quality management in education

Open Access is an initiative that aims to make scientific research freely available to all. To date our community has made over 100 million downloads. It’s based on principles of collaboration, unobstructed discovery, and, most importantly, scientific progression. As PhD students, we found it difficult to access the research we needed, so we decided to create a new Open Access publisher that levels the playing field for scientists across the world. How? By making research easy to access, and puts the academic needs of the researchers before the business interests of publishers.

We are a community of more than 103,000 authors and editors from 3,291 institutions spanning 160 countries, including Nobel Prize winners and some of the world’s most-cited researchers. Publishing on IntechOpen allows authors to earn citations and find new collaborators, meaning more people see your work not only from your own field of study, but from other related fields too.

Brief introduction to this section that descibes Open Access especially from an IntechOpen perspective

Want to get in touch? Contact our London head office or media team here

Our team is growing all the time, so we’re always on the lookout for smart people who want to help us reshape the world of scientific publishing.

Home > Books > Quality Management Systems - a Selective Presentation of Case-studies Showcasing Its Evolution

Quality Management Systems in Education

Submitted: 29 April 2017 Reviewed: 03 October 2017 Published: 21 March 2018

DOI: 10.5772/intechopen.71431

Cite this chapter

There are two ways to cite this chapter:

From the Edited Volume

Quality Management Systems - a Selective Presentation of Case-studies Showcasing Its Evolution

Edited by Leo D. Kounis

To purchase hard copies of this book, please contact the representative in India: CBS Publishers & Distributors Pvt. Ltd. www.cbspd.com | [email protected]

Chapter metrics overview

2,649 Chapter Downloads

Impact of this chapter

Total Chapter Downloads on intechopen.com

Total Chapter Views on intechopen.com

This chapter stretches the characterisation of quality management systems and models that is abundant in literature by assessing the capability of the most common of the systems and models. Multiple data gathering and processing techniques were used within the context of a constant comparative approach in which data, theories and cases were plugged into each other. Based on the performed research, obtained outcomes suggest the presence of numerous opportunities and benefits in using quality management systems. Based on the findings, further work needs to be done to create the conceptual, managerial and behavioural competences that should facilitate the embedment of the quality management models into the daily lives of education institutions. A critique of quality management through the lenses of the disciplines of team learning, systems thinking, shared vision and mental modelling and of the Six Sigma, roadmaps should engender a new approach to improving quality in education. It should be of interest to explore the potentials of hybridising quality management models in education.

• quality management systems
• Six Sigma roadmaps
• creative tension

systems thinking

Author Information

Douglas matorera *.

• Department of Basic Education, Mpumalanga Province, Republic of South Africa

*Address all correspondence to: [email protected]

1. Introduction

Quality management systems (QMSs) abound in literature with much of it focusing on describing them and the contexts of their inceptions. Performed research indicates that a number of scholars have described social imageries of World Class Universities (WCU), Better Schools Programs (BSP), Star Schools Projects (SSP) and other versions of the imageries of types of best-performing education institutions. Literature has however, reported on numerous ingredients for high quality performance but remained ambivalent about whether there is a singular methodology of accomplishing high-level customer satisfaction in education. This chapter uses a synthetic-evaluative approach to critique the capability of the various QMSs used in education. It also explores how institutional quality performance can be bettered by paying attention to the context in which the model is adopted. The next section starts by dissecting the concept of QMS, detailing the three constituent elements: quality, management and system. Understanding each component of a QMS in its individuality should help in building a picture of how a QMS can be at the service of a student-focused and market-oriented education delivery system. The chapter presents a comparative structural analysis of the various quality management models and critically analyses the meanings and implications in each category.

2. Quality management systems

Quality—What is the institution’s conception of quality and the methodology of doing ‘quality’?

Management—Is the institution’s strategy plan on quality integrated and aligned with its vision of quality?

System—How does the institution’s strategy, culture, structure, rewards, behaviour, etc. support its own model of quality?

A QMS is as useful as its ability to serve as a coherent framework for systematically integrating, aligning and focusing institutional and business processes. The focusing of business processes should help the institution in accomplishing its network of objectives and infrastructure of goals effectively and efficiently. Effectiveness and efficiency of processes ensure maximisation of customer satisfaction. Such a scope of QMS has intriguing implications on the structure of the organisation, its culture, knowledge management practices and customs. It has further implications on the technological co-efficiency of the organisation at all levels of the processes deployed across the institution.

2.1. Quality

Literature variably refers to quality as ‘slippery’, ‘mobile’, ‘elastic’ and ‘elusive’ [ 1 ]. Notwithstanding, the chapter conceives quality as referring to an expression of satisfaction with the constitution, form and performance of a good based on the beholders’ conditionality of time and space. The value or worthy a person assigns to a good can appreciate or depreciate dependent on time and environment or space in which one finds himself. Nonetheless, quality is generally perceived as a representation of complex mix-and-match of qualities and variables embodied in products and services. The functional relationship has been captured by [ 2 ] in Eq. (1) .

where EduQUAL is perceived education quality of student ‘i’, k is the number of education attributes/items, P is perception of student ‘i’ with respect to performance of an attribute ‘j’ of institution, E is the education quality expectations of student ‘i’ for an attribute ‘j’.

institutional structure,

institutional facilities,

program and course content,

delivery modes and

instructional interaction at the student-teacher interface.

Defining quality in terms of the integration of different ‘voices’ disarms higher education institutions (HEIs) of the prerogative to define quality in their ‘own terms’ and the quality assurance agencies from single-handedly imposing the yardsticks of quality assurance (QA) [ 3 ].

2.2. Management

Being disciplined: this BPP refers to the application of a strong systems perspective in all structural, functional and behavioural aspects of the institution. The systems perspective must be vision-driven and buttressed by policy and standards.

Being time-based: this BPP means the institution values time as a competitive tool and resource of critical developmental value. Therefore time should not be wasted, for instance, in pursuing non-value creating ideas and activities.

Being up-front: a BPP that expresses employees’ high moral probity in their valuing of honesty, humility and sincerity in all their interactions and relations.

Creating customer value: a BPP expressing the strength of the institution’s mental model of customer needs and wants, and how management, products and services delivery should be derived therefrom. The implication is that management, teachers and everyone in the institution must treat the other as their customer and understand what the other treats as value at their role level.

Creating strategic capabilities: a BPP that expresses how institution-business capabilities are defined, understood and shared as key determinants of continuous improvement (CI) and customer satisfaction performance plans.

Embracing change: this BPP defines the institution’s disposition to evolve and generate new ideas and built resources for continually pursuing customer satisfaction performance. The implication is that individuals, teams and roles need to be open, vulnerable and malleable in order to change from within their hearts and souls.

Ensuring integration of effort: a BPP expressing the institution’s focus on value creation, management and delivery over functional needs and hierarchies.

Establishing a learning culture: this BPP expresses the robustness of the institution’s developmental orientation as focusing on knowledge and skills updating through a shared customer satisfaction performance-driven knowledge management infrastructure.

Gaining alignment: a BPP that seeks vertical and horizontal congruence among strategy plan, key performance indicators and critical success factors.

Having the desire to be out front: a BPP that describes the institution’s structural, functional and behavioural disposition to live well above and ahead of industry-business standards, norms and practices.

Linking the micro to the macro: a BPP, an expression of how employees manage their personal mastery in the understanding of how their individual efforts contribute to the wholesome business success.

Measuring, reporting and learning; a BPP that exhorts institutional sectors to measure, report on performance so that teams learn and better perceive the institution’s atlas of improvement.

Resourcing for the medium-term measures the institution’s ability to excel at accomplishing short-term objectives and turning them into resources for medium- and long-term goals.

Supporting distributed leadership: in this BPP employees take up roles with commitments to make careful decisions that fecund their own and others operational effectiveness and efficiency.

Good as they are, these BPPs need to be in vinculum with quality excellence principles upon which education is premised. In fact the BPPs must help in creating a context for optimisation of policies, procedures and standards used to deliver high quality education in institutions.

2.3. System

A system is an organised, purposive structure consisting of interdependent components that perpetually, but variably influence one another. Education and QM infrastructures are both deliberate purpose-driven systems. Any education is bestowed with a number of goals and objectives just as any quality management model is charged with a number of goals and objectives. A QMS applied to education should consist of a corpus of integrated, aligned, complex elements that relate in some sophisticated way. Educational systems consist of personal or human elements and impersonal or non-human components like buildings, machines, etc. While the ‘hard elements’ dealing exclusively with impersonal categories of systems are easy to measure, the personal issues or soft elements of a system (sociological, behavioural and relational aspects) are somewhat not measureable in simple quantitative terms. Because of this shortcoming, whatever standards are assigned in attempting to measure them will remain subjective, relative and therefore highly prone to contestations. Elements of a system can be further dichotomised into either quantitative or qualitative. The critical issue is that a systems perspective sees education as a collection of institutional-business processes focused on achieving quality policy and quality objectives designed to meet customer requirements and needs.

3. Making a quality management system serve education

A meta-synthetic analysis of research in both the private and public sectors indicate that the generic focus of QMSs is on the planning, directing, organising, monitoring and controlling of the education provision system or processes. At the input stages, the focus is on the selection of input factors of the highest quality. At the throughput stages, the focus is on the correct match-and-mixes that will provide the highest quality processes aligned with producing the correct and accurate outputs and outcomes. The throughputs routes and their inherent transformative activities must show concerns on wastage, increasing business opportunities, effectiveness and efficiency. At the output stages, the focus is on outputting products and services that satisfy and delights the customer. A clear institutional paradigm on quality education should determine the quality of inputs selected and how they get transformed in ways that approximates hypothesised quality as close to perceived quality as possible.

The four-level model and the goal-free evaluation model both focus on measurement.

The behavioural objectives approach focus on results.

The responsive evaluation model, the consumer-oriented approach and the empowerment evaluation model focus on the customer.

The organisational learning model focus on knowledge management while.

The participatory/collaborative approach focus on partnerships.

The author acknowledges that there is something of each model or approach in every other model but what matters is a clear mental model of how they integrate and sustain the effort for quality education. Because educational institutions are complex interactions of sub-systems, a model that improves a singular part of the entity will not accomplish the goal of overall institutional quality performance. The meaning and implications in managing the various aspects of educational delivery will be discussed in much greater profundity in the following sections.

3.1. Management of educational assessment: meaning and implications

Capstone course (projects)

Certification exam

Comprehensive test

Embedded techniques

Entrance interviews, etc.

Focus group

Institutional data

Reflective student essays

SWOT analysis

Syllabus review

Surveys (course evaluation, graduate, alumni and employer).

Assessment that asks students to demonstrate (direct) is as critical as those asking them to reflect (indirect) on their learning.

3.2. Management of quality control and quality assurance infrastructure: meaning and implications

Managing of the educational quality assurance infrastructure encompasses seeking the best fit among the various assessment methods and the rest of the activities that in their own ways determine quality of educational outputs and outcomes. Educational QA (quality assurance) has various activities, including assessments and quality controls (QCs) that are designed to track and resolve deficiencies, optimise inputs and processes to ensure that emergent customer needs and requirements are met continually. While QC (quality control) tends to focus on comparing inputs, throughputs and outputs against some scheme of criteria and specifications, quality assurance goes a little further in recognising that customer needs are complex, diverse and mobile [ 8 ]. Thus, in a fast-pacing world the need for focusing on quality assuring than QC is imperative. Because of globalisation, changes in resources types, processes and skillsets are giving rise to floods of styles and fashions. New Business Models have become more invasive in HEIs (higher education institutions) than in primary and secondary education institutions.

