‘Researchers noted a paucity of quantitative information for both the UK and internationally’[1]
Though collaborative research and individual action research projects in Further Education continue to break new ground, the above quote on research in Further Education (from an excellent Government research paper, published in 2018) remains true.
With over 1.7 million students in Further Education, studying across a wealth of subjects, curriculum areas, qualifications and colleges, all with their own unique context and profile, surely this provides rich and fertile ground for a raft of research to take place? Surely, there are opportunities to track changes in student profiles from 16-19 into adulthood; from a variety of programmes at all levels into employment; from school into Further Education and the changes, similarities and differences in outcomes?
Since the initial publication of Teaching, Leading and Governance in Further Education (from where the initial quote originates), much has been done to improve the level and quality of research in Further Education. From the Research College Group (bringing together a collective of 10 colleges with the aim of engaging in and sharing research and best practice), to action research projects supported by the Education and Training Foundation, research in Further Education has grown enormously over the previous decade, and specifically in the last few years.
However, there is more to do and so many avenues which need significant additional research to help answer some of the biggest questions in Further Education, with a majority intrinsically linked to English and maths outcomes, achievement and attitudes to English and maths.
The need for nationwide, high quality, in-depth research focused solely on English and maths in Further Education is greater now than at any time previously. With no data available for even the simplest of queries in English and maths (as an example, no data exists to give a national average for attendance in Further Education), immediate action is needed.
And there are opportunities for this action to occur: with the Department for Education’s Further Education Workforce Survey due, this provides a perfect opportunity to collaborate and begin research around English and maths which can make a real difference, and a substantial impact.
The Workforce Survey provides opportunities not just for senior and middle leaders in colleges throughout the country, but also for practitioners at all levels who are associated with English and maths. This presents an opportunity to identify the challenges and issues faced by all staff, at all levels and could give real insight into the areas of development required from a staff point of view to make a difference to English and maths students. With nearly 200,000 resitting GCSE English and maths in 2020/21, research around English and maths in Further Education should be at the top of any agenda.
So, what could (and should) this research look like? Well, it should take into account the many voices within Further Education. Yes, senior and middle leaders should be at the forefront of any responses, but so too should lecturers, learner support staff, exams officers and others, and more importantly so too should students. It is their voice that should be heard in any research on English and maths in Further Education to get a better understanding (at a greater depth, nationwide) of perceptions, challenges and potential solutions to the issues within English and maths.
Supplemented with potential student forums, to gain more detail from adult students in Further Education English and maths (as well as those aged 16-19 years), would provide a truly rich picture and help to develop the responses to the obvious challenges of achievement, attendance, behaviour and progress.
With Centres for Maths Excellence, and a range of other ETF initiatives, being used to target support, the outcomes of this research could be used to help further differentiate and target support throughout the country. There are different needs in different areas (and within different contexts) for vocational programmes, but we do not fully know what these are for English and maths. Research outcomes could easily support sharing good practice and high-quality collaboration – this is at the heart of everything that is good about English and maths practice.
Research around English and maths in Further Education would also provide a timely opportunity to delve into the impact of Covid 19, lockdowns and the TAG/CAG process which has impacted so many learners in the previous 20 months.
Though the Department for Education’s Workforce Survey will no doubt provide valuable data and responses to some of the big questions in Further Education, it could be so much more.
[1] Greatbatch, D., and S. Tate. 2018. Teaching, Leadership and Governance in Further Education, Government Social Research
About the author
Jonathan Kay
Jonny Kay is Head of Teaching, Learning and Assessment at a college in the North East. He has previously worked as Head of English and maths in FE and as an English teacher and Head of English in Secondary schools. He tweets @jonnykayteacher and his book, 'Improving Maths and English in Further Education: A Practical Guide', is available now.