Own the Change, Shape the Future is taking shape. Groups responsible for the initial delivery are not only learning about the content but also having to find new ways of working with each other. In this way the process also becomes an integral part of the content.
Each group will present an abstract of their work next Tuesday. For this they will have to analyse their message as a coherent whole within the workshop rather than focus on their individual part. This should aid them present their module in a unified way.
There has been some excellent work taking place. There are many good teachers working in fields that are very new to them. It will be exciting to see how it all comes together. The launch event will be on March 23rd and we have invited a number of notables to join us. We want to share this innovative project, but we are also confident that we have something that is very marketable. (If having read this far you do not have a clue what I am talking about, please contact us and we will be happy to explain.)
Saboohi Famili
Principal
Friday, 11 March 2011
Wednesday, 9 March 2011
8 March 2011 - 157 Group welcomes Wolf’s recommendations for learning accounts and more flexibility
The 157 Group has welcomed several of the recommendations made by Professor Alison Wolf in her independent report of vocational education, launched this morning.
Lynne Sedgmore CBE, executive director of the 157 Group said, “We believe the Wolf Review affirms the important role of vocational education for 16 to 19 year olds and the successful ways in which FE colleges contribute to this. Although the report is critical of some vocational programmes it is very clear that it is the centralised design of qualifications and the way they have been used by government agencies that is the core of the issue not colleges.
“We have argued consistently for the relaxation of central control of qualifications and so we particularly welcome the recommendation that funding should follow the learner. In our ‘Learning accounts that count’ policy paper, which we published in November 2010, we were quite clear that priorities in the further education system should be based firmly on the informed choices of individual learners and employers, and are pleased to see the explicit reference to learning accounts in Professor Wolf’s recommendations.
“We agree with the recommendations that institutions should be free to offer any qualifications they please from a regulated awarding body, and encouraged to include non-qualifications-based activity; and that young people should have more flexibility in terms of which programme level or type of qualification they can pursue.”
Frank McLoughlin, principal of City and Islington College and chair of the 157 Group said; “We are delighted with the recommendation to make explicit the legal right of colleges to enrol students under 16 and ensure that funding procedures make this practically possible. Many 14 to 16-year-olds thrive in different environments outside school, and we believe that offering provision for them in colleges also makes good economic sense, especially at a time when we need to ensure efficient use of public funding to deliver high-quality teaching and training, with the best possible outcomes for learners. We are pleased that Professor Wolf has endorsed the need for qualified FE teachers to be allowed to teach in schools. This is testament to the professionalism and excellent standards of teaching and learning in FE.
“We need to consider the entire report in more detail, and the government’s response, but there is much to encourage us in our initial reading of Professor Wolf’s findings.”
---ENDS---
---NOTES TO EDITORS---
Professor Wolf’s report on vocational education is available to download at http://www.education.gov.uk/publications/eOrderingDownload/Wolf-Report.pdf
The 157 Group response to the Wolf review consultation is available to download at http://www.157group.co.uk/files/157_groups_response_to_the_wolf_review_of_14_to_19_vocational_education.pdf
The 157 Group Learning accounts that count policy paper is available to download at
http://www.157group.co.uk/files/learning_accounts_that_count.pdf
The 157 Group Real choices for 14 to 19 year olds policy paper is available to download at
http://www.157group.co.uk/files/real_choice_for_14_to_19_year_olds.pdf
---About the 157 Group---
The 157 Group represents 27 of the most influential colleges in the FE sector. It was formed in 2006 in response to paragraph 157 of Sir Andrew Foster’s report on the future of further education colleges, in which he argued that principals of large successful colleges should play a greater role in policymaking.
Lynne Sedgmore CBE, executive director of the 157 Group said, “We believe the Wolf Review affirms the important role of vocational education for 16 to 19 year olds and the successful ways in which FE colleges contribute to this. Although the report is critical of some vocational programmes it is very clear that it is the centralised design of qualifications and the way they have been used by government agencies that is the core of the issue not colleges.
“We have argued consistently for the relaxation of central control of qualifications and so we particularly welcome the recommendation that funding should follow the learner. In our ‘Learning accounts that count’ policy paper, which we published in November 2010, we were quite clear that priorities in the further education system should be based firmly on the informed choices of individual learners and employers, and are pleased to see the explicit reference to learning accounts in Professor Wolf’s recommendations.