3.3. Management of resources/inputs: meaning and implications

The quality or how well the processes will work out will be determined by the quality of the resources input into the transforming processes.

Assuming the input resources are favourable, the quality of outputs will be determined by the appropriateness and quality of the transforming operations.

Quality of teachers often defined by their level of certification rather than by their ability to make their students acquire and perform particular skills;

Quality of the buildings often rated by the imagery in them than their appropriateness as facilitators to a process of learning and transformation and

Quality of students often perceived through lenses of some assessment system that is little aligned to what the student will develop along the institutional experience.

In essence the inputs in both quantity and quality must be derived from the ‘voice of customer’ and institutional vision on quality than anything else.

3.4. Management of educational processes: meaning and implications

Management of educational throughputs is a complex program because it calls for vertical alignment as well as horizontal integration of modes of thinking as of action. There is need to link the Strategy Plan from top-level goals to shop-flow operations and across the sectors and departments of the institution. It is therefore of paramount importance that strategists, managers and those at the operational-technical level appreciate the criticality of connecting every micro-activity with the bigger (macro-) picture of the institution. Linking the micro- to the macro- is a critical success factor in strategy implementation as it keeps every action looped with the strategy’s objectives and goals. The positions of classroom practitioner, level head, head of department and upward have different job descriptions and assumed person competences that are, often in principle, ‘proven’ to facilitate good learning in the institution. These assumptions are combined to an array of standing and emergent policy regime that is meant to support or positively exploit the human skills. The delivery of high quality education may be constrained by inconsistencies in the policies and in their implementations.

3.5. Management of outputs: meaning and implications

‘Management of outputs’ may sound a rather inappropriate terminology for how the institution deals with the results of the learning-teaching processes. Educational outputs include the extant, the near and medium range results of an instructional experience. This includes the reflections undertaken by the teacher after encounters with the students and these focus on the reactions and responses of the learners. There is a need to differentiate educational outputs from educational outcomes. Educational outputs are more of the immediate and fairly near-term results of the education delivery system. Outcomes of an educational system and experience are rather difficult to winnow and claim in an exclusive fashion. Outcomes are a much delayed feature and their manifestation embodies the influence of other learning from society and the environment that the individual brushed with since the last instructional relationship. Outcomes reflect the deeper learning that resulted in the transformation of behaviour. It is important that the institutional process in the classroom does not limit itself to impacting content. It must as well focus on developing critical thinking skills, systems thinking and personal mastery. This transformative approach has implications on subject didactics and school pedagogy [ 9 ]. The next section compares six quality management models, evaluating their biases and thus, assesses their capability of improving quality of educational delivery.

4. Comparative analysis of quality management systems

A comparative analysis of QMSs should help in assessing and evaluating why and how QM models fail or survive their brush with the gang aft agley of operational reality. A structural analysis of seven mostly used QMSs are ISO—International Standards Organisation; EFQM—European Foundation for Quality Management; MBNQA—Malcolm Baldrige National Quality Award; SQAF—Singapore Quality Award Framework; CFfBE—Canadian Framework For Business Excellence; ABEF—Australian Business Excellence Framework and TQM—Total Quality Management) show that (strategic) planning and a focus on both internal and external customers are of paramount importance (100% presence in the models).

Leadership, process management and business results came second with 83% presence among the seven models. Knowledge management, partnerships and information rate at 33% presence across the seven models. Measurement, policy, improvement, innovation and resources stand at 17% presence among the seven models. The five focus areas in Section 3 are in fact categories of the models shown in Table 1 . In summary, the nine quality management models under Section 3 call on the education delivery system to respond to the needs of the student and the market of future employers (including self); the robustness of the metrics for success; the empowerment of the learner and the teacher to determine what constitutes a real learning chain or environment and the growth through collaborated engagement of the society, the institution and the student. The failure of most QMSs ubiquitous in education is based on their miniaturisation of education and focusing on small-scale issues of education [ 10 ]. Sections 4.1–4.11 will explain how the new public management (NPM) embrace these quality management models as categories within them.

4.1. Leadership in quality management systems

The content and processes of leadership at any institution is determined by the balance of interaction between top management and the led or followership, and the stage in evolution of the institution. Literature is awash with castigations of top-down, hierarchical and authoritarian leadership styles [ 11 , 12 ]. Despite the castigations, these styles of leadership will continue to find relevance at various stages of institutional development. These styles may be used where resistance is anticipated and where quick fixes are required. Thus, a QMS while it may not exhort the use of such styles as a permanent mode of interaction between the leaders and their followership it should not repudiate their service to high quality performance at any level of the institution, at some (rare) occasions/time. Except for radical business process redesign (BPR), most quality models tend to encourage a mixture of bottom-up and top-down management system, with many authors arguing that a team-based structure would greatly favour success of most QMSs. Most strategic plans view education as an ongoing program of multiple subprograms and projects with each having multiple activities and objectives. Therefore, a QMS would work better if everyone was fully committed to work with and recognise the value of everyone else. Leaders, managers and strategists in QMS should facilitate in defining and clarifying the different project priorities; inspire sufficient collaboration and participation; manage and catalyse change and deal with conflict. The transformation towards locally based, distributed or participative leadership is important [ 13 , 14 ]. Inclusion of institutional members in modelling decisions multiplies their power to act on those decisions.

4.2. Strategic planning in QMSs

mental model

shared vision

personal mastery and

team learning.

Framing strategy planning and implementation on the five disciplines improves the breadth and depth of understanding of related key performance indicators and critical success factors. With such understanding, the institution will be able to continually narrow its risk envelop [ 16 ]. The following sections focus on the meanings and implications of the five disciplines as relating to education.

4.2.1. Systems thinking in QMSs

Systems thinking in education are a mental tool of understanding how sub-components of a whole influence one another so that resolving problems within one part of education should neither negatively impact the performance of other areas nor create unforeseen consequences. Generating and maturing a systemic and complete vision of education or the institution can be enriched and perfected by use of such techniques as causal loop diagrams, links and loops, stock and flow modelling, archetypes and computer models among others. These tools help the institution examine and exchange hypotheses about institutional performativity. There is very little inclusion in masters’ level curriculum of what managers and technicians will require on the ground [ 17 ] and little taught in education are the core elements of Senge et al.’s five disciplines [ 18 ]. These are shown in Figure 1 .

The five critical success factors in a quality management system.

The five CSFs for cross-stakeholder engagement are co-creating a vision, learning together to co-create projects and programs and self-governance impact QM in a significant way. However, most education managers develop and diffuse systems thinking skills through casual experiences far late in their careers. Management that focus on quick fixes and quick results are less likely to sustain a quality culture. Notwithstanding, most management show high disposition to bring change by dealing with rules, work processes, information flows, physical facilities, material flows, control mechanisms and reward systems. Systems thinking create the vocabulary and language that help members see events, patterns of behaviour, systems and mental models in strong vinculum.

4.2.2. Mental model in QMSs

Mental model refer to the images, assumptions and stories which people carry in their minds about themselves, other people, institutions and every aspect of their environment. Because people are differently attracted by different details of any one system, they are bound to pay unequal attention to same issues. Consequently, they will have different intensities of emotions about the same components of a system. To have a complete picture of the ever-changing world, people need to be more reflexive and truthful about how they feel about what surrounds them. Reflecting and perpetually enriching and updating perceptions of the world and how these influence people behaviourally and psychologically improves humans’ chances of taking correct developmental decisions. Mental models and attitudes are the make, maintain and break of QMSs in education because they shape people’s actions, reactions and responses to others, policy, rules and regulations. Institution-wide tendencies to fragment and compete ‘for no sake’ are not unusual [ 19 ]. Some of the factors likely to impede the institution’s quality performance include therefore the inability to deal with divided staff that goes to ‘war’ over every small issues, the lack of skill to engage those at cross purpose as well as failure to diagnose beyond symptoms of conflict and dysfunction in institutions.

4.2.3. Personal mastery in QMSs

Personal mastery means the capability of learning to expand individual, team or institutional capacity to create own strategic capabilities in pursuance of personal, team and institutional goals. The individual is the basic unity of structure and function in the deployment of quality. It is therefore important that individuals in the institution appreciate the gaps in their behaviour, knowledge and skills so that they can map out an atlas of personal developments and improvement. The tools of personal mastery help to measure and analyse the gap between where one stands and where one want to be. Once people have a correct and accurately detailed picture of the scope of the gap people get to the thresholds of a creative tension. The creative tension now becomes the motivator for improvement. The power to resolve the creative tension arises from the relationship among the different elements of the institutional context. Institutions thus, need a workforce and strategists that help one another clarify and understand the current reality and chemistry of the creative tension. Creative tension means the felt gaps among components of a system and the gap between the current and the desired futures. Figure 2 depicts the creative tension as a dynamic system of the context, the desired future and the pathway thereto.

Creative tension: understanding the current in terms of the future and mapping how to get there.

Personal mastery relates to quality management in that if people are able to reflex truthfully they should be able to tell themselves how they are causing poor quality performance. They too should be able to say how they can contribute to quality education.

4.2.4. Team learning in QMSs

Lest people confuse team learning with team building, the latter’s focus is about improving communication and team members’ skills. Team learning is about how the organisation can work with internals and externals to create and share a coherent and relevant vision, think strategically on even the minor issues and build a mental model of a continuously improving institution. The crux of the discipline of team learning is to help teams re-create themselves in ways that sustain and self-reinforce gained strategic capabilities. In most pedestrian level it may seem that ‘stakeholders’ in education are at cross-goals. In reality, quality assurance agencies, industry, students and governments have as top of their agenda—high quality education. Applying the Six Sigma roadmaps should help stakeholders appreciate that working in some co-ordinated manner creates the strategic capacity of thinking, learning and acting in synergy. In a team, each needs the other to accomplish a result. The intricate relationship among the disciplines and each of them and the whole to strategic thinking and the strategic planning process itself cannot be overemphasised. The assumption of the model depicted at Figure 1 is more complex than the schematic representation is.

The manner in which individuals conduct themselves in relationship to others and their contexts (personal mastery) determines their disposition to learn and grow themselves and others (team learning). The more they interact and converse about their experiences and the more they understand their contexts and the broader universe. The more people comprehend their contexts and incorporate such understanding systematically in their decisions the more they improve the quality of their universe and incorporate such understanding in their decisions (systems thinking). Profound personal mastery and a disposition for team learning and systems thinking help build strong and informed mental models that help people accomplish enlightened strategies of accomplishing win-more-win-more outcomes (shared vision). It benefits institutions to think and adopt strategic planning for quality education guided by the five disciplines. Much of the failure with the adoption of quality assurance measures are not in the models but in the incapability of conceptualising how workforce and stakeholders can draw up vectors of learning and improvement within the five disciplines. As long as this incapability persists, it is the author’s view that there will not be improvements in the quality of education and institutions providing it.

4.2.5. Shared vision in QMSs

Sharing a vision about quality and its management into daily institutional practices is about connecting with the rest of the workforce and stakeholders, understanding what they are doing now that is constraining or improving quality of education. Open deliberations help people be truthful about their contexts and helps too in people talking frankly about what futures they desire and how much they are willing to give to achieve that future. The Six Sigma roadmaps shown in Figure 3 is one such strategy of putting together different voices in building shared visions.

The combination of voices for program quality assurance.

4.3. Process management: meaning and implications

Firstly, focusing institutional design and processes (DFSS) on operational target goals and objectives.

