Summary: Regulation workstream

This workstream identified how regulatory mechanisms might enable all providers within the FE system to use Learning Technology (LT) more effectively and support learners. Key themes included support for increased online assessment methods and increased awareness of optimal uses of LT to develop awarding industry’s confidence in using, assessing and quality-assuring LT. Another key area that emerged was to increase the evaluation of the quality and effectiveness of technologies deployed by providers.

Draft recommendations:

1. The regulation system should fully support the adoption of new technologies and learning methods, challenging and adapting its quality and success measures in accordance with the leading edge in the FE sector. It should ensure that this is reflected in measures used by Ofqual, SFA and Ofsted and that the change is communicated in a clear and high-profile way to ensure it is fully understood and adopted in the sector
2. Develop and deliver pilot courses of study linked to regulated qualifications that maximise the appropriate use of technology in learning and assessments. Federation of Awarding Bodies (FAB) and Joint Council for Qualifications (JCQ) should work with Ofqual and others to increase awareness of optimal uses of learning technologies and develop confidence to use them in assessment and quality assurance across the awarding industry
3. Ensure that the Ofqual review of the regulation of Vocational Qualifications 1 and other associated regulatory developments supports the use of technology in teaching, learning and assessment of regulated qualifications and that it allows awarding organisations working with providers, employers and learners to develop qualifications and assessments that make best use of technology. Develop a definition of Guided Learning Hours that supports and does not inhibit the use of learning technology in the delivery of qualifications
4. Ofsted should take on an enhanced role in evaluating the quality and effectiveness of technologies deployed by providers. Comprehensive training of Ofsted inspectors will enable them to identify good practice and evaluate the effectiveness of deployed learning technologies. Develop, in collaboration with Ofsted and FE stakeholders, means by which the evaluation of learning technologies can be given more emphasis in inspection; include the development of plans for the use and implementation of technology by providers which inspectors can review
5. Local Enterprise Partnerships (LEPs) should set up Learning Technology Innovation Groups, consisting of FE providers, employers and other stakeholders to support and champion local use of learning technologies. Pilot innovation groups to champion the uptake of learning technologies and demonstrate how changes can have a positive impact on outcomes for learners
6. Require FE providers, universities and industry to collaboratively develop up-to-date and relevant professional development and initial/early training for managers, teachers and trainers aimed specifically at improving their knowledge of, and confidence in using learning technologies

Your views:

• Building on these proposals, what specific changes to regulation are needed to make the biggest difference to you?
• Can you suggest any good mechanisms for achieving these recommendations?
• Are there other issues relating to regulation that should be considered?

Rate the regulation workstream:
In your opinion, how useful are these draft recommendations on regulation ( 5 = very, 1 = not at all).