Re-imagining and Reclaiming Adult and Further Education Congress

This strand focused on a perceived intensification of the work undertaken by adult and further education staff in the past decade and a half. The impact of the austerity measures of the Coalition Government (2010-15) imposed significant budget cuts across many public services and led to an increased volume of student pastoral needs. In addition, amongst the effects of the COVID-19 pandemic, an increase in needs associated with the mental health and well-being of students is also placing additional demands on adult and further education staff. 

We focused on current experiences and talk about the cultures and practices that make it possible to continue to work effectively and safely in the current difficult circumstances. The afternoon session focused on the future to explore what changes are needed and to support delegates to undertake research that can highlight issues and share insights that can benefit practitioners and influence policy.  

This strand situated the climate and environmental crisis within the wider global polycrisis. We explored together what this means for us as educators and teachers both within our classrooms, in both pedagogy and curriculum and beyond them. We thought about this through the questions of what can I do?, what can we do together?  and what do we need to support us to do this work?

For decades, vocational education policies have focused decades on qualifications reform: a constant upheaval whilst school subjects hardly alter. These changes rarely address in depth the question of how the curriculum can make a real difference to the life chances of students entering further education. What forms of knowledge can connect to their lives, experiences and understandings, and what forms will help them lead enriched lives? What forms of skill have value and potential for their futures, and which are meaningless? What else is needed to prepare improve learners lives over time? How can teachers' practice best combat these inequalities? 

This strand delved into the critical aspects of teaching, professional development, and teacher education within the Further Education and Skills sector. Morning discussions focused on navigating current challenges, including adapting to post-pandemic teaching environments, addressing funding pressures, and meeting the evolving needs of adult learners. These sessions explored how educators have adjusted to these demands while maintaining high-quality teaching and fostering learner engagement. 

Afternoon sessions investigated the future, examining innovative approaches to Continuing Professional Development (CPD) and Initial Teacher Education (ITE). Participants will discuss strategies for empowering educators to thrive amidst ongoing changes and uncertainty in the sector. Topics will include fostering resilience, leveraging technology, and cultivating collaborative networks to support professional growth.

We explored experiences of educators in this sector, share best practices, and contribute to shaping a sustainable and inspiring future for teaching and learning in Further Education and adult learning environments. This strand is designed for teachers, trainers, managers, and anyone committed to advancing education in these dynamic fields.

This strand explored critical perspectives on leadership and governance in Adult and Further Education during the continuing times of significant changes. Discussions examined current challenges facing AFE leaders and governors, including post-COVID impacts, funding pressures, and evolving stakeholder demands, including the needs of our students and their future employers. The afternoon session focused on developing forward-thinking approaches to leadership and governance, identifying strategies for positive change, and building networks for ongoing collaboration over the following 12 months. We shared experiences, challenge traditional models, and help shape the future of leadership and governance in the AFE sector. This strand welcomes leaders, governors, practitioners, students and anyone interested in AFE leadership development.