EHE's Center on Education and Training for Employment: Shaping the Future of Education

With 2025 just around the corner, K12 school officials find themselves at a pivotal moment. Cognia accreditation is set to adapt to new educational standards and guidelines, reshaping how schools address quality and effectiveness. This change is not just procedural; it can impact daily operations and long-term strategies significantly. Reflecting on my own experiences in the education sector, I've seen firsthand how accreditation can be more than a stamp of approval. It can be a catalyst for continuous improvement, driving schools toward better teaching practices and more equitable learning environments. The integration of state education agencies into the accreditation process signifies a shift towards more cohesive support structures for local schools. The key takeaway here is that embracing these updates can position schools to better serve their communities and learners. As state policies evolve, those institutions aligned with recognized accreditors like Cognia may find themselves at a distinct advantage in ensuring accountability and securing funding. For those working in education, how do you see these changes affecting your school's approach to accreditation and student support? https://lnkd.in/eVWgKSHM

In the final 𝗖𝘂𝗿𝗿𝗶𝗰𝘂𝗹𝘂𝗺 𝗟𝗲𝗮𝗱𝗲𝗿𝘀 𝗙𝗼𝗿𝘂𝗺 𝗳𝗼𝗿 𝟮𝟬𝟮𝟱 we will dive into all things related to enabling all learners to thrive. The keynote will address student engagement.  🏫Dr Amy Berry will share with us how to help our learners become active partners in their learning and move from passively disengaging or openly disrupting to driving their own learning.  You will learn from Louise Brauer and Chrissie Mitchell on how to secure strong educational experiences and outcomes for all learners.  ✍️There will also be elective sessions on enabling assistive technology on student devices, Respectful Relationships and how to embed this into your current practices and a session on how to provide depth and complexity to high ability and gifted learners.  There will also be an opportunity to further reflect and network regarding the NSSAB Guidelines and the follow up FAQs from the NSSAB secretariate.  The event in Brisbane will be live and online (21/10). The event will be repeated in the following locations to enable regions to network: Mackay (28/10) Townsville (11/11) Bundaberg (18/11) Be sure to register soon ➡️https://bit.ly/46KwlUh

Did you know that one in ten teachers and leaders told us that they lack confidence in selecting their own CPD? We surveyed over 1000 education professionals in England for our recent report to gain a clear understanding of what professional development currently looks and feels like on the ground. Read some of our key findings around access to CPD below.

One in five teachers didn't access CPD last year - that's a sign that something in our system isn’t working. In my experience, teachers are lifelong learners by nature, but too often they’re held back by barriers outside their control: lack of time, lack of access, and lack of flexible options. If we truly value professional growth in education, we need to rethink how we deliver development. That means: ✅ Greater access to online accreditation so teachers can learn on their own terms. ✅ High-quality coaching and mentoring that builds confidence and expertise. ✅ Protected time away from the classroom to reflect, collaborate and embed new practice. Investing in CPD isn’t a luxury �� it’s essential for teacher retention, wellbeing and pupil outcomes. #TeacherDevelopment #CPD #Education

I attended the VDC Vocational Degrees Symposium — a conversation that’s been long overdue for our sector. It was inspiring to see so many leaders come together to discuss the evolving role of vocationally delivered undergraduate degrees and how AQF Level 7 qualifications can reshape access, equity, and innovation in Australia’s tertiary landscape. Hearing from Martin Powell, Lisa Confoy, Dr Steven Hodge, Christine Robertson, Donna Dejkovska, Marilyn Connell, and Kevin Ekendahl gave real depth to what this transition means for both educators and industry. Each brought a unique perspective — from compliance and quality to future workforce design and the broader purpose of vocational education itself. This is more than just an educational reform; it’s a recognition of the incredible expertise and applied knowledge that already exists within the VET sector. I genuinely believe this step will open new pathways for learners, strengthen collaboration with industry, and help us build a more inclusive, future-ready Australia. A big thanks to the VET Development Centre (VDC) for leading this important national conversation — I’m truly looking forward to what comes next.

