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Systematic review evidence is very limited given the specificities of the FE Sector in the
UK. However, there is some evidence to suggest that professional development
programmes, supporting leadership and incentives to join ITT programmes can be
beneficial.
Evidence coming from the Sector is contested. Throughout the pandemic colleges have
been supported by a range of government agencies (e.g. operational guidance documents
(DfE, 2021) and catch-up funding of £96 millions for colleges (although in England colleges
were initially left out of the catch up plan). Support for the sector has also come from
awarding bodies to help those learners who have had their studies delayed.
Mitigations have come through a range of agencies (funding and qualifications attainment
flexibility), but the AoC is calling for a recovery plan in England along with guarantees for
all young people and adults to be offered training provision. Given comparisons between
the historical position and current position, evidence of the condition of the Sector is
contested.
Systematic review evidence to support the FE Sector
The effects of high-quality professional development on teachers and students, a rapid
review and meta-analysis (Fletcher-Wood and Zucollo, 2020) suggests that teachers are
more likely to experience high-quality professional development if designers of
professional development anticipate and mitigate predictable problems, such as teacher
turnover, lack of leadership support and limited time.
Leading skills: Exploring leadership in Further Education colleges (Savours and Koehane,
2019) focuses on general further education colleges in England highlights the importance
of leadership and the socio-economic and delivery context for FE leaders.
Incentive programmes for the recruitment and retention of teachers in FE. Literature review
(Cooper Gibson Research, 2018). A total of 15 schemes dating back to 2000 were identified
that specifically tackled recruitment and retention issues in the FE sector. Key findings
include financial incentives to encourage take up of ITT training have been somewhat
successful, but that more robust evaluation activity would ensure that good practice in FE
recruitment and retention is identified and taken forward for future schemes.
Manual review of Sector: other stakeholder responses to support the FE Sector
In addition, evidence for mitigations in this theme are also drawn from primary research
from interested organisations in this sector. The main representative body of the Sector -
the AoC has launched a recovery plan comprising three major policy proposals for fair
funding of practical courses, targeted support for those most disadvantaged through 16-19
student premium, and provision of extra-curricular activities such as sport, drama, music
and volunteering (AoC, 2021b).