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Electronic Platform for Adult Learning in Europe



FELTAG: Using Technology for Learning in Further Education

by Bob Harrison
Language: EN
Document available also in: RO

It is hard to believe it is almost five years ago that the Government published its response to the recommendations of the Further Education Learning Technology Action Group (FELTAG) established by the then FE and Skills Minister, Matt Hancock. In summary, it was a wake-up call for Colleges, policy makers and FE agencies:

“FELTAG will aim to best support the agile evolution of the FE sector in anticipation of disruptive technology, for the benefit of learners, employers & the UK economy as a whole."



The recommendations came under six major themes:

  1. Horizon scanning and context: To what extent does the College have the leadership and vision to not only see the digital future but plan for it?
  2. Learners and Learning Technology: To what extent do the Learners use their own technology and expertise in their learning?
  3. Employers and Learning Technology: How close does the College work with employers and their digital technology?
  4. Regulation and Funding: Does the current funding and accountability systems support of hinder the use of digital technology?
  5. Investment and Capital Infrastructure: Is the investment policy and capital infrastructure sustainable, sufficient, safe and robust.
  6. Providers Capacity & Capability: Does the workforce have the confidence and competence to use technology effectively for teaching, learning and assessment.


Many FE Colleges welcomed the recommendations and embraced the spirit of the FELTAG. The regulatory and funding bodies OFSTED, OFQUAL, ESFA and other Government bodies were less speedy in their response and some think still act as an inhibitor to the innovation needed to ensure Colleges stay relevant to the changing digital world and consequent change in learning habits.

Some FE College’s really embraced the spirit of the FELTAG report and despite cuts to their budgets and the distraction of the wasteful area based review process have invested in the infrastructure and workforce capability and capacity to fully exploit the potential of digital technologies. Others have not been as perceptive. Whilst the original momentum of FELTAG aimed for a 10% online component of every course (rising ultimately to 50%) this got depleted with ministerial changes and competing and conflicting policy changes.

Whilst the future is always difficult to predict, especially when technology changes so quickly, the direction of travel is clear. Increasing amounts of teaching, learning and assessment will be digitised and whilst technology will never replace teachers, teachers who use technology effectively will replace those who do not. This means more online content, collaborations, communications, co-design, co-construction and creation.

Those FE Colleges that acknowledge this fact and act quickly will not only survive but thrive. Those who do not will sadly not survive.


Sources of support, funding and CPD                          

Support, funding and CPD is available from a range of sources as it is dependent on individual Colleges to develop their own strategies for the future. Sources include:




Bob Harrison has spent over forty years as a teacher lecturer, Principal and Governor in schools and colleges. He is a trustee of the UfI trust and a judge for the BETT awards, Learning Remained awards and the E-Assessment awards. He was education adviser for Toshiba Information Systems Northern Europe for 16 years and is Chair of Governors at Northern College and an EPALE Ambassador. He is a visiting assessor at the Stanford University Graduate School of Education.

Follow him on twitter @bobharrisonedu



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The post-18 review of education and funding: a review of a lifetime (resource)

PROVIDE: Portal for International CPD Courses and job shadowing for Adult Educators (resource)

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