University of Strathclyde - TQFE Programme: consultation analysis

Analysis of responses to our consultation on “University of Strathclyde – Further Education Teaching Programme” which ran from 4 April 2022 to 16 May 2022.

Question 2

Do you consider that the TQFE programme as detailed in this consultation is suitable in relation to: content, nature and duration?

5 respondents agreed that the content, nature and duration of the TQFE programme detailed in the programme is suitable; 2 respondents were unsure and the final respondent did not answer the question.











Not answered



In further detail, respondents made the following comments about the content, nature and duration of the programme set out in the consultation. The below comments are direct quotes from respondents who were content to have their responses published:

  • This is a progressive model of teacher/lecturer education which fits well with developments in the college sector. The options for programme duration, through either the standard route (9 month) or the extended (21 month) route, are welcomed and supported.We would wish to further explore where there is capacity to cover child and adult protection. There appears to be a possibility that this could be incorporated in modules 1 or 3. Reassurance that this forms part of the TQFE content is required.
  • The extended route which allows those embarking on the programme to complete TQFE over a 21 month period will allow a range of lecturers who have hitherto been excluded from participation (for various reasons) to undertake the qualification.
  • We also support the student-centred approach to learning and teaching, which is referenced throughout the consultation and believe that this should assist in ensuring a clear focus on meeting needs and on scaffolding learning to build on the prior knowledge and experience of the student.
  • Module 3 is welcomed regarding achievement of 'Professional Standards', however, it should be more explicitly linked to progressive CPD and as a means to an end, rather than its current wording which gives the perception as an end in itself. Professional obligations, as well as the aims of professional registration that encapsulate review and 'fitness to practice', could then ensure a moving horizon linked to CPD that sustains expectation and does not provide an unintended end-point or terminus.
  • The training and standardisation of college mentors is well described and useful; and the inclusion of WorldSkills methodology is welcome and sets this course apart from other TQFE programmes. The provision of an extended mode of delivery is also welcome.
  • We would have found more detail about the research and theory underpinning the programme and the design helpful. There were several places in sections 4,5 and 6 of the consultation document where we did not feel there was enough information to understand fully why the programme has been designed this way and how it will work practically.



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