How the FELTAG report will change FE




How the FELTAG report will change Further Education

The FELTAG report and subsequent progress reports have been available for a little while now, along with responses from Ofsted.  On the whole it appears the Government is behind the recommendations from the FELTAG report however it is difficult to say at this stage when and how changes will occur.  We can be certain though that in a few years time the emphasis on learning technologies will not only a priority but to a certain degree, mandated.

Are you ready for the industry changes coming ?

The recommendations from FELTAG are truly are a glimpse into the near future.  We’ve highlighted some specific areas and quotes below that you should be aware of and focusing on.  Centres already using e-portfolio and in particular Ecordia, are already in a very strong position for the future, but this should be a reminder to keep on the path you are on and to develop and expand this where possible.  For those considering e-portfolio and other learning technologies, use this information from FELTAG as an insight into how your training operation will potentially need to adapt and change.

Key points and recommendations from the FELTAG report:

Digital technology now widely accepted as best practice for FE.

“Learning technology, when astutely used by teachers and providers, can improve FE learners’ chances and successfully influence what students do to learn, so that every student can reach their learning potential”.

Invest in technology

“Improve digital technology infrastructure for individual learning; create minimum requirements (notably, access to digital technology and infrastructure) for all FEIs; develop new, digitally-relevant investment criteria; and improve sector dialogue with funders”.

Potential funding focus on those utilising digital technology

“A suggestion emerged that innovative training providers, who develop ideas for using newer digital technology and meeting market needs, should be more readily able to access state funding”.

“The funding methodology should encourage ‘learning presence’ not ‘physical attendance’ “

“Mandate the inclusion in every publicly-funded learning programme from 2015/16 of a 10% wholly-online component, with incentives to increase this to 50% by 2017/2018. This should apply to all programmes unless a good case is made for why this is not appropriate to a particular programme”.

Learners and staff are already keen to use technology
“[Due to] the lack of encouragement for staff to use or upgrade their competence with using digital technology, the result is that many focus their use on the mandated ‘admin processes’: registers, ‘learner outcomes’ versus the progress learners make, and summative rather than formative assessments that have diagnostic work with individuals at their heart”.

You may just be surprised at just how IT-competent your learners and staff are.  Enable them to maximise and develop their competencies.

  • “Many teachers have access to smart devices, and are keen to use them in the learning process”.
  • “Some learners have great capability in using digital technology for learning, which can be used by FE providers”.

“Increase learner influence in each provider’s teaching and learning strategy – in OFSTED’s Learner View survey include the technology-enabled learning-related question: ‘The technology and online learning resources support my learning and I can access them from anywhere, anytime and using any computing device (mobile, tablet, computer, etc)”.

Lead from the top:

“FE senior managers considered as barriers to the optimal use of learning technology: the lack of strategic leadership; funding methodologies that are too risk-averse to encourage innovation; and inspectors and quality assessors in the sector that counter moves towards innovation in teaching and learning”.

“All the findings point towards the need for a new approach, one that balances an ambitious top-down vision with a radically more collaborative bottom-up responsibility for innovation. Digital technology can support teachers in collaborative innovation on a wide scale, an approach that would be a world first”.

“Investment in digital technology innovation has invariably been in infrastructure and content, never in the human capital in education”.


“All providers to have a learning technology strand in their teaching, learning and assessment strategy, which will form part of Ofsted’s inspection framework”.


“Many employers continue to invest in digital technology and there are excellent models of co-operation and joint investment between colleges and employers”.

“Employers are looking for greater customisation, flexibility, and relevance, training people to use the equipment they will use in a job”.

“Identify to what extent digital technology can help get greater engagement of employers in the design and delivery of learning”.


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