Secondly, by aligning and integrating system-system, system-person and person–person processes (SSPD).

Thirdly, by using technology in optimising utilisation of core and complementary resources (TFSS).

Fourthly, by working only on value-creating processes (MFSS).

Processes that may have detrimental effects on value or do not add any are a liability to the institution. Setting-up a process improvement infrastructure should start from interviewing and surveying people throughout the institution to find out what they do, how they do it and why they like or dislike the experience. This however, needs honed skilful discussion competences on the part of management and the workforce. Well-developed competences in skilful discussion help to mine truth from behind workforce’s fears, mistrust and doubts. People are more prone to hiding information and data when they are in fear, mistrust and doubtful. In times of poor quality performance, the temptation for corporate isomorphism or adoption of radical process and structural redesign or the use of consultants to fix the messy is high.

It is the author’s view that neither of these strategies is likely to embed a permanent and relevant solution to poor institutional quality performance. In fact the institution may suffer a duplication of activities, clogging of interfaces and exhaustion of workforce on valueless activities. This leads to overall decline in amount and quality of processes that directly create customer value. District offices and schools complain of too much work which would be greatly reduced were processes that created that work aligned, integrated and right-sized. Time saved can be re-arranged to encourage focus, concentration and intensive work or even afford workers ‘free’ or unstructured time. Quality of work depends somewhat on the amount of such unstructured time people spend ruminating about their roles and the assignment in their charge.

4.4. Customer focus: meaning and implications

Voice of Customer (students, society and industry).

Voice of Business (quality regulator, accrediting agents, professional agents).

Voice of Employee (academics, supply chain staff, non-pedagogic staff).

Voice of Market (ranking agents, professional bodies, Research & Development).

Figure 3 illustrates the interaction of the four voices and they ultimately confluence into business results as measured by yardstick of student, society and industry satisfaction. In the ultimate instance, the Voice of Market, Voice of Business and Voice of Employee must focus on meeting requirements in Voice of Customer (students, society and industry) as in Figure 3 . A focus on the customer should translate into a robust market-oriented philosophy or mental model and a pragmatic methodology of hearing, understanding, learning and responding to the four voices. Profiling and understanding the customer has a strong impact on how well the institution will develop and refine their processes, mission, values and consider development of their own vision sketch. A mental model of customer requirements informs the whole framework of training, skilling and refining of the institution’s vectors for continuous improvement (CI). Vector of CI is meant a specification of how much and what direction a process, skill or competency needs to be improved so as to meet a customer requirement. The amount of change may be quantitative or qualitative. The direction of improvement may be negative (removal or reduction) or positive (addition or innovation). These three types of improvement vectors can be operated singly or may be executed within the same program. The important thing is that they are driven from the ‘voice of the customer’ and validated through a Six Sigma roadmaps approach.

The validation should be based on the impact the skills will make in DFSS, SSPD, TFSS and MFSS. Most institutions have strong and vociferous claims of customer-orientation yet the features of their product /service are determined by the institution or some other organ rather than derived from the voice of their customer [ 20 ]. In their isolation, these voices will not lead to much long-lasting change towards customer-focusing. To avoid reactivity to multiple and fragmented customer demands the voices can be combined, forming four Six Sigma Roadmaps as illustrated in Figure 3 . Most institutions receive or do provide training and some sorts of skilling on customer care. The value of such budgets become questionable if the trainers, the content and the purpose is alien to the contexts of the four Six Sigma roadmaps. Customer-focused training and skilling must be premised on creating strategic capabilities in the form of substitute quality characteristic (SQC) or technical competences (TC) and target values (TV). These three terms are meant conceptual, managerial, behavioural or practical capabilities that close the gap between P i (intended performance) and P o (observed performance) as illustrated in Eq. (2)

Note that the terms target value can be applied to non-human resources like tools and machines while the terms SQC and TC are often used in Ref. to human performance competences. In the ultimate instance, the strategic concern is for all the voices to feed into the needs and wants of the student, society and industry-and-commerce. This point is further illustrated in the comparative analysis of the structure of the different QMSs. In Table 2 , it is shown that business results are measured in terms of customer satisfaction performance, wherein the customer is students, society and the institution. There are many techniques used to gather information and data from education’s customers. These include interviews, student evaluation of teaching effectiveness (SETE) forms, observation schedules, records of complains, training needs analysis, learning needs analysis, etc. The data and information can be processed by use of brainstorming, tree diagrams, Kano diagrams, etc. Research has shown that copious amounts of data are collected by institutions but very little is done to process the data and make it influence hiring, procurement, budgeting and other management decisions [ 21 ]. Least done is the process of making the customers validate the information extracted from the data. Representatives from within the four voices can be used too in constructing and contenting the different data gathering instruments. Representatives from within the four voices can further be used to validate the list of needs and wants.

Comparing QMS models by their key categories.

Relations among the different voices, EFQM and expected business results.

4.5. (Continuous) Improvement

Strategic planning must identify the improvement vectors within the disciplines of systems thinking; team learning; personal mastery; mental model and shared vision. With improvements in these disciplines, there come earnest improvements in the institution’s breadth and depth of the strategy plan. Improving skills in the five disciplines should increase relevance of the Change-Project Management schedule and appropriateness of the Framework of Implementation Strategies as well as comprehensiveness of the Strategy for Risk Management as shown in Figure 4 .

Strategy focus wheel applied to QMSs [ 3 ].

Being time-based

Creating customer value

Creating strategic capabilities

Gaining alignment

Linking the micro to the macro.

Being disciplined

Being up-front

Embracing change

Ensuring integration of effort

Establishing a learning culture

Measuring, reporting and learning

Supporting distributed leadership

Done well, the main gains to the QMS would be an effective implementation process, and the establishing of an effective organisational vision for the future. While both radical and revisionist BPR (business process redesign/re-engineering) versions assume process owners can steer and direct implementation, TQM and Six Sigma assign this role to statistical tools. In educational QMSs, this role can be protagonised by Vice Chancellors right to front-line workforce helped by mathematical and statistical tools such as those used in descriptions of costs, enrolments, etc. Descriptive and predictive analyses can be used to identify future opportunities and challenges. This also constitutes strategic risk management whose focus is ensuring that strategies and the strategic planning process are reassessed continually. This ensures that every objective attained becomes a means or tool for accomplishing future goals and objectives. This is referred to as ‘resourcing for the medium term’.

The revisionist BPR, TQM and Six Sigma models are based on the BPP of ‘resourcing for the medium term’. Resourcing for the long-term confer moderate risk to activities of QMS. This is mainly because the idea of ‘resourcing for the medium-term’ examines the present in terms of the future. It further ensures that an objective achieved now should be a resource and means for achieving future institutional objectives. In contrast, radical BPR confers high risk to quality strategies as its habit of starting from scratch forfeits it of the historical success of the institution. Radical approaches to institutional difficulties and problems often quickly run out of steam, budgets and support as people are bound to feel short-changed.

In interviews with school managers, it emerged that at the moments of strategic planning the main huddle was focusing on strategic issues because there always would be arguments between ‘theorists’ and ‘pragmatists’. Others sited problems of individuals being unresponsive to suggestions on their learning needs or performance deficiencies. A principal explained how after agreeing on performance improvement plans with teachers ‘two full terms down, no action, no response and things remained the same if not worse’. A district manageress had an intervention visit to a school labelled in a complaint letter from a union a ‘witch-hunting expedition’. But to help another one needs to understand where the deficiency is first. The aforementioned instances show how even when people share a vision of quality improvement their mental models about how to do quality improvement may be quite different. Even when improvement strategies were crafted from the institution, some felt their operationalisation would be swamped by regulations and requirements. Implicitly, this would compromise the institution’s home-grown strategies as they are left without monetary, psychological and time budgets. Thus, locally grown change needs and projects would always be scantly driven through. By implication it means that much of institutional budgets are spend on chasing issues that are valueless in terms of continuous institutional improvements. It also implies that the risks (positive or negative) perceived by the institution or part thereof are not exploited as they are left to compete with those dictated from above by top management. It was not always that dictates from top-management are irrelevant at the middle or lower institution echelons. Despite the alignments there are many chances that the requirements are felt by both but enjoy different priority levels with each group. Differences in priority result in either over-budgeting or under-budgeting on each activity. Either way, over-budgeting or under-budgeting exemplifies lack of strategic risk management.

The priority given to the improvement of a target value must correspond with the amount of value the target value or CSF (critical success factor) will leverage towards customer satisfaction performance. Kano diagrams (Kano model) should accomplish this. Focusing on an improvement vector and target value and the prioritisation of related budgets is an important part of system thinking-based strategic categorisation activity. Strategic categorisation should see the institution build its critical strategic capability on a continual basis. The magnitude of ‘improvement ratio’ on any improvement vector depends on the strategic capabilities deployed on that vector.

4.6. Knowledge management: meaning and implications

on-the-job discussions,

mentorship,

discussion forums,

corporate libraries and

professional training,

Knowledge management continue to be hampered by individual idiosyncratic make-ups or personal mastery and the structural and cultural peculiarities of certain institutions. If an individual feels that they can use information and knowledge for personal progression or other individualist benefits, they are more likely to hoard it and stop its flow even to persons who actually would use it more and better. The use of knowledge management technologies continue to be low among roles in the education system and the content of the communications, where it exists, tends to sway towards social relations and commentaries than professional growth. This may be caused by that social media platforms are the main forums through which professionals continue to interact [ 22 ]. In western-world literature and practice, the following technologies of knowledge management seem to be commonplace such as groupware, workflow, content management, enterprise portals, e-learning, Microsoft Outlook and Project (scheduling planning) and video conferencing, these may not be the case for the majority of African educational institutions. Technology-driven communication is important in the delivery of data and in its application in improving quality of education. A well-constructed knowledge management infrastructure should have robust knowledge management software that allows it to innovate, build and share knowledge that should help in improving customer experiences and satisfaction.

Large volumes of knowledge sources and information can be transacted via visual search models like: matrix search; tag cloud search; tree traversal; taxonomy navigation, etc. Low-developed nations with marginal electric power infrastructures would be least able to use these technologies. In some of the institutions, the reasons for low usage range from the strategic (top) through management down to the technical level of the institution. The institution-wide impediments can only be overcome when people learn to be frank in discussing what potentials they see in these knowledge management technologies and how their contexts constrain the adoptions of the technologies. At the strategic/institutional level, knowledge management systems may be considered expensive or a luxury and therefore top management lacks commitment to related budgets. Function-based, closed institutions with their propensity for tuff-warring, fragmentation, competitiveness and dysfunction may not have a ‘good’ reason to share with their ‘rivalries’.

At the management level [ 23 ] talk of the absence of Knowledge Management in the Strategy Plan and therefore absence of incentives, recognition, managerial direction and leadership as key impediments. Particularly at school and other operational levels, lack of skill and therefore the threat of exposure of those lacking skills to deal with vast amounts of knowledge may create avoidance or explicit resistance to adoption and diffusion of knowledge management technologies. The criticality of knowledge management in institutions cannot be overemphasised, with [ 24 ] lamenting that schools and local education authorities are notoriously poor knowledge sharers albeit being in the learning business.

4.7. Measurement, reporting and learning from business results: meaning and implications

Business results are characterised by the outputs and outcomes from the operation of sets of performance management and analytic processes across the institution. Such results can be at any point along the ‘ disappointing-to-delightful ’ continuum where the Q p (quality of business output perceived) depends on the difference between Q e (expected quality) and Q o (offered quality).