In partnership with the MA Department of Higher Education, the Massachusetts Department of Elementary and Secondary Education has created near real-time school and student-level FAFSA completion reports within Edwin Analytics. These live reports allow schools and districts to monitor whether seniors have completed and submitted their FAFSA. Our October 21st webinar with presenter Nyal Fuentes, College and Career Readiness Coordinator at DESE, discusses this important tool and how it can help your school and your students. As one previous attendee said, “This helped me continue learning about the Edwin FAFSA completion tool and how to better use it. This tool is so helpful in allowing me to identify which of my students have not completed the FAFSA." If you can’t make the live event, you can still register to have the recording sent to you once the event ends. Register at bit.ly/3VIVY1h

💬 Adult Learning Deserves Better: The Post-16 White Paper Misses the Mark - The Government’s new Post-16 Education and Skills White Paper could have been a defining moment for lifelong learning – but instead, it risks sidelining millions of adults who want and deserve access to education. In a 38,000+ word document, adults barely get a mention. While the Government says it wants to “level up” skills and “leave no one behind,” community learning - which builds confidence, wellbeing and pathways to work - is barely visible. Our Principal & CEO Dipa Ganguli OBE, together with Caroline McDonald, CEO of HOLEX, have co-authored an article in FE Week calling for urgent recognition of the vital role adult learning plays in achieving the nation’s skills ambitions. They argue that adult and community education providers, including WM College, are key to tackling skills shortages, supporting employability, and helping people rebuild confidence and wellbeing. Yet funding cuts and a lack of a clear strategy risk leaving adult learners further behind. 🔑 Two key opportunities: 1. Essential Skills Review – Must go beyond English and maths to include language, literacy, digital and numeracy learning at every level, with community providers having a voice in delivery. 2. Skills Passport – Could help learners track achievements, but must be truly lifelong and include all learning, not just accredited or employment-linked qualifications. “For thousands of adults returning to study after years away, the first step is a short course that rebuilds confidence or language skills. Those experiences must count.” – Dipa Ganguli OBE HOLEX is calling for a £5 billion increase in the adult skills budget this Parliament, with funding distributed locally to meet real community and employer needs. As Dipa and Caroline write: “If ministers truly want a skills revolution, they must recognise that people – not just institutions – are its driving force. Adult learning isn’t an optional extra – it’s the backbone of an inclusive, productive and healthy society.” 📖 Read our summary and the full article in FE Week https://lnkd.in/ev2yYfxs #AdultLearning #Skills #LifelongLearning #FEWeek #WMCollege #HOLEX #Post16 #Education #CommunityLearning With thanks to Jessica Hill

October is #NationalPrincipalsMonth! NTC knows that a principal's support is one of the biggest factors influencing a new teacher's decision to stay or leave the profession. Principals influence teacher success and retention by: ⭐ Being aware and in tune with early-career teachers' challenges: Understand the emotional phases of beginning teachers’ first year and beyond (Anticipation ➡️ Survival ➡️ Disillusionment, etc.) and tailor structures to provide just-in-time support as needed. ⭐ Reminding staff that new teachers are learners: Explicitly remind all staff that new teachers are still learning. This creates a safe space for risk-taking and growth, moving past the old expectation that teachers are "fully-formed" on day one. ⭐ Valuing and articulating everything new teachers bring: Building a community where every person is valued, including the newest members of staff, goes a long way to make a new teacher feel appreciated and respected. ⭐ Understanding the components of an effective induction program: A principal’s ability to champion induction to staff, parents, and the school community, and to view induction as part of the school's infrastructure, strengthens support for novice teachers. ⭐ Knowing the role of the mentor: Principals who know the strategies and tools that comprise mentor and beginning teacher work, avoid misunderstandings and align support to accelerate those partnerships. ⭐ Assessing beginning teacher growth and effectiveness: When principals recognize the power of formative feedback to improve teacher effectiveness and accelerate growth, it becomes a priority to support ongoing learning. Thank you to all the principals creating caring and rigorous learning communities where new teachers grow and veteran teachers lead! Download our resource on the “Role of the Principal in Beginning Teacher Induction”: https://ow.ly/7t1y50XcHJM #TeacherRetention #SchoolLeadership #NTC

In states with strict accreditation mandates, too many effective private schools are shut out of educational choice programs, greatly limiting opportunities for families. Explore ExcelinEd’s new analysis on how accreditation requirements can work against school choice and what states can do better. https://lnkd.in/gzebrWAq