How can value-led education ensure the design, development, and implementation

of a curriculum all staff are proud of support learners to become ‘good’ citizens

in their future life?

I wanted to build a curriculum on I wanted to build a curriculum on the foundations of pedagogical the foundations of pedagogical

values not legislationvalues not legislation 10 years work in education management where a 10 years work in education management where a

perceived divide between those delivering pedagogy and perceived divide between those delivering pedagogy and those managing pedagogy is becoming increasingly wide those managing pedagogy is becoming increasingly wide (what was the impact of Incorporation and what lessons (what was the impact of Incorporation and what lessons will be learnt for things like the Academy/UTC/Studio will be learnt for things like the Academy/UTC/Studio School/Free School model)School/Free School model)

A tsunami of reforms all claiming to create ‘greater A tsunami of reforms all claiming to create ‘greater freedom and flexibilities’ across government legislation, freedom and flexibilities’ across government legislation, which has only served to accentuate the above (GLH Vs which has only served to accentuate the above (GLH Vs Study Programmes)Study Programmes)

Survey results on the amount of funding spent on Survey results on the amount of funding spent on teaching and learning activities (Coffield et al)teaching and learning activities (Coffield et al)

The reaction of the recent reforms to education The reaction of the recent reforms to education compared to those of other sectors (more than pensions)compared to those of other sectors (more than pensions)

Changes to the direction of the ‘professionalization’ of Changes to the direction of the ‘professionalization’ of the sector (Lingfield)the sector (Lingfield)

How do humans behave?How do humans behave?

‘‘Darling we are doing the Lion King’ (and Darling we are doing the Lion King’ (and other adventures in the Serengeti)other adventures in the Serengeti)

The human brain makes connections (Corrie)The human brain makes connections (Corrie) Enrich and Haidt confirm that we are Enrich and Haidt confirm that we are

‘groupish’‘groupish’ Tabloid in nature – what do the international Tabloid in nature – what do the international

league tables really say for example. How league tables really say for example. How valuable are your BTECs? How valuable is valuable are your BTECs? How valuable is your value added?your value added?

Focused on austerity! (thus a natural Focused on austerity! (thus a natural propensity to be sceptical and negative – see propensity to be sceptical and negative – see Ashton, Lauder and Brown)Ashton, Lauder and Brown)

What do we consider the purposes What do we consider the purposes of education?of education?

Action research: The move away from learning Action research: The move away from learning outcomes (otherwise entitled ‘I don’t care what outcomes (otherwise entitled ‘I don’t care what is was designed to do I care what it can do’)is was designed to do I care what it can do’)

Perspectives on what education should be (e.g. Perspectives on what education should be (e.g. West Burham – what role does ‘entitlement’ West Burham – what role does ‘entitlement’ play / where should Post-16 education sit)play / where should Post-16 education sit)

(short term) Perspectives on how that should (short term) Perspectives on how that should be assessed be assessed

Research being discussed now – what is the Research being discussed now – what is the purposes of apprenticeship growth?purposes of apprenticeship growth?

What did Tomlinson offer? What convictions What did Tomlinson offer? What convictions drive legislation?drive legislation?

Using the values to move research Using the values to move research forwards…forwards…

Do we have to explore what the relationship between Do we have to explore what the relationship between behaviours, qualifications, and employment are (Biesta)behaviours, qualifications, and employment are (Biesta)

Communities of Practice: creating time and space for all Communities of Practice: creating time and space for all to learn from each other – a College wide responseto learn from each other – a College wide response

We equip ALL staff with the ability to join the dots We equip ALL staff with the ability to join the dots between social science and purer economic research so between social science and purer economic research so that they have a chance to plan a curriculum which can that they have a chance to plan a curriculum which can move away from learning outcomes or teaching to a move away from learning outcomes or teaching to a test (see Alexandar etc)test (see Alexandar etc)

Staff now focusing in on 3 individual projects across 4 Staff now focusing in on 3 individual projects across 4 institutions which have been identified as the next steps institutions which have been identified as the next steps for development (critical thinking, ILT, Assessment)for development (critical thinking, ILT, Assessment)

Bridging the conceptual divide with Primary Education Bridging the conceptual divide with Primary Education practice (e.g. Clarke)practice (e.g. Clarke)

RecommendationsRecommendations We use new funding methodologies (based on GLH We use new funding methodologies (based on GLH

or otherwise) to find space for Joint Practice or otherwise) to find space for Joint Practice Development (see Fielding)Development (see Fielding)

We ask ALL staff in learning organisations to We ask ALL staff in learning organisations to undertake (and publish?) academic work based on undertake (and publish?) academic work based on practice each year (the Semmelweiss effect)practice each year (the Semmelweiss effect)

We join up industry research (what is the role of We join up industry research (what is the role of SQSs and what is the relationship between SQSs and what is the relationship between managers, teachers and UKCES) to explore who all managers, teachers and UKCES) to explore who all the collaborative partners are in curriculum the collaborative partners are in curriculum developmentdevelopment

Everyone takes a more forceful approach with Everyone takes a more forceful approach with government so that we can take a ‘yard stick’ of the government so that we can take a ‘yard stick’ of the impact of current reforms – this is about so much impact of current reforms – this is about so much more than pensions!more than pensions!

Thus get a Professional Body that does not place ’30 Thus get a Professional Body that does not place ’30 hours CPD’ as its most heard message (humans hours CPD’ as its most heard message (humans group around what they know)group around what they know)