Various assessment and measurements techniques can be used to measure business performance mid-course or at the end of an instructional period. Table 2 indicates expected results if the Six Sigma roadmap was applied on the EFQM model. The value in deriving expected targets from the institution’s key stakeholder groups is that the results analysis will impact strategic planning, the strategy plan and the many processes (QMS) that result in the (re)configuration of a strategy implementation infrastructure that created the sets of results. The impact will be twofold: reflection and feedback on how the QMS was rolled out and reflexion and feed-forward, that is, informing what can be done to make the future experience with QMS more fruitful. Figure 5 illustrates this flow reasoning which however is far from being so structured and an exemplar of cause–effect relationship in real life.

Relation among enablers, implementation, results and feedforward in QMSs.

4.8. Partnerships

institution – institution;

institution – department;

department – department;

department – individual(s);

individual – individual level, etc.

Important in any such partnership is the gaining of a benefit in terms of improving quality of expected results. It becomes good practice then that in the gestation of the partnership parties review, feedback and feed-forward with an eye to improve management of quality. It is worth noting at this point that most partnerships in education are based on exchange and sharing of competencies and expertise.

4.9. Resources

Resources are a critical element in quality management. Quality education depends on the presence of a supply of resources at the strategic, management and operational levels of the institution. Learning resources are a critical success factor for quality scholarship just as are teaching resources. A number of factors variably influenced the quality and relevance of resources in institutions. These ranged from procurement (purchased or donated) of irrelevant resources, incompatibility of resources with the mentality of proposed users and/or with the extant infrastructure of the institution. Management were blamed for investing in facets that increased institutional visibility and image at the neglect of less impressive resources however important they would be in improving quality of teaching and learning.

4.10. Information management

Information management is defined as the planning, organising, processing, structuring, evaluation, controlling and reporting on activities relating to acquisition, dissemination and disposal of information. One of the cornerstones of quality management is management by facts and this makes the flow of information of high importance in strategy formulation and implementation. In quality management, it is also important that data transforms into information that is worked into knowledge usable for effective decisions. Decisions in turn, are effective to the extend they guide appropriate actions that in turn impact delivery of customer, business and societal results. Excellence in information management in the education sector should see institutions better aligning the volume and quality of acquired technologies with the institution’s quality strategy. This deliverable is covered in the Six Sigma roadmap—Technology for Six Sigma. Schools that refuse students to use smartphones as learning resources are depriving their own students of a chance to get more information and presented in more animated and interactive forms than it would be in textbooks and on chalkboards. Early familiarisation with knowledge and information management technologies should expedite students’ metacognitive skills as well as the institution’s ability to catalyse and enable it. There is nothing that exemplifies information management than the learning process and TFSS becomes of immense importance to institutions as to students. i-Pads, smartphones, notepads should move into the centre of the instructional relationship in and out of the classroom. Most critical learning conversations for the young ‘digital natives’ generation of learners are occurring online, anytime at any place with virtual mates thousands of kilometres away.

5. Conclusions

Understanding each component of a QMS in its individuality should help in building a coherent picture of how a QMS can be at the service of a student-focused and market-oriented education delivery system. However, efforts to build an infrastructure for quality management and quality assurance are often constrained by the apparent inability of the stakeholders to share at least a near-common vision of how to do ‘quality’ in education. One way forward would be starting at the level of personal mastery and change the deep-sited attitudes and developing skills in strategic thinking so that the cause for team learning and reconfiguring our mental models becomes more urgent. The chapter worked on seven quality management models showing how they converge on nine categories. For effectiveness, these categories must be implemented in the framework of the 14 BPPs discussed herein. Important would be for the institution to create strategic capabilities in each category and thereon has roadmaps for continual skills updating as the institution co-adapts with changing customer needs and wants. Profound co-adaptive change calls for consistent changes in strategic focus, set of key performance indicators, behaviour change indicators and the institution’s bundle of critical success factors.

• 1. Matorera D. A conceptual analysis of quality in quality function deployment-based higher education contexts. Journal of Education and Practice. 2015; 6 (33):145-156
• 2. Narang R. How do management students perceive the quality of education in public institutions? Quality Assurance in Education. 2012; 20 (4):357-371
• 3. Matorera D. The management of quality function deployment in a master’s degree program. [PhD thesis]. University of Pretoria, South Africa. 2016
• 4. Matorera D, Fraser WJ. The feasibility of quality function deployment as an assessment and quality assurance model. South African Journal of Education. 2016; 9 (3):21-34
• 5. Senge P, Smith B, Kruschwitz N, Laur J, Schley S. The Necessary Revolution: How Individuals and Organisations Are Working Together to Create a Sustainable World. London: Nicholas Breadley Publishing; 2010
• 6. Senge M, Kleiner A, Roberts C, Ross RB, Smith BJ. The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organisation. London: Nicholas Breadley Publishing; 2010
• 7. Bevington T, Samson D. Implementing Strategic Change: Managing Processes and Interfaces to Develop a Highly Productive Organisation. London: Sage; 2012
• 8. El-Khawas E. Inside quality reform: Early results on using outcomes for improvement. Quality in Higher Education. 2014; 20 (2):183-194
• 9. Senge M, Cambron-McCabe N, Lucas T, Smith B, Dutton J, Kleiner A. Schools that Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares about Education. London: Nicholas Brealey Publishing; 2012
• 10. Kleijnen J, Dolmans D, Willems J, Van Hout H. Effective quality management requires a systematic approach and a flexible organisational culture: A qualitative study among academic staff. Quality in Higher Education. 2014; 20 (1):103-126
• 11. Pierce JL, Newstrom JW. Leaders and the Leadership Process: Readings, Self- Assessments and Applications. 2nd ed. Boston: McGraw-Hill; 2000
• 12. Pearce JA, Robinson RB. Strategic Management: Formulation, Implementation and Control. 7th ed. Boston: McGraw-Hill; 2000
• 13. Flumerfelt S, Banachowski M. Understanding leadership paradigms for improvement in higher education. Quality Assurance in Education. 2011; 19 (3):224-247
• 14. Jones S, Lefoe G, Harvey M, Ryland K. Distributed leadership: A collaborative framework for academics, executives and professionals in higher education. Journal of Higher Education Policy and Management. 2012; 34 (1):67-78
• 15. Senge M, Kleiner A, Roberts C, Ross RB, Smith BJ. The Dance of Change: The Challenges of Sustaining Momentum in Learning Organisations. London: Nicholas Brealey Publishing; 2007
• 16. Roberts A, Wallace W, McClure N. Strategic Risk Management. Edinburgh: CAPDM Ltd.; 2005
• 17. Temtime ZT, Mmereki RN. Challenges faced by graduate business education in Southern Africa: Perceptions of MBA participants. Quality Assurance in Education. 2010; 19 (2):110-129
• 18. Mukaddes AMM, Bagum MN, Islam MA, Bashar MA, Chakrabarty V. Translating the student’s voice into teaching techniques: A quality function deployment approach. In: Proceedings of the International Conference on Industrial Engineering and Operations Management, Dhaka, Bangladesh, January 9–10, 2010. 2010
• 19. Nutt C. Why Decisions Fail. San Francisco: Berrett-Koehler; 2002
• 20. Postma D. Education as change: Educational practice and research for transformation. Education and Change. 2013; 18 (1):3-7
• 21. Ficalora JP, Cohen L. Quality Function Deployment and Six Sigma: A QFD Handbook. 2nd ed. Upper Saddle River, NJ; 2009
• 22. Cochrane TD. Critical success factors for transforming pedagogy with mobile Web 2.0. British Journal of Educational Technology. 2014; 45 (1):65-82
• 23. Riege A. Three-dozen knowledge-sharing barriers managers must consider. Journal of Knowledge Management. 2005; 9 (3):18-35
• 24. Fullan M. The role of leadership in the promotion of knowledge management in schools. Teachers and teaching. Theory Into Practice. 2002; 8 (3/4):409-419
• 25. Roberts A, Wallace W. Alliances and Partnerships. Edinburgh: CAPDM Ltd.; 2009

© 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution 3.0 License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Total Quality Management in Educational Institutions

• Conference paper
• First Online: 26 January 2017
• Cite this conference paper

• A. K. M. F. Hoque 3 ,
• M. S. Hossain 4 &
• M. A. Zaman 5  

1116 Accesses

1 Citations

The concept of Total Quality Management (TQM) has been discussed in the present work stressing its application in the field of education. Side by side definition, concept, principles of TQM, and philosophy are discussed. In this present work also discussed synergistic relationship, continuous improvement, self-evaluation, a system of ongoing process leadership, etc. TQM process in educational institutes generally includes (a) Mission and Passion, (b) Administrator as a role model, (c) Environment factors, (d) Accountability, (e) Humans relations and (f) feedback. Implementation principles and processes of the concept in education have been narrated after identifying the barriers for implementing total quality in education. TQM will help achieve excellence, which only can guarantee the survival of institutions now in a highly competitive world, with ever decreasing subsidy in the education sector.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info
• Durable hardcover edition

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

William Edwards Deming (20 October ‘1900–20 December ‘1993) was an American Statistician, Professor, author, lecturer and consultant. He is perhaps the best known for his work in Japan.

Google Scholar  

John Jay Bonstingl (1985) International consultant, author, and speaker on Quality Learning and Improvement Columbia,

Martin, L. (1993). “Total Quality Management in the Public Sector,” National Productivity Review, 10, 195–213.

Download references

Author information

Authors and affiliations.

Physics Department, Tejgaon College, Farmgate, Dhaka, Bangladesh

A. K. M. F. Hoque

Physics Department, National University, Gazipur, Bangladesh

M. S. Hossain

Physics Department, Jahangirnagar University, Savar, Dhaka, Bangladesh

M. A. Zaman

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to A. K. M. F. Hoque .

Editor information

Editors and affiliations.

Chang Gung University , Taoyuan, Taiwan

Cher Ming Tan

Department of Industrial & Systems Engineering, National University of Singapore, Singapore, Singapore

Thong Ngee Goh

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer Nature Singapore Pte Ltd.

About this paper

Cite this paper.

Hoque, A.K.M.F., Hossain, M.S., Zaman, M.A. (2017). Total Quality Management in Educational Institutions. In: Tan, C., Goh, T. (eds) Theory and Practice of Quality and Reliability Engineering in Asia Industry. Springer, Singapore. https://doi.org/10.1007/978-981-10-3290-5_11

Download citation

DOI : https://doi.org/10.1007/978-981-10-3290-5_11

Published : 26 January 2017

Publisher Name : Springer, Singapore

Print ISBN : 978-981-10-3288-2

Online ISBN : 978-981-10-3290-5

eBook Packages : Engineering Engineering (R0)

Share this paper

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

To read this content please select one of the options below:

Please note you do not have access to teaching notes, total quality management in education: problems and issues for the classroom teacher.

International Journal of Educational Management

ISSN : 0951-354X

Article publication date: 1 April 1999

Total quality management (TQM), a management philosophy developed for industrial purposes, is now attracting increasing attention in the field of education. Different interpretations of TQM in industry, however, may result in contrasting outcomes when TQM is applied in schools. Briefly reviews how TQM operates in the industrial context and clarifies how the philosophy of TQM may be translated into the context of education. Examines one inter‐pretation of TQM which aims at improving the quality of the production system in order to produce a quality product with “zero defects”. This may lead to a teaching and learning process which focusses exclusively on achieving good examination results. This is contrasted with a second interpretation of TQM as a never‐ending cycle of improvement in the system of production. In the context of education, this may lead to continually improving the quality of instruction in order to encourage students to become critical and creative thinkers in a fast‐changing technological world.