“We agree with the recommendations that institutions should be free to offer any qualifications they please from a regulated awarding body, and encouraged to include non-qualifications-based activity; and that young people should have more flexibility in terms of which programme level or type of qualification they can pursue.”
Frank McLoughlin, principal of City and Islington College and chair of the 157 Group said; “We are delighted with the recommendation to make explicit the legal right of colleges to enrol students under 16 and ensure that funding procedures make this practically possible. Many 14 to 16-year-olds thrive in different environments outside school, and we believe that offering provision for them in colleges also makes good economic sense, especially at a time when we need to ensure efficient use of public funding to deliver high-quality teaching and training, with the best possible outcomes for learners. We are pleased that Professor Wolf has endorsed the need for qualified FE teachers to be allowed to teach in schools. This is testament to the professionalism and excellent standards of teaching and learning in FE.
“We need to consider the entire report in more detail, and the government’s response, but there is much to encourage us in our initial reading of Professor Wolf’s findings.”
---ENDS---
---NOTES TO EDITORS---
Professor Wolf’s report on vocational education is available to download at http://www.education.gov.uk/publications/eOrderingDownload/Wolf-Report.pdf
The 157 Group response to the Wolf review consultation is available to download at http://www.157group.co.uk/files/157_groups_response_to_the_wolf_review_of_14_to_19_vocational_education.pdf
The 157 Group Learning accounts that count policy paper is available to download at
http://www.157group.co.uk/files/learning_accounts_that_count.pdf
The 157 Group Real choices for 14 to 19 year olds policy paper is available to download at
http://www.157group.co.uk/files/real_choice_for_14_to_19_year_olds.pdf
---About the 157 Group---
The 157 Group represents 27 of the most influential colleges in the FE sector. It was formed in 2006 in response to paragraph 157 of Sir Andrew Foster’s report on the future of further education colleges, in which he argued that principals of large successful colleges should play a greater role in policymaking.
Tuesday, 1 March 2011
1 March 2011 - Impact of Family Learning
I wish to share this valuable testament received by SCOLA's Family Learning Team, which shows the extent of the impact that family learning makes and the skills and expertise of SCOLA's tutors.
"I just wanted to write to say thank you so, so much for the courses you put on for families. They are excellent...outstanding in fact. My son, who is diagnosed with ASD (Autism) has been so blessed and privileged to be able to attend cookery and pottery and the teachers have been very patient and understanding and he has enjoyed the courses very much. He just about engaged with another child at the Wandle Valley cookery course last term and then last Wednesday at St Paul's I saw him interacting (not verbally yet) with another child who wanted to get his attention. It was so good to see this. Also, at cookery he has touched different textures (like in kneading bread etc)...normally he won't tolerate different textures/touch things...for years he wouldn't even hold his own sandwich and he still abhors shampoos and soaps and won't have creams on him etc. So it has been so good for him to touch some different textures and he actually enjoys participating which shows how it has helped his confidence, because normally he would just stand back and not participate in things. He has even tried most of the foods after cooking them, and even found he liked a couple of things he would normally not touch! Even some of the foods he didn't like the taste/texture of, we were so pleased to see him try a very small mouthful of.
So these cookery classes are doing him the world of good. And the pottery class is absolutely wonderful for him too, because he has started to make things out of clay...which means he's touching it and also creating his own piece of work...something I never thought he would do...and he is really enjoying it...so much so that he's talking about it daily and saying "I love pottery. It is my favourite"...it is very rare to hear him express this kind of emotion and enjoy something so much. He keeps asking what we will do at the next session and talking about the objects he has made and asking if we like them and wanting to hear that there are still some more sessions left etc. It is so good and such a relief to see him feeling confident about something and enjoying it so much. It has also been a very welcome relief to hear him talk of something other than bus numbers!
I would just like to say again how good the teachers have been (Fay at Pottery and Polly and Debbie, the cookery teachers), so patient, understanding and encouraging. We are so grateful to be able to do these excellent courses and want to thank whoever sets them up. We are so thankful to SCOLA for running them. We have been very blessed. THANK YOU!"
