History of IfL

The Institute for Learning's (IfL's) seemingly short life (seven-years in 2009) was preceded by years of debate among learning practitioners who wanted a professional body that served their needs. Set up by members, the IfL continues to be member led. Read on for a short history of the IfL and its context.

A brief history of the IfL

Late
1980s
to early
1990s

The creation of a professional body for further education begins to feature in journal articles, conference speeches and research papers. There is little disagreement about the objective, but the unanswered question is always how such a body can be developed and by whom. A well-organised campaign involving the education trade unions, academics and representatives of the local authorities seeks the formation of a General Teaching Council by Act of Parliament. NATFHE, now UCU, is part of that campaign and anticipates that FE teachers will be eligible for GTC membership.

In Scotland, FE teachers are already GTC members, albeit on a voluntary basis.
1995 Occupational and Functional Mapping of the FE Sector (FEDA, 1995) suggests that “the functional map provides a useful basis for further development of standards involving the whole sector”. It notes the importance of involving the many organisations and individuals with a strong interest in staff development, training and qualifications.
1996 The Further Education Staff Development Forum (FESDF) is formed. It comprises a wide range of UK representatives, including the AoC, NATFHE, ACP, FEFC and the DES. The principle of ‘no tax without representation’ can, it is suggested, be applied to the introduction of national teaching standards and a place for the teachers’ voice, and this later informs FENTO’s initial set of aims and objectives.
1997 The GTC is established. The draft legislation outlining the new GTC’s structure does not, however, include a place for FE. The government pays fees.
1998 The FESDF sets up a representative working group to develop a proposal for the creation of the national training organisation (NTO) and reaches its final draft of a set of national standards, which has been through a full consultation process in the sector.
1999 The FESDF becomes FENTO. One of the FESDF’s long list of proposed objectives for FENTO is the need to give consideration to the role that a
professional body for FE could play in the re-professionalisation agenda. This does, in fact, become one of FENTO’s strategic objectives.
2000 Three research studies into the feasibility of creating a professional body produce consistent outcomes. Roughly two-thirds of staff surveyed are in
support, 30 per cent want to ‘wait and see’ and less than 10 per cent are opposed. The draft national standards are agreed and published.
2001 A business plan is agreed by the FENTO Council and approved by the DfES. A name is chosen: the Institute for Learning (FE). In September, the requirement to hold a recognised teaching qualification, based on the new FENTO standards, is introduced, with the target of having a fully qualified workforce by 2010.
2002 IfL is incorporated as an independent professional body on 2 January 2002, at this stage limited to further education as it is at the time.
A Transitional Council is formed and the process of attracting a volunteer paying membership begins. The government publishes Success for All, a reform agenda for the learning and skills sector.
2003 Consultation begins on the initial teacher training reform agenda arising from Success for All, with the aim of establishing whether or not IfL should be the preferred professional body to carry through the process.
2004 IfL’s prospects of becoming a fully established professional body are influenced by the seminal DfES policy document, Equipping our Teachers
for the Future. Policymakers recognise that, through its growing voluntary membership, IfL has an ‘influential voice as the professional body representing teachers in the sector’ and identify its central role in the reform of initial teacher training for new entrants to the sector. In recognition of the reach of Equipping our Teachers for the Future beyond further education colleges to the wider LSC-funded sector, IfL renames itself as the Institute for Learning (Post Compulsory Education and Training).
2005 The publication of the Foster review (2005) leads to a re-appraisal of equipping our Teachers for the Future. Along with other influential partners,
IfL is successful in lobbying for the benefits of professional body membership to be extended to all teachers and trainers, not just new entrants from September 2007. The government’s e-strategy, Harnessing Technology, sets out priorities for improving teaching, training, learning and professional development through technology.
2006 Following extensive consultation, the FE white paper (DfES, 2006) extends the reach of the reform agenda. Within its pending regulatory role, the IfL influences the development of the regulations and LSC contractual obligations for a registered teaching workforce. In recognising this shift from professional body in deed and not just in name, preparations are made to hold elections of teacher members to sit on the elected Council, to take office in 2007.
2007 IfL is established in Bracton House, bringing to an end the initial period of development supported by FENTO and LLUK. The Transitional Council gives way to the elected Council at the April AGM and Sue Crowley becomes the first chair of IfL in its new member-governed state. Draft regulations covering both registration with IfL and continuing professional development requirements and qualifications are finally approved by Parliament in July, giving the sector a legal framework that underpins the continuing professional development requirement. First registered IfL members following the regulations begin joining at midnight on 31 August 2007.
2008

In the seven-month period between September 2007 and March 2008 the IfL handles 125,000 online registrations. In April, IfL launches its flagship REfLECT personalised learning space for members and confirms the sector’s first Code of Professional Practice, following wide consultation.

IfL’s first chief executive, Toni Fazaeli, is appointed in June.
2009

IfL launches five-year strategy in February. Elections for new Council members held.

At IfL's annual general meeting, special resolutions are voted for to implement a new governance structure that results in greater member representation.