• Zero defects

Crawford, L.E.D. and Shutler, P. (1999), "Total quality management in education: problems and issues for the classroom teacher", International Journal of Educational Management , Vol. 13 No. 2, pp. 67-73. https://doi.org/10.1108/09513549910261122

Copyright © 1999, MCB UP Limited

Related articles

We’re listening — tell us what you think, something didn’t work….

Report bugs here

All feedback is valuable

Please share your general feedback

Join us on our journey

Platform update page.

Visit emeraldpublishing.com/platformupdate to discover the latest news and updates

Questions & More Information

Answers to the most commonly asked questions here

Students and Educators Prove Quality is Never-ending Learning Process

Continuously learning..

Image source: metamorworks / iStock / Getty Images Plus

If you’re looking for inspiration in your career—or a nickname like Mr. or Ms. Metrology—these individuals from California State University Dominguez Hills have made their mark on quality.

Ali Ghazi, Dr. Rochelle Cook, and Emil Hazarian showcase the many routes to quality—whether you start in Iran, Romania or the United States, quality has universal impact.

A Recent Graduate with 20 Years of Experience in Quality

Ali Ghazi, a recent graduate of California State University, Dominguez Hills, with a master of science degree in quality assurance (MSQA), serves as the quality manager at Apollo Machine & Welding Ltd., a large-prominent manufacturing firm in Alberta, Canada. Ghazi’s journey into quality management began over two decades ago when he earned his degree in industrial engineering in Iran and subsequently ventured into the automotive and oil and gas industries.

He progressed from a quality department role to achieving lead auditor certifications in ISO 9001:2015 and ISO/TS 16949 standards. His expertise includes being a certified Lead Auditor from BSI in ISO 9001:2015 and AS9100 rev D, and API Q1 10th edition from API-U. He’s also implemented a quality management system (QMS) per requirements of ISO 9001:2015 and API Q1 in several manufacturing companies.

“The QMS standards are changing every few years and new quality tools and techniques are being introduced,” Ghazi says. “Therefore, experienced quality professionals need to update their knowledge and skills through different available courses in ASQ or universities. One of the best programs I have found was the MSQA at California State University Dominguez Hills because they have programs for both manufacturing and healthcare.”

Reflecting on his academic pursuits, Ghazi emphasizes the integration of his master’s program insights into real-world applications. Despite juggling family responsibilities and a full-time job, Ghazi pursued one to two courses per semester, culminating in a comprehensive thesis completed within nine months. “The students can utilize their actual work experience in the majority of the courses and for writing their thesis,” he says. “There is a lot of support from the MSQA faculty while enrolled in the master’s program. I have also made several connections with the students, who all had high-level positions in quality departments in different industries.”

Ghazi’s expertise extends beyond the confines of his workplace, as evidenced by his involvement in shaping industry standards. His pivotal role as a vote committee member in ISO/TC 176 for ISO 9001:2015 underscores his commitment to driving quality initiatives at a global level. However, Ghazi remains grounded, acknowledging the ever-evolving nature of the quality profession and the necessity for ongoing skill enhancement to excel as a leader in the field. “Though updating my skills was a difficult process, it was necessary,” Ghazi says. “You need to if you have a goal to be one of the good leaders in quality.”

Recognizing the significance of knowledge sharing, Ghazi actively seeks to share his experience. He presented at the 2023 Industrial Engineering and Operations Management Society (IEOM) Conference in Detroit, at Lawrence Technological University, delivering a talk titled “Factors Impacting Dimensional Deviations with Computerized Numerical Control (CNC) Machining Processes: Solutions to Reduce the Product Nonconformities.,” and subsequently published a paper through IEOM. He remains steadfast in his mission to mentor emerging talent, particularly recent graduates aspiring to make their mark in quality departments.

Ghazi epitomizes the essence of a lifelong learner and mentor and is currently working on a book. Ghazi says, “I’m writing a book related to how to implement a QMS in manufacturing companies regarding the new API Q1 10th edition certifications, to be published later this year. My company was one of the first in the world to have earned no findings with the new API Q1 10 edition audits.”

Mr. Metrology

Emil Hazarian, “Mr. Metrology,” has over 55 years of experience in metrology, accreditation, quality assurance, standardization, engineering, and manufacturing upper management, in both national and regional metrology organizations, and places like NIST and NASA.

It all started with a colleague.

In his native Romania, his mother had a colleague with a metrology connection. After graduating, he had an opportunity to work at the national institute. Acquiring a Mechanical Dipl. Engineering degree, Hazarian worked for the National Institute of Metrology, Bucharest, Romania, with R&D responsibilities. His teaching experience began at the Technical School of Metrology in Romania.

With that experience he came to the United States. “I didn’t need another master’s degree,” He says. “Someone left a brochure on my desk.”

Later the Weights and Measure Director noticed his aptitude for quality. “Later on, he’s the one that put the brochure on my desk,” Hazarian says.

This led to a master’s degree in quality from California State University-Dominguez Hills and a teaching position there in 1997.

Previously he was asked to teach but wasn’t comfortable in English yet—he speaks Romanian, French, Russian, and English—and of course “the universal language of mathematics.”

Today he’s given more than 50 to 60 presentations on many complex topics, here in the U.S. as well as in the United Kingdom, India, Mexico, Spain, Croatia, and Romania, among others.

He appreciates the power and importance of measurement. As Hazarian says, “World trade would not be possible without measurement.”

In 2007 Hazarian was one of the worldwide contenders for the BIPM Director position. His dynamic contribution to his field of expertise and numerous years of involvement in varying professional conferences led him to be elected the President of the 2011 Measurement Science Conference (MSC). His MSC motto was “Quality and Metrology through Education.” He was affiliated with and volunteered for MSC committees and board for 36 years. He was also concurrently the Chairman of the Glossary Committee for the National Conference of Standard Laboratories International (NCSLI).

Last year marked 39 years in U.S. and 39 in Romania. He has worked as a consultant with NIST, NASA, Jet Propulsion Laboratory (JPL), Southern California Edison and others.

He authored and contributed to several metrology books including “The Metrology Handbook” (co-author), “Elements of Measurement Techniques,” “Mechanical Variables Measurement” (co-author), “Handbook of Measuring Instrumentation and Sensors,” (co-author) and “Mass Measurement Techniques.”

He also is the author of more than 50 technical articles, lectures and tutorial workshops on metrology accreditation-standardization-quality related topics delivered at the metrology conferences.

Hazarian is also a Certified Lead ISO 9001 and Lean Six Sigma Assessor, as well as a Lead Quality and Technical Assessor for ISO 17025 accreditation bodies.

Continuous Improvement for Dr. Cook

Dr. Rochelle Cook was inspired by the continuous improvement philosophy early in her career.

Quality was considered quality an “all hands on deck” endeavor and this changed everything. “It was a cultural change for the whole organization. And so that really captured my attention because I saw quality at that point as not just a concept or even a theory, but it was a way of life, so I really wanted to be a part of that.” Cook says.

She has been in the quality arena for more than 20 years now. Her interests in mentoring and coaching connected her to membership in the American Society for Quality (ASQ) and teaching certification courses, which then lead her to California State University Dominguez Hills.

“It’s been quite a rewarding journey,” Cook says, who has experience in engineering and process improvement in manufacturing and healthcare. “Quality is something that will never go away, because even as we evolve from craftsmanship to mass automation, those core principles, tools, and techniques are still relevant and still needed.”

Today Dr. Cook is a certified professional in healthcare quality (CPHQ®), Six Sigma Master Black Belt, Quality Engineer, and Project Management Professional (PMP®). She is certified in change management (PROSCI®) and obtained her Adjunct Entrepreneurship Educator Certification.

She has authored publications focused on the role of the project manager in various organizational settings, and serves on executive boards at her alma maters Auburn University and North Carolina A&T State University.

Starting off in quality was difficult, as some of the associates viewed the quality role with suspicion, she says. Achieving trust from the frontline staff was challenging and motivating at the same time. “They really held me accountable to have a healthy balance between the interpersonal and the technical aspects of quality,” Cook says. “And there was never a dull moment.”

Highlights of her career include positive feedback from colleagues, seeing a student progress in their work, or even receiving a thank you note after her work with them. “It’s really a culmination of those little things that motivate you to stay in the field, to do your best, and show up as your best self.”

Dr. Cook also has advice for others in quality. “My advice would be to lean into what you’re passionate about. Quality is such a broad term. There’s so many different layers to quality. But to be your most effective, leverage what you’re passionate about. For example, I’m passionate about professional development and mentoring. With my teaching here in the MSQA program, when those tough times come, when I get a note from a student where they’re saying, I don’t feel like I’m progressing, I’m frustrated, all those things, I suggest that we have a call. And usually in most cases, by the time we’re done with that 15 minute call, they have a different perspective. And it’s not because I told them this is what you’re going to do. I try to find ways - similar to how my mentors do with me - to shine the light on what the real core problem is. And usually it’s something that they can manage and they’re just not seeing it that way.”

RELATED ARTICLES

• Read a Q&A with Dr. Rochelle Cook
• If you saw last month’s Rookie of the Year article , you’ll remember Justin Wise was a student at CSUDH as well.
• The 2024 Quality Professional of the Year for 2024 , Dr. Milton Krivokuca, teaches at CSUDH.
• For more information on the university, visit www.csudh.edu/qa-ms/ .

Share This Story

Michelle Bangert is the managing editor of Quality Magazine. She can be reached at [email protected]

Restricted Content

You must have JavaScript enabled to enjoy a limited number of articles over the next 30 days.

Related Articles

How to Turn Training into Learning

Process, Process, Process

The Standard is Here

Get our new emagazine delivered to your inbox every month., stay in the know with quality’s comprehensive coverage of the manufacturing and metrology industries..

Copyright ©2024. All Rights Reserved BNP Media.

Design, CMS, Hosting & Web Development :: ePublishing

Cookies on GOV.UK

We use some essential cookies to make this website work.

We’d like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

You have accepted additional cookies. You can change your cookie settings at any time.

You have rejected additional cookies. You can change your cookie settings at any time.

• Education, training and skills
• Inspections and performance of education providers
• Teachers’ professional development in schools

Independent review of teachers’ professional development in schools: phase 2 findings

Updated 17 May 2024

Applies to England

© Crown copyright 2024

This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] .

Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

This publication is available at https://www.gov.uk/government/publications/teachers-professional-development-in-schools-phase-1-findings/independent-review-of-teachers-professional-development-in-schools-phase-2-findings

Executive summary

Teachers play a vital role in pupils’ learning and development. High-quality professional development that improves teachers’ knowledge, practice and confidence can have a positive impact on pupils’ outcomes. [footnote 1] Teachers also feel more satisfied in their roles and are more likely to stay in their jobs when they regularly access high-quality training. [footnote 2] Given current recruitment and retention issues and the short- and long-term consequences of the COVID-19 pandemic, it is more important than ever that teachers have access to high-quality professional development.

