Paths forward to a digital future for FE and skills

5th March 2014

The Further Education Learning Technology Action Group (FELTAG) has published a report – contributed to by NIACE and many other stakeholders – aiming to increase and improve the use of digital technologies for the further education and skills sector.

The report makes almost 40 recommendations to Matthew Hancock, Minister of State for Skills and Enterprise, ranging from an expansion of a digital leadership programme to the potential of MOOCs for vocational learning. The recommendations were developed by the group through open consultation including an innovative online conversation with stakeholders.

NIACE has actively contributed to the development of the report and its recommendations from the outset, ensuring that adult learning is well represented. It encourages its members to download the report and continue to contribute to the conversation on Twitter using #feltag.

Bob Harrison, Education Adviser at Toshiba Information Systems (UK) and NIACE Board Member, said:

“The FELTAG report is an important milestone for further, vocational and adult education. The recommendations are an attempt to nudge the culture of the further education system and to remove some of the barriers which impede teachers and learners innovating with learning technology. It is another step on the lifelong learning journey into an increasingly digital age. I am pleased NIACE members and officers have played a critical role in shaping the report and I look forward to the Minister’s response.”

David Hughes, NIACE Chief Executive, said:

“New technology gives opportunities for learning to be more personalised, for learners to take more control of their own learning and for teachers to focus their energy on those learners who need the most support. That is why I am so keen to see the FE sector embrace technology in teaching, but for that to happen we need to support and develop more confidence, new skills and inspired leadership within the FE sector. We also need Government and regulators to adapt their rules to ensure that new teaching approaches are understood and celebrated rather than looked at suspiciously.”