The Education and Training Foundation (ETF) is tasked with leading on workforce data collection across the FE sector and publishing summary reports.
Understanding trends and patterns within the FE sector workforce is important for providers, for policy makers and for sector bodies. Common themes, such as average salary, average age, gender balance and percentage of qualified staff, help to inform decision making and strategic activity.
Academic Research: Research bodies – examples
Professional research - further examples
A Lesson Study Partner Planning and Recording Guide produced by the North East and Cumbria Outstanding Teaching and Learning Assessment (OTLA) team to be be used by practitioner-researchers adopting a Lesson Study approach.
A website edited by Pete Dudley packed full off useful guidance on how to get started with Lesson Study, discussion on the Lesson Study process illuminated with case studies and containing a free Lesson Study handbook.
A video by Joyce Chen from College of West Anglia College sharing her experiences of the Education and Training Foundation's Practitioner Research Programme (2015-16).
A research article by Matt O'Leary and Val Brooks which focuses on lesson observation as an illustrative example of attempts to measure the quality of teaching and learning. It draws on data from a national study and examines the application of observation and its impact on further education teachers’ practice.
This review by CEM, Durham University and The Sutton Trust set out to address three apparently simple questions:
What makes ’great teaching’?
What kinds of frameworks or tools could help us to capture it?
How could this promote better learning?
This booklet provided tools and templates to clarify what is expected from project leads and to simplify their journey by providing a clear focus on their project goals.
Chapter 12 of the 'Multimodal Action Research and Reporting: e-Guide', produced as part of the Foundation’s ‘Practitioner-Led Action Research’ programme (2013 - 2015) to support practitioners (e.g. teachers, trainers, classroom assistants, assessors) in the post-16 education and training sector to design and undertake ‘multimodal’ action research and reporting. Chapter 12 introduces principles and methods of qualitative and quantitative analysis.