In 2021, the Department for Education ( DfE ) commissioned Ofsted to carry out an independent review of teachers’ professional development. [footnote 3] The review was designed to look at the quality of the training and development opportunities that teachers and leaders have recently received. An additional aim was to contribute further evidence on how the ‘golden thread’ of government reforms to teacher development between 2019 and 2021 was being implemented in schools. These reforms include the new early career framework ( ECF ) and the updated range of national professional qualifications ( NPQs ). This report is the second of 2: the findings from the first phase of our research were published in May 2023. [footnote 4]

Our phase 1 review found that, generally, early career teachers ( ECTs ) and staff studying for an NPQ were very positive about their recent professional development experiences. Despite some initial teething problems, both of these aspects of the golden thread were welcomed by the sector and school leaders supported them.

However, we also noted that several barriers were preventing more experienced teachers (excluding those enrolled on an NPQ ) from receiving sufficient development opportunities. This was leaving many of them unimpressed with the quality of the recent training and development provided by their school. Indeed, while schools were typically prioritising curriculum training and development, it was not always clear whether this training was relevant or having the desired impact on classroom practice.

For this second phase of the review, as in the first, we took a mixed-methods approach. We drew evidence from:

a large-scale, representative YouGov survey of 1,825 teachers and school leaders

interview data from 43 research visits to primary, secondary and special schools carried out by His Majesty’s Inspectors ( HMI )

a longitudinal cohort study of 40 teachers over the course of a year, carried out by the Institute for Employment Studies ( IES )

This phase of our study has found that, as in our phase 1 findings, ECTs and those studying for an NPQ were generally more positive about the quality of their training and development opportunities than the majority of teachers who had not been on either programme. School leaders also tended to be very positive about the opportunities available to them.

By contrast, too many experienced and part-time teachers said they were still not getting a high-quality teacher development offer . We found that less than half of the teachers surveyed suggested they were receiving a high-quality and relevant programme of teacher development. In several schools, the teacher development offer was piecemeal and not strategically planned to feed into school improvement or teachers’ development priorities. This suggests that more could be done to ensure that the golden thread of teacher development is accessible to all groups of teachers, at all stages in their careers.

Barriers to accessing high-quality teacher development are a long-term issue and not just a consequence of COVID-19 . Our data shows that, while the direct effect of the pandemic has significantly reduced, other barriers identified in our previous report have persisted, such as workload pressures and the costs of providing cover for teachers to attend training. These continue to prevent some teachers from accessing effective training and development opportunities.

Around half the schools we visited focused on more short-term ‘crisis management’ forms of teacher development . These included responding to issues related to students’ mental health, well-being, behaviour and attendance. While most schools offered training on curriculum and pedagogy, this sometimes had a narrow focus, was time limited and rarely provided opportunities for staff to put their new knowledge into practice. In a few schools, we again found evidence that teachers had received curriculum training that focused on preparing for inspection.

The most effective schools used innovative ways of providing all staff with high-quality teacher development . These schools had invested in long-term strategic planning, which meant that they were providing staff with a coherent programme of development. This allowed them to provide teachers with a menu of development opportunities, both formal and informal, which was balanced between building pedagogical and subject knowledge. Teachers told us that this was building their confidence and helping them to be responsive to emerging needs in the school in the short term.

There is no ‘one size fits all’ solution for teacher development . In schools with a strong teacher development offer, leaders provided staff with a variety of opportunities, both internally delivered and externally sourced. In doing so, they took account of their wider school context and staff’s individual goals. These schools had formal systems in place for staff to undertake training, as well as informal mechanisms for them to learn from each other on the job.

The ECF -based training is generally being implemented successfully, though some minor teething problems remain . Typically, ECTs indicated that the training they were receiving was effective and they could identify the impact it was having on their classroom practice. However, criticisms from a small minority of ECTs and their mentors have persisted since we published our previous report. These concern the flexibility and relevance of the ECF -based training and some logistical aspects of accessing content from online platforms.

High-quality mentoring and investment from school and multi-academy trust ( MAT ) leaders were essential in ECTs ’ development journeys . ECTs were confident that this was helping them to understand content of the ECF and the evidence underpinning it, and to improve their teaching. It broadened their understanding of pedagogy and behaviour management and how to apply them. It also helped them to develop the professional behaviours that they had learned during their ITE programme.

NPQs are highly valued by those who undertake them . They were largely seen as relevant, high quality and tailored well to teachers’ needs. The most effective schools used the learning from the NPQs more widely as a tool to improve staff retention and inform whole-school improvements. Teachers and leaders valued the new wider range of NPQs available. Leaders typically mentioned that they were keen for the funding to continue so that more staff can study for NPQs in future.

Due to the increased time pressures of statutory teacher development, offering high-quality training opportunities is a greater challenge for special schools . Despite this, the small number of special schools we visited were showing resilience to these pressures. They had developed innovative ways of managing their teacher development offers and using the wealth of internal expertise and external practice networks to ensure their staff were able to access high-quality training.

Introduction

Teacher development can encompass a range of activities. These include formal training such as staff meetings or structured training sessions, or more informal or collaborative activities such as casual discussions and exchanging advice and good practice. Teacher development can be described using different terms, including:

professional learning

continuing professional development

joint practice development

in-service training ( INSET )

The features of high-quality teacher development

The educational research literature has established how important high-quality teacher development is for effective teaching. In our phase 1 report, we discussed how high-quality teacher training is linked to improving pupils’ outcomes. We noted the challenges in providing such training, such as low retention rates in the sector, lack of leadership support and limited time. We also highlighted that the quality and impact of teacher training can vary widely, and that there are differing views on the main factors associated with effective teacher development. This discussion informed our understanding of the features of high-quality teacher development throughout the review.

A full synopsis of this review’s definitions of teacher development is in our phase 1 report. [footnote 5]

Recent teacher development research and policy

Several studies on teachers’ professional development have been published in the period between our first and second reviews. There have also been some policy developments in the area.

The DfE published its first interim report evaluating the new NPQs in January 2023. [footnote 6] Overall, NPQ participants reported that the NPQs have had a positive impact on them. They reported that they had increased their knowledge and skills and had taken on a greater level of responsibility since starting the NPQ . Additionally the September 2022 school and college panel survey (published in February 2023) showed that teachers’ and leaders’ awareness of NPQs had increased significantly since 2021, and that more leaders and teachers intended to apply for the qualifications than in 2021. [footnote 7]

This was followed by the publication of wave 1 findings from the DfE ’s ‘Working lives of teachers and leaders’ survey. [footnote 8] This found that more than half of the teachers and leaders responding thought that their workload was unacceptable and that they did not have sufficient control over it. In addition, two thirds mentioned that the biggest barrier to accessing teacher development was a lack of time due to workload or competing priorities. A Teacher Tapp survey in October 2023 further highlighted the stress that teachers experience in their careers as a result of their workload. [footnote 9] All this leaves less room for teachers to access, let alone engage with, high-quality professional development. Consequently, the government published the initial recommendations of the workload reduction taskforce in January 2024. These highlighted the need for teachers to focus on teaching rather than administrative tasks, and for schools to make better use of their INSET days to improve workload for staff. [footnote 10]

In February 2024, the summary report of wave 2 of the ‘Working lives of teachers and leaders’ survey was published. Teachers and leaders reported that their working hours have increased since the first wave of the survey. Further, a higher proportion of teachers and leaders reported that their job had a negative effect on their personal life and well-being. [footnote 11]

After introducing the ECF reforms in September 2021, the DfE started a review of the ECF and the initial teacher training core content framework in January 2023. This ran for a year. It updated the evidence for the frameworks and combined them to produce the initial teacher training and early career framework. [footnote 12] The review had found that:

some ECTs thought that ECF -based training repeated the content from their ITE course

ECTs wanted more contextualisation for specific subjects and phases

ECTs and their mentors wanted to see more ECF -based content covering special educational needs and/or disabilities ( SEND )

mentors’ workloads were too high

Induction training based on the initial teacher training and early career framework will start in 2025. The main changes to the early career teacher programme will include:

diagnostic tools to determine ECTs ’ existing knowledge, so that learning can be better tailored to them

more flexibility so that mentors can focus on the content most relevant to the ECT

significantly more content on adaptive teaching and supporting pupils with SEND , and include more examples relating to SEND

a reduction in mentors’ workload, for example by reducing the length of provider-led mentor training to 1 year

In summer 2022, Ofsted published an inspection framework and handbook for inspecting ECF and NPQ lead providers. [footnote 13] These inspections are designed to ensure that lead providers are delivering effective professional development and training and can improve on any areas of weakness identified. They also help to provide information to potential ECTs and NPQ participants and other stakeholders about the quality of provision being offered by these lead providers. In 2022/23, Ofsted carried out 6 full inspections of lead providers of ECF -based training, all of which were judged as either good or outstanding. Inspections of NPQ lead providers began in spring 2024.

Our review questions focused on:

what teachers and leaders have recently received as part of their teacher development offer

how well schools manage teacher development opportunities for staff

teachers’ awareness of their entitlement to professional development and of recent reforms

the perceived quality of teacher development that teachers and leaders have recently received

The full set of research questions are in our published terms of reference. [footnote 14] This research follows a mixed-methods sequential explanatory design, as set out below. It covers the findings from:

a YouGov survey with 1,825 participants

43 research visits carried out by HMI

a longitudinal cohort study with 40 teachers that we commissioned from the IES

Once we had completed the quantitative YouGov survey, we carried out qualitative interviews and focus group discussions during our research visits, and the IES contributed further evidence through a longitudinal cohort study. The rationale for this approach was that the quantitative method gave us a general picture of the uptake of current professional development activities, while the qualitative methods helped us to explore more deeply the substance of professional development and teachers’ experiences of it. This enabled us to provide more broad and in-depth answers to the research questions and to triangulate findings from the 3 sources of evidence. Additionally, the findings from the longitudinal cohort study helped us to get a sense of trends in teacher development over time.

You can find a more detailed discussion of the methodology, process of analysis and limitations of the study in Annex A .

Main findings

Despite some minor improvements, too many teachers are still not getting a high-quality teacher development offer.

In the first phase of our review, we reported that only around two fifths of teachers and leaders responding to the YouGov survey were satisfied with their training offer. Figure 1 identifies some small changes in respondents’ views in 2023. However, the proportion who agreed that the training they received in the last year was high quality, relevant or sufficient was still less than half.

Figure 1: Responses to the question ‘To what extent do you agree or disagree that you have frequently received professional development opportunities that are…’ (in percentages)

Source: YouGov Base: 2021 n=1,953; 2023 n=1,825. Figures are rounded and may not add to 100. Categories with a [s] represent statistically significant changes since the 2021 survey. We have combined the ‘strongly agree’ and ‘agree’ responses and the ‘strongly disagree’ and ‘disagree’ responses to provide net agree/disagree totals, for ease of presentation. See the data in an accessible table .

In 2023, a new sub-question was added, which asked teachers whether they felt their training offer was arranged in a coherent programme.

Furthermore, as with phase 1, we also asked respondents about the characteristics of the training they have received that are related to effective teacher development (using definitions provided by the EEF). [footnote 15] This again highlighted that less than a third of respondents to the YouGov survey felt that important elements, such as using explicit instruction or modelling a specific teaching technique, were always or often present in the recent development opportunities they had received. 

Given the importance of teacher development for pupils’ learning, it remains concerning that a considerable proportion of teachers were underwhelmed by their recent training and development opportunities. Typically, this was less of an issue for ECTs and for teachers studying for an NPQ , who were more positive that their recent teacher development had been of high quality. This suggests that there are strong benefits to coordinated professional development being made available to teachers and leaders.

