Over the last week I have been involved in three teleconferences with WEA tutors across the country. In all 12 tutors were involved. They teach for the WEA in Yorkshire Humber, East Midlands, Eastern, London and Southern. The range of subjects they teach was remarkable: ICT, painting and drawing, Sciences, Parenting, Literature, ESOL, local history, Active Citizenship, Climate Change, Helping in Schools, social sciences, politics and 20th Century History!
We discussed the seven draft priorities that have been identified for the WEA for next five years. The view in all the calls was positive on these - as long as they become concrete and well understood. The only area that tutors felt was important but missing was around promoting awareness of the WEA and building its profile. This was because of a sense many had that adult education was under threat and in decline and the WEA's continuing work needs better marketing to maintain class sizes.
Some tutors on the calls were fairly new to the WEA, others had been involved for many years. Some of the longstanding tutors were positive about the progress in the WEA. They felt less isolated and had more support, training and induction. Resources, particularly to support students with additional needs, had improved and there were fascinating examples around the integration of visually impaired learners into mainstream computer classes with specialist software. In addition, several of the tutors were involved as Class Observers, curriculum coordinators and other regional activity.
We discussed the new membership scheme and the opportunity students have to register at enrolment. Although this is generating significant numbers of new members, several tutors on the calls felt that new and less confident students were not wanting to sign up for this at the beginning of the course. This was partly due to the amount of paperwork at course starts, not least if the student is less confident in English. All the tutors in the calls promote the WEA to their classes and felt that there would be many students who would join at the end of the course. Perhaps this could be incorporated into end of course review documents?
The paperwork demands on tutors is a clear concern, particularly in ESOL provision where some learners enrol on three courses a year. The idea of developing a Course Admissions system that pre-enrolled students was strongly welcomed. The marking demands on tutors in Skills for Life and accredited work was also discussed in all calls.
Some tutors feel the work is becoming more insecure with fewer contracts and concerns that rising fees is leading to smaller groups and more cancellations: "Nobody could survive just as a WEA tutor" was one comment and all those involved were sessionally paid tutors. Along with that there was a sadness that - despite the progress made in recent years - the external demands from regulators and inspection had meant that provision was less flexible and innovative and we no longer try out as much 'risky' work as we once did. For example, work with groups like the homeless or people with mental health difficulties.
All felt it was important for the WEA to draw more on the knowledge and skills of its tutors. They valued opportunities to meet and felt that experienced tutors could offer more in class visiting. Many felt that it would be possible to reinforce occasional regional meetings with teleconferences and other electronic communications. We agreed to try out some curriculum teleconferences within the tutor network.
We discussed students achievements. Several tutors felt that non-accredited learning was no longer valued by the government or was confused with internet browsing or social talks. The importance of expert tutors who can work with students across a range of subjects is a campaigning issue - particuarly with the decline of university continuing studies. Equally, we could be more imaginative perhaps by designing courses more around outcomes like creating a book, performance, piece of research or exhibition. Several felt that a WEA certification system would be valuable to students. One tutor, who had been a founder member of a U3A group, stressed its difference from the WEA. The WEA is 'working on subjects, systematic learning'. It involves knowledgeable and qualified tutors.
Most tutors were aware of the CALL campaign and supported its aims. They stressed the impact rising fees were having and how devisive this was becoming. This included the complexity of fees in ESOL and the threat to community cohesion if, in particular, women from these communities returned to isolation.
All in all, three fascinating discussions with excellent colleagues around the country!
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