The Vocational Aspect of Education

ISSN: 0305-7879 (Print) (Online) Journal homepage: http://www.tandfonline.com/loi/rjve19

Training teachers for educational management in

further education

Rudi Herbert

To cite this article: Rudi Herbert (1982) Training teachers for educational management in further
education, The Vocational Aspect of Education, 34:88, 57-60, DOI: 10.1080/10408347308001691

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Published online: 28 Feb 2007.

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 The Vocational Aspect of Education (August 1982) Volume XXXIV, No. 88, pp. 5 7 - 6 0

Training Teachers for Educational

Management In Further Education
By RUDI HERBERT
Rudi Herbert works in the Faculty of Education, The Polytechnic, Wolverhampton.
Note: A version of this article by Rudi Herbert first appeared in the NATFHE Journal, November 1981.

Abstract
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The aims of this article are to find out what the nine Regional Advisory Councils (RAC) in England have done
concerning the implementation of the third A CSTT Report commonly known as Haycocks 11I since its
publication in 1978.
The writer will examine the concept of restricted or extended levels of management training as perceived by the
report and by the various RA C working parties. He will propose that a number of regional management centres
ought to be developed and work closely with the national centre at Coombe Lodge in order to extend the
opportunities for management education for all lecturers who have some form of management responsibility in
the further education sector.

The Haycocks Trilogy should be a discussion of a markedly neglected topic'

The last of the Haycock's trilogy 'Training Teachers
for Education Management in Further and Adult
Education '(~ was a discussion paper unlike the first
two which were reports. Perhaps this may have been a
contributory reason why so little has been heard about
it since its publication in August 1978.
Haycocks I 'The Training of Teachers for Further
Education' although completed in June 1975 was only
released in 1977 but soon obtained government
approval by the publication of circular 11/77 (2) which
became the cornerstone of FE in-service training. The
second report, 'The Training of Adult Education and
Part-time Further Education Teachers '(3) was
approved by the Sub-Committee of the Advisory
Committee on the supply of Training of Teachers
(ACSTT) for Further Education and released by the
chairman for publication in March 1978.
Unlike the previous reports, Education for Manage-
ment has not been considered by the main advisory
committee and the views expressed in it are therefore
those solely of the Sub-Committee. It was circulated
for discussion and comment with the agreement of the
Chairman of ACSTT in August 1978.
Comments on Haycocks III
The National Association for Staff Development (4)
commented that, 'Nothing it says is untrue or
exceptionable, it is merely in substantial.., may be
regarded at least as a meagre preliminary to what
(para 1). I t continues that ' . . . realists do not expect
much from the first Report, even less from the second,
they expect nothing at all from the Third Report
unless the Secretary of State is seized of the paramount
importance of good management at all levels...'
(para 9).
The Regional Management Centres Association
"(RMCA)Cs)comments reflected the views of'professio-
nals in the field of organisational effectiveness and
management development problem solving approach
geared to the needs of the customer' opposed to that of
the Haycocks Committee which is 'based on a teacher
training philosophy--very traditional focussing on
'courses' rather than on a whole range of manage/nent
activity'.
The RMCA was not in great sympathy with the
Haycock's recommendations because of their very
different perspective on Management Education. This
difference of perspective concerning the structure of
Education and Management Studies' Boards of
CNAA, coneeruing the validation of in-service
education management courses may have been resol-
ved to some extent by the recent creation of the
Educational Organisation and Management Panel of
the In-Service Education Board.
It is of paramount importance for the success of the
implementation of Haycocks III, that the RACs and
the RMCs and their respective working parties
co-operate in this field in their particular region. This

57
 58 Training Teachers for Educational Management In Further Education

would also apply at institutional level especially in TABLE H (7) Departmental staff with management
polytechnics, where there should be closer co- responsibilities below HoD level in 119 departments,
operation between the Departments of Management by title
and Education Studies especially those dealing with %of
in-service teacher training in the secondary and further Title Number Total
education sectors.
Deputy Head of Department 106 3.3
Restricted or Extended Levels of Management Section Head or Leader 455 14.4
Training Course Tutor or Supervisor 918 29.0
The first question to ask about education for manage- Subject Co-ordinator' 288 9.1
ment is, who are the clients? Is it to be restricted only Lecturer in Charge 151 4.8
to principals, vice-principals and heads of departments Combinations of Above
usually regarded as 'the management'? If this is the Titles 70 2.2
case, the West Midlands with fifty RAC's colleges Additional Titles 111 3.5
would only have 5 per cent or 305 out of 6,074 of its
staff in this category (Table I). But if this would be All Staff with Management
extended to departmental staff below head of depart- Responsibilities 2,099 66.3
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ment but with some barrier of management respon- Other Department Staff (est.) 1,065 33.7
sil~ilities as applied to 119 college departments (Table
II) the percentage would be greatly extended to 66.3 Total Staff below HoD level 3,164 100.0
per cent or 2,099 staff.

