Students and Universities - Innovation, Universities, Science and Skills Committee Contents

Memorandum 110

Supplementary submission from the Staff and Educational Development Association (SEDA)

  Since SEDA submitted its original Memorandum of Evidence to the Select Committee in December 2008, its policy has changed in one significant respect.

In the original memorandum SEDA stated that it preferred to maintain the current model of voluntary training and qualification for established teaching staff (3.7).

  Through decision at its Executive, SEDA now holds the view that, while it is preferable to achieve such change through voluntary means, it is so important for the quality of student learning that, as soon as possible, all staff who teach should be expected to achieve Standard Two of the National Professional Standards Framework. It also takes the view that those who manage the educational process should achieve this Standard. Other staff who support student learning in a variety of ways should be expected to achieve Standard One.

  Established teaching staff are those who have been in post longer then the opportunities for pedagogic development have been available and who may need support to be able to make a successful claim to have reached Standard Two. The same condition usually applies to those who manage the educational process.

  SEDA would also like to take this opportunity to draw the Committee's attention to SEDA's Professional Development Framework. This has been designed to make it possible for those who work in higher education to engage in an appropriate development process which strengthens their professional capacity and which leads to SEDA Recognition. It was this process which SEDA used to develop the programmes for new staff which are now widespread across the sector. Within this Framework, for example, SEDA has already been supporting institutions to develop and then recognise External Examiners. There are 16 Awards within the Framework, and they cover a comprehensive range of development opportunities for many different staff at different points in their careers.

May 2009

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