projects on behalf of Welsh Government to support and enhance the professionalism of the post-16 workforce in Wales.
If you are interested in contributing to, or working with us on these projects,
Supporting the professional standards for further education teachers and work-based learning practitioners in Wales
In 2020-21, we reviewed the Professional standards for FE teachers and work-based learning practitioners in Wales. Our aim was to ensure the professional standards provide practitioners with an accessible and practical framework that guides them in developing fulfilling careers and maintaining a high level of professionalism.
We worked with a group of FE and WBL practitioners to develop a set of draft resources designed to support engagement with the standards.
In 2021-22 we conducted a pilot with a small number of providers to help us understand the impact of the resources in practice. This helped us to identify any changes needed to ensure they fully support practitioners to engage with the standards.
Developing professional standards for leaders, support staff and adult learning
In 2021-22, we began scoping the development of professional standards for leaders, support staff and adult learning. We held initial discussions with key stakeholders and carried out a desktop review of standards for leaders, support staff, and adult learning in other countries and professions.
We’re working closely with stakeholders and practitioners to co-construct standards that effectively support individuals and provide a framework for continuing professional learning.
Understanding different roles within the post-16 workforce
During 2021-22, Welsh Government commissioned us to produce a series of ‘silhouettes’ that set out job roles/levels within the post-16 workforce.
We worked with a group of practitioners and stakeholders to co-construct a suite of 16 silhouettes covering a range of roles in FE and WBL – from technicians and apprenticeship assessors, to tutors and principals.
The silhouettes outline what model post-holders might look like, in terms of their skills, experience, and qualifications. They provide a valuable developmental resource for practitioners and stakeholders.
Assessing demand for new qualifications for post-16 practitioners
Currently in Wales, practitioners with a post-16 teaching qualification are unable to teach in maintained schools as they do not hold qualified teacher status (QTS).
We are doing a short study to understand the appetite and levels of demand, within the FE and school sectors, for the development of a dual FE and QTS qualification, and a pan-Wales conversion programme for those teaching in FE, who wish to teach in the secondary school sector.