TABLE I (6) Total full-time staff in post in 50
colleges* of education in the West Midlands region by
title
%of
Number Total
Principals 50 0.8
Vice-Principals 42 0.7
213 3.5
**Heads of Department
Other full-time staff 5,769 95.0
Total: 6,074 100
*Including Heads of Faculty and Heads of Schools
**Excluding Polytechnics, Colleges of Higher Education,
Agricultural and Voluntary Colleges.
The Haycocks Report differentiated between the
different levels of management which it puts into nine
categories and was aware that 'in this situation the
management training needs of individual members of
staffvary considerably' (para 9).
Sabel's ~s~preliminary investigation for the Southern
Regional Council concerning the training of teachers
for education management clearly differentiated the
needs between staff with responsibilities below and that
of above head of department. He suggested that heads
of departments could be trained on a regional basis. A
working party report of the North West Associated
Education Authority (NWAEA) (9) thought 'that there
are important differences between the training needs of
those who have a high level of responsibility for the
leadership and development of staff and for the
deployment of resources within an 'organisational' unit
and the training needs of those who are primarily
concerned with the management of 'learning' units.
Consequently they suggested 'that it is appropriate for
separate consideration to be given to the different
levels of management'.
If these distinctions are going to be taken seriously
and even more importantly to be implemented, the next
question to ask is where will all this training take place
and who will be responsible?
At the national level the FE Staff College at
Coombe Lodge caters for the management needs of
senior staff by its fully residential management study
conferences or workshops which are nearly all
over-subscribed.
There are some developments locally as in the West
Midlands. Stafford College of Further Education
engineering department is already doing in-house
training for their section leaderso°). Another LEA is
planning to develop a moduler type of part-time course
in education management for staff below head of
department level.
The N W A E A is planning to establish a Further
Education Management Unit at BoRon College of
Education (Technical). Another reason why an exten-
ded level for management education for those with
management responsibility below head of department
is very important, is that it will not only prepare them
for their immediate post but also for senior respon-
sibility at some future time. One of the functions of the
Stafford in-house training for section leaders, was to
give them practice in representing the head of the
department at meetings when he was away and
enhances their understanding of his particular role.
 RUDI HERBERT
A Further Education Management Unit for a
Region
The writer corresponded with the nine secretaries of
the RAC's in England to find out what had been done
concerning the implementation of Haycocks III since
1978.
In reading through their answers it is possible to
develop a four stage model towards the implemen-
tation of Haycocks III.
Stage I An RAC sub-committee has studied the
report. All RACs have done this.
Stage II The establishment of a working party--to
examine how the report could be implemented region-
ally. The North, (1980) N W A E A (1979) and Southern
RAC's (1979) have already done this.
Stage III The establishment of short courses These
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may arise out of Stage II. The N W A E A has run
courses at Bolton College of Education (Technical).
The Southern Region ran a course on five separate
Fridays in November/December 1980 for eighteen
staff at Southampton College of HE. Unfortunately a
similar course to be run jointly by Oxford Polytechnic
and Bulmershe College of Higher Education had to be
cancelled due to low enrolment. An LEA in the South
West Region has organised a moduler part-time
evening course of nine meetings which were attended
by twenty-four staff.
The Northern Council for Further Education and
the Northern RMC jointly organised a one day
workshop at New College Durham in June, 1981 in
order to find out the level of regional response to
management education in further and higher
education.
The West Midlands Advisory Council's Teacher
Education and Training Advisory Committee estab-
lished an Education Management Working Group in
July 1981. It has started to organise a series of one day
conferences on management in further education for
staff below head of department i.e. section leaders and
course tutors. There will normally be a one day
conference each term to be held on different days and
in varying locations throughout the region.
The University of Birmingham Faculty of Education
organised a regional course held on four separate
Thursdays in november 1980---February 1981 for
senior FE college staff. Also a one day conference on
college management of YOP courses was held in June
1981 at Himley Hall the Management Centre of
Wolverhampton Polytechnic.
Universities and polytechnics have been running an
increasing number of award learning degree and
diploma courses in education management since the
1970's.
Stage I V The establishment of a Regional Education
Management Centre The North West has been the
59
only region so far to recommend this. The N W R A C
and the NWAEA have been very active in the field of
education management even before the topic was