Furthermore, we found that only around two fifths of teachers and leaders agreed that their professional development was arranged into a coherent programme (although this response was more positive for ECTs and those enrolled on an NPQ . It is important that training for teachers considers both short- and long-term effects on the classroom and pupils. Training should be well sequenced and a good investment of time, which is a precious resource for overstretched teachers. Research has shown that, where professional development is effective, teachers feel that their training and development across a year has allowed for focused, sustained and iterative changes to clearly defined key areas. [footnote 16] For several effective leaders in the schools we visited, developing a coherent structure to their training and development offer was a priority. They were highly invested in the quality of the teacher development offer for their staff.

Barriers to accessing high-quality teacher development are a long-term issue and not just a consequence of COVID-19

Figure 2 shows that most of the barriers teachers face in accessing professional development have remained consistent since the first phase of our review. This excludes COVID-19 restrictions, which are now significantly less likely to be seen as a barrier. This suggests that common barriers – such as workload and the cost and availability of cover – are not new problems. Previous research in this area has corroborated that these were obstacles to providing high-quality teacher development even before the pandemic. [footnote 17]

Figure 2: Responses to the question ‘To what extent do you agree or disagree that the following are current barriers to your participation and engagement in professional development?’ (in percentages)

Source: YouGov Base: 2021 n=1,711; 2023 n=1,594 Categories with a [s] represent statistically significant changes since the 2021 survey. The categories ‘cost of supply for teachers’ and ‘internet access for online training’ were both newly added for the 2023 survey and cannot be compared with 2021 results. See the data in an accessible table .

Many of the teachers we spoke to during the visits and from the cohort study told us that they were overstretched in their current roles. This links with other recent research indicating that workload and time are significant pressures that teachers face. For instance, just over half (54%) of the teachers and leaders who responded to the DfE ’s ‘Working lives of teachers and leaders’ survey felt that their workload is unacceptable and that they don not have sufficient control over this. [footnote 18] Additionally, other research suggests that teachers frequently work significantly more than their contracted hours, with a high proportion (almost 70%) experiencing stress and burnout. [footnote 19] This can make it extremely challenging for them to find adequate time to undertake professional development, or to sufficiently follow up on and embed learning. It can also devalue the experience of professional development for teachers:

Workload is high at the moment. I spend many evenings sorting my curriculum subject when I should be planning. Professional development can sometimes be another pressure which we do not need.

( IES cohort study participant, wave 2)

[I feel] very overworked. Teachers want professional development to do their best for students. It is a vocation, not just a job, but you don’t have time to improve or develop.

( IES cohort study participant, wave 1)

Though workload is, by far, the biggest source of stress for teachers, the ‘Working lives’ survey also identified that the majority of senior leaders felt they spent too much time responding to government policy changes. Both the government and Ofsted are working to better understand how we can support teachers and leaders to alleviate their workloads and free up time for vital teaching tasks (of which engaging with high-quality professional development is one). We are doing this, in part, through our involvement in the education staff well-being charter and the workload reduction taskforce. [footnote 20] Ofsted has also committed to ensuring that our vital role is carried out with professionalism, courtesy, empathy and respect. One aspect of this is to consider the impact our work has on teachers’ workload. As part of this, we are engaging directly with teachers and other stakeholders in education through the ‘Big Listen’. [footnote 21]

School leaders and teachers told us that the cost and availability of supply cover were also barriers to teacher development. Due to low staffing levels, schools are increasingly having to turn to supply teachers for lesson cover to allow staff to attend training opportunities. This creates a challenge for school leaders, particularly given the rising cost of supply cover. As one school leader put it:

It’s a buyers’ market. Supply firms are charging top rates, and this means we struggle to afford any cover for teachers.

(Leader, primary school)

Several school leaders also said that, not only was supply costly, but it did not always provide the quality of cover required. Furthermore, some teachers highlighted the additional workload that attending professional development could create when it took them out of the classroom. Teachers were often required to prepare the work that the supply teacher would cover. Additionally, several teachers also referred to having to ‘mop up’ afterwards, by having to re-teach work that was taught poorly by the cover provided. A few suggested that attending development opportunities simply wasn’t ‘worth it’ on this basis:

Spending so much time having to set work for the person who’s going to take your class puts you off going on CPD externally

(Teacher, primary school)

In addition, most schools were finding it difficult to fund the development opportunities that their teachers want to engage with. Some leaders told us that the cost of training courses is becoming prohibitive for their school’s budget. This restricted the training options available, both in terms of the type of training and the number of staff who can access opportunities: 

School budget constraints have reduced the availability of meaningful CPD over the last few years into something that is barely detectable outside of compulsory INSET days where everything seems top down.

The timing of training was also problematic in certain cases. For instance, when planning teacher development opportunities, several leaders highlighted the importance of providing sufficient time to reflect on learning and to follow up with implementation activities:

When to implement is a key consideration. It can be the best CPD ever, but if it’s at a pinch point in the year, for example parents’ evening, it won’t be effective because staff don’t have time to commit.

(Leader, secondary school)

Time for doing the training is one challenge, but it’s more about time to implement and evaluate the strategies!

(Headteacher, secondary school)

Many schools focused on more short-term ‘crisis management’ forms of teacher development

The barriers encountered by teachers in accessing professional development also took up time, energy and capacity for school leaders. It meant that they were not always able to invest in and develop longer-term strategic programmes of professional development. All the leaders we spoke to during the visits were aware of their responsibility to provide teaching staff with high-quality professional development and, in the face of multiple obstacles, were doing the best they could. Furthermore, over three fifths of teachers responding to the YouGov survey felt confident that school leaders’ vision for school improvement included professional development. This suggests that leaders’ attempts were typically visible to staff.

However, the school visits also highlighted that some leaders focused on arranging short-term and ad hoc ‘crisis management’ forms of training in response to emerging issues affecting the school. The leaders we spoke to often prioritised training that would immediately tackle pressing issues their school was facing, such as safeguarding and student well-being:

We looked at priorities, which were safeguarding and making sure pupils were in a place [where] they could feel safe and learn.

Of course, equipping staff with the knowledge and confidence required to deal with safeguarding issues and support pupils’ well-being is essential. However, in schools where this was the most common focus of formal teacher development, there were often adverse effects on the overall quality and coherence of the teacher development offer. Teachers in these schools said that they often received poorly designed ‘responsive’ training and development sessions, which had limited long-term benefits. Indeed, ad hoc training also heightened already existing workload pressures. As one teacher said:

Every week, they [teachers] may have CPD on a topic that is completely different, and then there are actions following the CPD every week, and they may not have had time to do those actions, and then they are hit with another topic with more actions and it all just gets added to the bottom of a very long list of actions

( IES cohort study participant wave 4)

Many other teachers echoed this sentiment. Participants noted that when teacher development is strong, it is well planned and feeds into improved practice, but when it is done badly, it ‘creeps into a workload problem’.

In the 2023 YouGov survey, we added safeguarding and pupil mental health and well-being as options to the question on content areas that professional development typically covered. This was because both these topics were mentioned frequently by participants during the school visits in the first phase of our research. Figure 3 clearly shows that training on safeguarding and pupils’ mental health and well-being was a relatively high priority for teachers in the last year. [footnote 22] However, we cannot say whether the focus of training has increased in these areas, or whether respondents have different perceptions when distinguishing teacher development from other regular briefings and updates that they receive in these areas.

Figure 3: Responses to the question ‘Please think about the professional development you have received through school since January 2022. Which, if any, of the following content areas did it cover?’ (in percentages)

Source: YouGov Base: All teachers (2021 n=1,953; 2023 n=1,825). Participants could respond to multiple options. Categories with a [s] represent statistically significant changes since the 2021 survey. The ‘safeguarding’, ‘pupil mental health and well-being’ and ‘pastoral support’ options were newly added in 2023 and cannot be compared with 2021 results. In 2021, the question asked about professional development received since April 2021. See the data in an accessible table .

Furthermore, the number of responses that mention training on pupil behaviour and classroom management, and on teaching pupils with SEND , has increased significantly since the 2021 survey. In some of the schools visited, leaders focused more on these areas in part as a way of responding to wider issues of capacity in the SEND system – for example, the insufficient number of special school places available to meet the needs of rising numbers of pupils with SEND – and an increase in behaviour and attendance problems. [footnote 23]

In the first phase of our review, we noted that the number of pupils identified as having SEND had increased following the pandemic, a trend that has persisted. This is putting added pressure on mainstream schools, and some schools are using inappropriate adaptations for students with behavioural needs, such as part-time timetables. [footnote 24] The significant increase in training in these areas indicates that mainstream schools are attempting to keep abreast of ever-rising numbers of pupils with SEND and pupils with behavioural needs:

There are no [special school] places for pupils in the local area… The rising needs in the school meant that we needed to find PD on SEND quickly

Teaching pupils with SEND was a common topic of teachers’ development. It is also a topic on which teachers say that more training is needed. This suggests that the training they have received may not always be meeting their needs. For instance, teachers told us that this learning was not relevant to them, either because they already knew the content, or because it was too generic and not specialised to individual pupils’ needs or subject classes. In a couple of schools, leaders told us they did not think there was any need for further SEND training, although their teaching staff commonly held the opposite view.

In the strongest schools visited, leaders had achieved a balance between teacher development that addressed immediate, ad hoc issues and longer-term training on curriculum design and classroom practice.

Typically, these schools were using their subject experts to develop the curriculum and provide training. This included:

school leaders providing staff with dedicated hours for joint curriculum planning activities alongside subject department colleagues

subject experts running dedicated sessions that focused on research-informed practice

subject experts holding ‘subject showcases’ that focused on building subject-specific knowledge and terminology, subject-specific curriculum progression, metacognition and pedagogy relating to the curriculum subject

trust-level curriculum development INSET days, which were valued by staff and involved subject teachers collaborating and sharing knowledge across subject departments within the trust

In one school, subject development time focused on questions such as, ‘How can we make chemistry teaching effective when it has to be delivered by a non-specialist?’ In this way, leaders were building resilience into their development offer by addressing issues of recruitment and qualified supply cover. On top of this, they also provided more in-depth, subject-specific training to strengthen the curriculum and teaching on a longer-term basis. Interestingly, development opportunities related to pupil assessment were mentioned less frequently during the research visits and the cohort study.

However, we still saw evidence of poor-quality curriculum training. In our first phase, we noted that some schools were unsure about what curriculum training should entail and, as such, focused primarily on preparing for inspection. During our research visits for the second phase, we saw evidence of this still happening in a small minority of schools. As we highlighted in the first phase of our review, preparing for inspection, including buying in ‘Mocksted’ training, does not improve teachers’ curriculum knowledge or pedagogical practice. This, therefore, is training that has limited impact on pupils’ outcomes.

The most effective schools used innovative ways of providing staff with high-quality teacher development

Rather than seeing lack of time and resources as a reason for not providing staff with a high-quality programme of teacher development, some of the schools visited had thought of ways to overcome these challenges. For example, they made room for forward planning, increasing the flexibility of the development offer through diversifying delivery formats and methods, and incorporating networking and partnership working into their offer.

Forward planning

Leaders of the most effective schools were aware that taking a long-term view when planning teacher development opportunities involved numerous considerations:

We want high-quality activity, but it’s not going to be available to us if we don’t plan early and strategically. We want the right facilitator – that means we have to know who we want and book a year in advance, or all the higher-quality training will be fully booked. Your strategic planning has to be strong if you’re wanting to find the right practitioner to deliver [training].

For it to be high quality, you have to know what the impact is going to be before you’ve even started. It’s about planning that in advance.

