NEU demonstration in Norwich, February 2023. Credit: Roger Blackwell via Flickr (CC BY-NC 2.0).

3 April 2023

By Sal Riordan

Teachers are in the news, striking for better pay and working conditions. Whatever you think about the rights or wrongs of that—at the start of the action a slim majority of Brits supported it — it’s hard to ignore the country’s teacher workforce crisis. National Education Union (NEU) members have just rejected the government’s pay offer, triggering two further days of strikes. (more…)

Alexandra_Koch / Pixabay

13 August 2021

By Caroline Daly

We have until 22 August to respond to a DfE consultation about the proposal to radically restructure Initial Teacher Education (ITE). The proposals, in practice, pave the way to close existing programmes of ITE in England from as early as 2023, replacing them with an experimental form of provision that will be subject to approval by a centralised Accreditation Board (about which there is little detail). These proposals have been put forward from the DfE despite much ITE enjoying excellent track records, highly experienced school partnerships and expert staff.

The proposal is for existing ITE provision in England to be replaced by a system that is experimental on several levels, in terms of: student recruitment; curriculum; assessment; quality assurance and, crucially, stakeholder roles.  This includes the possibility of universities becoming redundant or certainly optional for ITE as new entities are created to extend degree awarding powers to other providers. Government will require all providers to be reaccredited in order to continue recruiting from September 2022.

This is in a system where, almost exactly one year ago, all of the 340 initial teacher training (ITT) partnerships that were inspected in the most recent national Ofsted cycle were judged to be good or outstanding. We can only speculate as to why the government had so little trust in the comprehensive and sustained judgements of the entire system that were concluded just one year ago. In July this (more…)

By Clare Brooks and Jo McIntyre.

For a decade, national teacher education policy has focused on increasing the number of teacher training places in school-led programmes and diversifying the range of providers, and decreasing the involvement of universities.  The idea that universities have too much influence on new teachers and that courses are overly theoretical is not new. Ministers from across the political spectrum have been making these criticisms for generations.

We would like to challenge such dichotomous thinking, which is unique to the English context. It is self-evident that universities and schools work together in initial teacher education (ITE) partnerships and that each have a unique role within this. What has been silenced in the prioritisation of school-led provision in English teacher education policy has been the significant contributions that universities and academic research make as a result of their engagement with ITE. We highlight these below.

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Toby Greany
It’s no great secret that partnerships between schools and universities are in a state of flux. Historical relationships are being reshaped by the push for a self-improving school-led system in England in particular, with the rapid expansion of School Direct giving schools a stronger role in Initial Teacher Education (ITE).
I have led two recent studies designed to track and make sense of these changes. The first was funded by RCUK and NCCPE and undertaken in partnership with Nottingham and Nottingham Trent universities: it looked at school-university partnerships in the round across the UK, for example including Widening Participation and STEM (science, technology, engineering and maths) initiatives. The second was undertaken with Dr Chris Brown and funded by the Higher Education Innovation Fund and the participating schools. It looked at how four current and emerging Teaching Schools in England are working with their partner (more…)

Chris Husbands
Some weeks ago, I was working for the IOE in Chile. Chile is an object lesson in education reform: in the 1980s and 1990s, it de-regulated its education system on a grand scale. For-profit schools entered the public sector. Quasi-voucher schemes were introduced. Teaching was de-regulated. In the last five years, the Chilean government has begun to re-regulate. Michele Bachelet’s new education law will remove for-profit provision from public schooling and reduce selection. I met Christian Cox, Dean of Education at the Pontifical University of Chile at Santiago, a thoughtful, wise observer of education policy, who shook his head as he told me: “it was sheer chaos in Chile. It was a state of nature”.
The teaching profession in England is being de-regulated at speed. Academy schools are no longer required to appoint individuals who have qualified teacher status (QTS). Schools themselves, singly or in groups, are being encouraged to establish (more…)