Saboohi Famili
Principal
"I just wanted to write to say thank you so, so much for the courses you put on for families. They are excellent...outstanding in fact. My son, who is diagnosed with ASD (Autism) has been so blessed and privileged to be able to attend cookery and pottery and the teachers have been very patient and understanding and he has enjoyed the courses very much. He just about engaged with another child at the Wandle Valley cookery course last term and then last Wednesday at St Paul's I saw him interacting (not verbally yet) with another child who wanted to get his attention. It was so good to see this. Also, at cookery he has touched different textures (like in kneading bread etc)...normally he won't tolerate different textures/touch things...for years he wouldn't even hold his own sandwich and he still abhors shampoos and soaps and won't have creams on him etc. So it has been so good for him to touch some different textures and he actually enjoys participating which shows how it has helped his confidence, because normally he would just stand back and not participate in things. He has even tried most of the foods after cooking them, and even found he liked a couple of things he would normally not touch! Even some of the foods he didn't like the taste/texture of, we were so pleased to see him try a very small mouthful of.
So these cookery classes are doing him the world of good. And the pottery class is absolutely wonderful for him too, because he has started to make things out of clay...which means he's touching it and also creating his own piece of work...something I never thought he would do...and he is really enjoying it...so much so that he's talking about it daily and saying "I love pottery. It is my favourite"...it is very rare to hear him express this kind of emotion and enjoy something so much. He keeps asking what we will do at the next session and talking about the objects he has made and asking if we like them and wanting to hear that there are still some more sessions left etc. It is so good and such a relief to see him feeling confident about something and enjoying it so much. It has also been a very welcome relief to hear him talk of something other than bus numbers!
I would just like to say again how good the teachers have been (Fay at Pottery and Polly and Debbie, the cookery teachers), so patient, understanding and encouraging. We are so grateful to be able to do these excellent courses and want to thank whoever sets them up. We are so thankful to SCOLA for running them. We have been very blessed. THANK YOU!"
Saboohi Famili
Principal
Thursday, 24 February 2011
Successful Studio Portrait Photography course!
Short Professional Photography Course
The first SCOLA Short Professional Course (SPC) was held on Tuesday 22nd February at the Sutton centre. The intensive one day course focused on studio portrait photography and had been fully booked for weeks before the start date. Tutor Miles Winter covered areas such as lighting, background and setting up cameras as well as shooting sessions on single and group photography.
The course was extremely popular with feedback from attendees including ‘enjoyed!’, ‘will definitely be signing up for more!’, ‘amazing’.
The College will be holding a further SPC in Wedding photography in July. See www.scola.ac.uk soon for details.
The first SCOLA Short Professional Course (SPC) was held on Tuesday 22nd February at the Sutton centre. The intensive one day course focused on studio portrait photography and had been fully booked for weeks before the start date. Tutor Miles Winter covered areas such as lighting, background and setting up cameras as well as shooting sessions on single and group photography.
The course was extremely popular with feedback from attendees including ‘enjoyed!’, ‘will definitely be signing up for more!’, ‘amazing’.
The College will be holding a further SPC in Wedding photography in July. See www.scola.ac.uk soon for details.
Wednesday, 23 February 2011
Spring Craft Fair
Saturday 19th February saw over 220 people walk through the main centre doors to attend the first SCOLA Spring Craft Fair. Students and tutors brought a range of handmade, traditional and contemporary crafts to the College including jewellery, stained glass and pottery. Handmade fine foods and treats including chutneys, chocolates and an Italian delicatessen added to the ambience and many an unusual, unique gift was purchased.
Visitors commented on the ‘great atmosphere’ and the ‘wide variety of wonderful jewellery available’ as well as learning more about the College and what we have to offer. The fair was a huge success and was the first of many to follow.
The next fair will be held at our Wallington centre on Saturday 25th June and we will see you there!
Wednesday, 16 February 2011
16 February 2011 - Sharing poems
Take the time to read these two inspirational poems by William Ayot
A Doodle at The Edge
Another meeting, another agenda, another
list of buzz-words, initials and initiatives.
PSU is entering Phase Three
while the CDR wants G2 to go to Level Five.
If we go the full nine yards on this one;
if we get pro-active, get out of the box, get
our teams together and on the same hymn-sheet;
if we hit the ground running, if we downsize HR.
if we get the money on board, and our asses into gear,
then we can change something, make a difference,
change what the other guys changed last week.
Meanwhile the god has left the garden,
the muse lies minimised in the corner of our screens.
