Teacher Qualification in Further Education - draft guidance and general determination: consultation analysis

Question 2

“Do you consider that the Teaching Qualification in Further Education (TQFE) guidance document as detailed in this consultation is suitable in relation to: content, nature and duration, and assessment of the programme?”

The below comments are direct quotes from respondents who were content to have their responses published:

• With regards to the content of any TQFE programme, more detail here would be beneficial. Given the diverse landscape of colleges and the varied demographic they serve, it’s essential to address the complexities of working with students in Scottish Colleges now and in the future.
• Given the diversity and complexities of working with multiple student cohorts in Scottish Colleges, it would be prudent to include specifics to ensure that the TQFE will cover the skills and knowledge necessary for candidates working in this environment.
• There is lack of clarity around the differences between level 9 and 11, with candidates disappoint their level is not reflected on their certificates.
• Similar to the inclusion of Gaelic in the Statutory Requirements section, a reference to Gaelic language contexts should be included after the comment on particular contexts (e.g. within a Gaelic-language environment).
• The proposed content, nature and duration of the programme enables Universities to provide programmes that provide content linked directly to practice experience, that supports the building of knowledge and skills appropriate to the sector, evidences the professional values underpinning the Standard for Teaching in Scotland’s Colleges and is completed in one academic year
• With regards to the content of any TQFE programme, more detail here would be beneficial. Given the diverse landscape of colleges and the varied demographic they serve, it’s essential to address the complexities of working with students in Scottish Colleges now and in the future.
• We suggest adding “an outline of how students are supported to develop a critical understanding of educational literature and relate this to their practice, in areas such as: Educational theory; social justice and sustainability, developing positive relationships.