discussed through the publication of Haycocks III in
January 1977 a working party had recommended that,
'a modest expansion of the provision of short courses
of training in education management for senior staff in
further and higher education in the region' which had
been accepted by the ~11)NWAEA.
A Further and Higher Education Steering Comm-
ittee for Education Management Courses was set up in
June 1978 and.appointed a working party 'to consider
the philosophy of education management training, to
identify specific training needs in relation to staff in the
F E / H E sector and to submit recommendations to the
Steering Committee '(12). The latter broadly endorsed
the views of the Haycocks III report. The Steering
Committee recommended 'that the N W A E A should
establish a Further Education Management Unit
headed by a full-time director but staffed substantially
on a part-time basis by staff from the three (proposed)
Area Schools of the Regional Management Centre
(Liverpool, Manchester and Preston) and from the
(BoRon) College of Education (Technical) where the
Unit should be located '(13) (para 19). 'The Unit would
be based at, but independent from the College of
Education (Technical) at Bolton. The Unit should
work closely with the Further Education Staff College'
(para 21).
The working party was aware of the importance of
developing mutually beneficial relationships between
the regional and national management (Coombe
Lodge) centres. 'We expect that developments in the
Region will not only draw on but will also contribute to
and extend the work of the Further Education Staff
College... we should expect the Unit to contribute to
national stock of learning materials and to be able to
offer to the Staff College programmes which it had
successfully developed, perhaps using the special
strengths of the Region' (para 27(H)). The Steering
Committee's recommendation were accepted in prin-
ciple by the N W A E A in the latter part of 1980. It had
originally been planned to establish this Unit by
September 1981. But subsequent changes in the
operation of the advanced FE pool necessitated a
re-appraisal of the financial arrangements which will
delay the establishment of the Unit. An interim
proposal is being put forward to N W A E A by the
Steering Committee which would enable the formation
of the Unit to be carried out, until conditions allow the
full proposal to be established.
The writer is in broad sympathy with many of the
aims of the working party, especially the relationships
between a regional and central Unit (Coombe Lodge).
But he would like to see a regional unit devote a
greater share of its resources to middle management
 60 Training Teachers for Educational Management In Further Education
training as part of an extended training programme.
The N W A E A sees the Unit fulfilling a role in terms of
a priority need for 'the training of senior management
personnel (but) it is envisaged that provision will also
be made for the needs of middle management 'o4).
ReeommendationmThe Future
The writer would 'like to see the development of a
number of regional centres for education management
training attached to and utilising the existing facilities
of a suitable institution in the region and well qualified
References
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1. Department of Education and Science. Training
teachers for education management in further and
adult education ACSI~I"III August 1978.
2. Department of Education and Science. Circular
11/77 The training of teachers for further
education HMSO 1977.
3. Department of Education and Science. Training of
adult education and part-time further education
teachers ACSTT II March 1978.
4. National Association for Staff Development. A
commentary NASD January 1979.
5. Regional Management Centres Association.
Comments on the ACSTT discussion paper for
circulation to Council 1979.
6. Williets, D. L. Education management training
needs in the West Midlands. Lecture, West
Midlands Regional Staff Development Network
June 1981.
7. Williets, D. L. ibid.
8. Sabel, W. Training teachers for education
management. Summary of a report of a
preliminary investigation Southern Regional
Council for Further Education June 1980.
(.4rticle received: January 1982).
and experienced staff who might be able to service the
Unit on a part-time basis as the North West are
proposing to do. This recommendation would 'incur
some extra expense but it must be remembered that
with falling student rolls in the 16-19 sector in the late
1980's and early 1990's there will be facilities in terms
of staff and buildings, that could well be fully utilised.
It would be in the best interest of the future generation
of students that these facilities will be utilised and help
to train more effectively all levels of management in Re
six hundred colleges of further education.
9. North West Associated Education Authorities.
Further and higher education Steering Committee
for education management courses. Working
Party Report 1979.
10. Copley, B., Vince, G. Middle management--the
role and training of section heads. Lecture, West
Midlands Regional Staff Development Network
March 1981.
11. North West Associated Education Authorities.
Further and higher education Steering Committee
for education management courses 1979.
12. North West Associated Education Authorities.
ibid.
13. North West Associated Education Authorities.
ibid.
14. Bailey, N. Training teachers for education
management, Correspondence May 1981.