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Letter from TDA: Impact Evaluation and Fees
Evaluation and Fees
| Explanation and Commentary by Ian Terrell |
Letter from John Carr and the TDA |
|---|---|
| 9th November To Mdx Partnership On the right you will see verbatim the letter we have recieved from John Carr and the TDA regarding the PPD subsidy that we have enjoyed for a number of years. There is no new scheme announced which means that only those regisitered (continuously) on the programmes for 2010-11 are eligible until the end of their award. Mdx has used the subsidy to keep all fees for teachers at below half the market rate. The key elements related to mdxpartnership are: 1. We have retunred a record number of PPD subisdised participants at 475 during this last year of funding. We have estimated that a large number of returners will be eligible for subsidy during 2011-12, and 2012-13. However, the TDA have not announced the per person subsidy level, which has been cut over recent years. 2. The TDA will not evaluate impact for 2010-11 but we have, and will continue to do so, each year, as part of our QA procedure. Many thanks for the returns. 3. The key element of the letter of concern to teachers will be "informing the re-alignment of Masters-level provision from a centrally subsidised to a market-led system". I need to warn everyone. The "market led system" is currently geared towards a 60 credit year long module being in excess of £2000. I understand that Middlesex University will be establishing fees in December for 2012-13. We cannot supply any further information on their decision on fees, until after that meeting takes place, and will not be part of the process of decision making. I hope this is clear and advance warning for all particpants in mdxPartnership on the future fees for those with QTS. Non QTS and International fees will also be reviewed. Dr Ian Terrell Director of CPD. |
09 November 2011 Dear colleague, As you are aware, the Government has decided that there will be no dedicated central subsidy of postgraduate professional development (PPD) programmes beyond the current settlement, and the Secretary of State has asked the Training and Development Agency for Schools (TDA) to take steps to conclude its work on masters level qualifications. The Agency is taking this opportunity to reorganise how it manages its remaining commitments in this area. As a result, responsibility for links with PPD providers on the policy aspects of the programme will be managed by a new team led by Michelle Moore. The ITT Allocations team will remain the first point of contact, until further notice, for the allocations and funding associated with the management of PPD ‘continuers’. PPD providers will still be asked to provide detailed information on PPD recruitment, completions and awards as part of the annual data collection exercise. However, the TDA will not be undertaking a separate impact evaluation of PPD this year. Providers will no doubt wish to collect evidence of the impact of PPD on completion rates and the awards of Postgraduate Certificate, Diploma and Masters, and to identify key messages from their own provision, as part of their quality assurance procedures. This information will also be useful in informing the re-alignment of Masters-level provision from a centrally subsidised to a market-led system. In this context, you may also find the following key messages from the PPD impact evaluation exercise for AY 2009/10 useful. Senior school leaders’ involvement in and promotion of PPD courses is a significant factor in supporting recruitment and ‘take up’. PPD Modules/programmes which are co-planned and delivered, focussed on school priorities, and in some cases co-assessed, overall recruit well. Recruitment to PPD programmes does not necessarily lead to completion of assignments or continuation to Cert. Dip or full Masters. There are significant differences, across and between PPD providers (type and size) in terms of completion to award with (broadly speaking) practice-based, small modules delivered by providers being less likely than ‘conventional’ taught modules, delivered on traditional university-based programmes to be successful in terms of completion to award. STEM modules/ programmes have tended to recruit well, they frequently lead to award and are seen, by both providers and participants, as significant in terms of supporting teachers’ career progression. NQTs and experienced teachers tend to follow different PPD ‘participant paths’. Providers suggest that this has been strongly influenced by the opportunities for many NQTs to transfer M level credits from PGCE. Many NQT participants are recruited to PPD by their PGCE provider, they take continuation’ modules on fairly traditional programmes and complete to award. More experienced and ‘long-qualified’ teachers without credits tend to opt for more flexible, school-based/focussed/led programmes which enable them to ‘cash in’ on teaching experience and practice via study and assessment which is based in and on their day-to-day practice e.g. mentoring and coaching. There is little visibility of languages or Phonics in the current programmes but this reflects the national priorities at the time of the final PPD triennial bidding round. All enquiries related to PPD should be directed to the ITT Allocations team inbox allocations@tda.gov.uk and will be picked up by the new team or by the ITT funding team accordingly. Yours sincerely, John Carr Director of Training and Qualifications for Teachers Training and Development Agency for Schools (TDA) Piccadilly Gate |