Not dead, not buried, but ignored and unseen,
like a doodle at the edge of an action plan.
Me? I say make a sacrifice to the doodle;
pick some flowers, speak a poem, feed the tiny muse.
Draw, paint, sing or dance, and you'll bring the gods
back into the board-room; the laughing, smiling,
weeping gods of the night-time and the wild.
William Ayot
The Contract
- A word from the led -
And in the end we follow them –
not because we are paid,
not because we might see some advantage,
not because of the things they have accomplished,
not even because of the dreams they dream,
but simply because of who they are;
the man, the woman, the leader, the boss,
standing up there when the wave hits the rock,
passing out faith and confidence like life jackets,
knowing the currents, holding the doubts,
imagining the delights and terrors of every landfall;
captain, pirate, and parent by turns,
the bearer of our countless hopes and expectations.
We give them our trust. We give them our effort.
What we ask in return is that they stay true.
William Ayot
A Doodle at The Edge
Another meeting, another agenda, another
list of buzz-words, initials and initiatives.
PSU is entering Phase Three
while the CDR wants G2 to go to Level Five.
If we go the full nine yards on this one;
if we get pro-active, get out of the box, get
our teams together and on the same hymn-sheet;
if we hit the ground running, if we downsize HR.
if we get the money on board, and our asses into gear,
then we can change something, make a difference,
change what the other guys changed last week.
Meanwhile the god has left the garden,
the muse lies minimised in the corner of our screens.
Not dead, not buried, but ignored and unseen,
like a doodle at the edge of an action plan.
Me? I say make a sacrifice to the doodle;
pick some flowers, speak a poem, feed the tiny muse.
Draw, paint, sing or dance, and you'll bring the gods
back into the board-room; the laughing, smiling,
weeping gods of the night-time and the wild.
William Ayot
The Contract
- A word from the led -
And in the end we follow them –
not because we are paid,
not because we might see some advantage,
not because of the things they have accomplished,
not even because of the dreams they dream,
but simply because of who they are;
the man, the woman, the leader, the boss,
standing up there when the wave hits the rock,
passing out faith and confidence like life jackets,
knowing the currents, holding the doubts,
imagining the delights and terrors of every landfall;
captain, pirate, and parent by turns,
the bearer of our countless hopes and expectations.
We give them our trust. We give them our effort.
What we ask in return is that they stay true.
William Ayot
Tuesday, 8 February 2011
8 February 2011 - MoLE Workshop
I will be attending the MoLE Workshop for the next 3 days. The Mobile Learning Environment (MoLE) Coalition Warfare Program (CWP) project will leverage "smart" mobile phones, the global cellular network infrastructure, and emerging mobile application/service models to build a mobile learning (m-learning) capability. That capability will integrate with the United States Joint Forces Command (USJFCOM) Joint Knowledge Online (JKO) e-learning infrastructure to facilitate the sharing of educational content between the US and partners in support of medical stability operations (MSO).
MoLE is based on a requirement by the Commander, U.S. Naval Forces Europe (CNE)/Commander, U.S. Naval Forces Africa (CNA)/Commander, U.S. Sixth Fleet (C6F) to operate effectively in a large maritime area of responsibility (AOR). The ability to train and communicate with limited internet connectivity and infrastructure is a significant challenge, and MoLE will help by delivering low-bandwidth on-demand training through mobile devices.
Apart form being very excited about this 3 day workshop I look forward to seeing how this platform can be used to improve access to learning from our college. I hope to be able to cope with the amount of 3 letter word abbreviations that I will be introduced to over the next few days. Watch this space for further posts!
Saboohi Famili
Principal
MoLE is based on a requirement by the Commander, U.S. Naval Forces Europe (CNE)/Commander, U.S. Naval Forces Africa (CNA)/Commander, U.S. Sixth Fleet (C6F) to operate effectively in a large maritime area of responsibility (AOR). The ability to train and communicate with limited internet connectivity and infrastructure is a significant challenge, and MoLE will help by delivering low-bandwidth on-demand training through mobile devices.
Apart form being very excited about this 3 day workshop I look forward to seeing how this platform can be used to improve access to learning from our college. I hope to be able to cope with the amount of 3 letter word abbreviations that I will be introduced to over the next few days. Watch this space for further posts!
Saboohi Famili
Principal
Subscribe to:
Posts (Atom)