Professional development in a tertiary model – addressing the disconnect between further and higher education
DOI:
https://doi.org/10.56433/tj48bj68Keywords:
tertiary, further education, higher education, academic professional development, professional registrationAbstract
As governments internationally begin to move towards a ‘tertiary’ model of post-compulsory education with greater collaboration between – and alignment of – further (FE) and higher education (HE), there is a need to address the misalignment of professional development for learning and teaching across the tertiary sector. This paper argues that the schools-based regulatory model prevalent in the college sector across the UK is disconnected from a vision of tertiary provision and that there should be greater alignment and recognition of learning and teaching qualifications across colleges and universities.
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