 (Leader, secondary school)

By taking a wider view of the development calendar, these leaders could be more proactive in getting access to the right training, at the right time, for their staff. They also considered ‘pinch points’ in the academic year, such as parents’ evenings, so that staff could fully engage with the opportunities available.

Additionally, these leaders also took the time to reflect on the factors that make training effective. They tended to be research-informed and understood the importance of building in sufficient time for staff to reflect on and embed learning. They also ensured that teachers only had a limited number of training priorities scheduled concurrently. [footnote 25] As such, staff were not then at risk of suffering cognitive overload. They had a better opportunity to put what they had learned into action. As one school leader put it:

You can only focus on so many things at once, otherwise the impact is diminished.

(Senior leader, secondary school)

This strategy also helped some leaders to quality-assure any external teacher development well in advance. This meant they could be more confident that they had invested in the right programme for staff.

Increasing flexibility

We also saw several examples of school leaders increasing the flexibility of their professional development offer in different ways, often with a focus on improving access for certain groups of staff who might otherwise miss out on training opportunities. For example, one school operated a rotating system of staff professional development meetings to allow part-time teachers to attend. The day on which the school’s development-focus staff meeting took place changed every half term.

Other schools were building flexibility by providing training content in hybrid, asynchronous and online formats. [footnote 26] For some, this was one of the few residual benefits of the pandemic. For example, it enabled staff with irregular working patterns to access learning at a time that suited them:

The webinars… are really useful. I find I can dip in and out when I have some time.

(Teacher, secondary school)

Staff particularly valued asynchronous online training, especially when they had to fit their work schedule around other commitments. It was also considered a benefit to schools in MATs that were geographically dispersed. However, as we reported in the first phase of our report, teachers still had a strong preference for face-to-face training over online training.

Networking and partnerships

Some MATs played an important role in mitigating the barriers to teacher development faced by their schools. These schools were able to draw on additional resources from the MAT , such as supply cover, to give their teachers better access to professional development opportunities. Additionally, some MATs also offered their own training and development courses, and many had networks that focused on sharing knowledge and developing teaching practice. These networks often had a remit or subject-specific focus, such as early years networks or maths hubs. One feature of this provision was the rotation between different ‘host’ schools for training sessions, which provided more staff with the option to attend MAT -wide training. Staff valued these features in supporting their career development:

As we’re all in different schools, it enables us to share ideas and learn from each other.

It’s not just about professional development… It’s about making links with other teachers and expanding that network.

You are able to pick up ideas from other teachers, to network with other schools. You get a lot from these opportunities.

Some MAT schools also offered trust-wide mentoring, coaching and shadowing opportunities as part of their development offers, although often these opportunities appeared to be limited to those in leadership roles.

Schools that were not part of a MAT also drew on wider networks to help them navigate some of the barriers to teacher development. Several were part of teaching school hubs, which gave them access to high-quality training on a range of topics. Teachers mentioned that they found the learning on offer from these networks of high quality, as it was frequently research-based and offered teachers the opportunity to engage with other teachers. Being part of a network also allowed teachers to share ideas and good practice to be embedded as part of the development culture at the school. In schools with weaker networking arrangements, teachers had to regularly seek out and validate training courses, which created additional time pressures.

Some leaders were also drawing on other relationships, for example with their local authority. One school we visited had a reciprocally beneficial relationship in place with its local authority, through which it gave the local authority access to classrooms for its own training days in exchange for a paid-for place on a local authority training course. Another school provided training to the local authority in exchange for the local authority providing training to the school. By looking for opportunities to engage with external partners in this way, some schools were able to, as one leader put it, ‘beg and borrow’ to overcome the challenges caused by limited funding and resources.

Strategic leadership with a long-term focus allowed schools to offer staff a coherent yet responsive programme of teacher development

Recent evidence suggests that the quality of a school’s professional development can be lower when school leaders focus more on short-term goals than on long-term goals. [footnote 27] Therefore, it is encouraging that we visited several schools that were taking a longer-term, strategic approach to planning teachers’ professional development. Leaders from these schools saw training as an effective way to retain teachers and develop a positive learning culture for all staff.

Leaders in the more effective schools we visited were commonly doing the following:

• empowering and motivating teachers to have autonomy over their own development – this meant teachers were engaging with development opportunities that were directly relevant to their personal career goals, alongside the programme of development provided by the school
• putting in place a clear, sequenced programme that was linked to the school or trust’s wider priorities and had the flexibility to respond to emerging needs
• allocating enough time and resources to ensure that staff could reflect and have further discussions after the training
• empowering staff to provide their own professional development, either by training other staff after attending courses alone or in small groups, or by training colleagues on an existing area of expertise, such as a degree subject
• being highly visible in school and having regular contact time with teachers, including to discuss teachers’ career goals – this meant that leaders were aware of staff’s development goals and could support them in pursuing these
• giving members of the senior leadership team oversight and responsibility for the professional development of all staff – in several (particularly larger) schools and MATs , senior members of staff were responsible for different areas of teachers’ development, such as an ECT lead, an NPQ lead and a departmental CPD lead
• monitoring the quality of training, by vetting external courses and checking the training being provided by internal staff – leaders had a clear idea of the knowledge and skills they wanted training to impart to teachers and what the impact would be in the classroom, and had procedures in place to assess these elements

In these effective schools, leaders had deliberately created a supportive environment for teachers to feel ambitious and capable. Leaders’ hands-on involvement in teachers’ development activities meant that they could use individual staff’s learning to benefit the wider school. In many of these schools, staff who had undertaken additional training courses were then using their learning to upskill their colleagues.

These leaders also tended to view their training and development offer as a way to counter the recruitment and retention challenges in the profession. By successfully mobilising their staff around a strategic vision – which research has shown to be a strong predictor of teacher retention [footnote 28] – leaders were creating communities of engaged and proactive staff. Offering high-quality teacher development was a priority for them to ensure the future success of the school. These leaders felt that it benefited the pupils and improved recruitment and retention rates. They often highlighted the importance of teachers feeling valued in their careers. They used the development offer to help create this feeling in their staff. A few leaders across different school types told us that they were growing their own talent, and even possible future leaders for the school:

We aim to grow our own as much as possible. It can be hard to find the right staff, so if we find someone with the right attitude then it’s best to train them up to do what we need them to do.

(Leader, special school)

Teachers in these schools confirmed that this approach was making them feel valued and was developing them effectively: 

You feel listened to, and that you are on a journey.

As a school, we are good at being internally promoted… the senior leadership team are good at looking at staff to ensure that they have different challenges. Lots of our appointments are made internally – because of the calibre of the professional development on offer.

Senior leaders are very supportive. They want us to be better… for us. The headteacher is such a big learner. There’s a real sense that [they’re] leading a learning community.

Investment from school leaders also meant that staff in these schools were aware of the opportunities available, knew that their career development was prioritised, and felt empowered to take ownership of their development journeys:

The CPD lead is very good at targeting training and putting you on it. She can sometimes see opportunities for you that you haven’t necessarily thought of yourself. It goes above and beyond your own performance management targets.

However, in the weaker schools visited, leaders used the language of ‘empowering teachers’ but did not provide adequate resources or make long-term plans. Leaders in these schools often limited their role to approving staff places on courses and coordinating supply cover. This was frustrating for some teachers: 

Much of our professional development is self-generating, so it relies on teachers to seek it out rather than someone looking and checking you’re doing it. This “self-governance” can be an issue; because of workload it can slip down the priority list

When staff were left to research and organise their own development opportunities, this reduced job satisfaction and increased stress levels. Lack of support from leaders made teachers feel that they had to consider the wider department or school when researching their own opportunities. For example, one teacher who was studying for an NPQ told us:

I feel like I’ve taken the initiative for the entire department by going on this course.

In these schools, staff were generally less aware of professional development opportunities, including the range of NPQs on offer. This meant that only the most motivated staff in these cases were accessing NPQs .

Since teachers already had a high workload and were experiencing non-teaching pressures on their time, this approach often exacerbated existing capacity issues. It meant that, often, teachers were not able to cascade learning from courses they had attended to their colleagues. As one teacher told us, ‘We disseminate when we have the time.’ These schools often had few or no procedures in place to monitor the quality of training. This meant that when teachers did cascade learning, staff sometimes took away the misconceptions built into the practice of the teacher providing the training.

In a small number of the schools visited, senior leaders were making decisions about the teacher development offer without consulting teachers. Some of the teachers who participated in the teacher cohort study pointed out that a more authoritative approach to teacher development was appropriate in certain contexts. For example, a need may emerge that requires urgent attention (like a safeguarding issue), or the school may go through a period of change, such as coming out of special measures or joining a new trust. These types of situations might require leaders to take a particularly coordinated approach to staff’s development temporarily. However, when this is the only way of providing teacher development in the school, it can be problematic. In several cases, teachers explained that they are not involved in their own learning journeys, which made them feel frustrated.  

There is no ‘one size fits all’ solution for teacher development

Schools with a strong teacher development offer gave their staff opportunities to engage with different types of professional learning. Training was delivered by both internal and external partners. It varied in the level of formality. Staff considered training programmes to be effective when leaders had a clear vision of the desired impact of training and had considered their school’s context and individual staff’s training needs. These considerations, rather than the delivery format, seemed to be more decisive factors in how successful a school’s development offer was.

Figure 4: Responses to the question ‘Who typically delivers your professional development?’ (Select all that apply)

Source: YouGov Base: All teachers (n=1,825). Participants could select multiple options. See the data in an accessible table .

Figure 4 shows that professional development is still provided mainly in-house. Around 6 in 10 respondents identified school leaders, and half identified fellow colleagues, as typically providing their training. The reasons for this trend are likely to include the high and rising cost of supply cover and shrinking budgets. However, some school leaders mentioned that this preference was also influenced by the perceived relevance of internal training:

We’ve found that external training has often been less useful than internal/trust training, as it is built for a wide audience and not very specific to our setting.

We don’t bring external people in unless we believe they are going to have an impact – not just their knowledge and theory, but their understanding of how to apply it in this context.

(CPD lead, secondary school)

However, leaders also recognised the value of external training, particularly where internal expertise was not available. Though survey respondents were much less likely to report having received training from external trainers, when external training did happen, it was often highly targeted to specific needs in the school. The best leaders also quality-assured the training:

We choose people [to deliver training] based upon their approach; we vet everything beforehand to ensure it meets the needs of the school

In one example, the school had commissioned external training on female genital mutilation. Other examples included inviting those with expertise on English as an additional language, or external experts on relationships, sex and health education, to provide training in school. In these cases, using external expertise enabled schools to respond more effectively to emerging needs in the school.

The teachers we spoke to also highlighted the importance of both formal and informal learning opportunities as part of their professional development. Leaders often provided opportunities for staff to engage in both types of development. Research into what constitutes high-quality teacher development also suggests that both formal and informal activities are important: [footnote 29]

When I first started [in my career], I thought professional development was about going on courses. Now, I think it’s about developing your own practice by finding professional development that’s sustainable and impactful.

[Teacher development is] learning from watching others. Getting a variety of experiences is helping me to develop.

Many teachers also thought that drawing on the expertise of colleagues was one of the most valuable forms of learning they encountered during their careers:

[Training is] most effective when you can share strategies that really work. Collaboration is key.

(Teacher, primary School)

Informal professional conversations are so important in a busy school.

Having professional discussions with a fellow experienced teacher [at the school] is extremely effective. [We] have been able to carry out joint observations, read case studies together, plan teaching sessions, design training sessions for other support staff in the school – all of which have been so much easier when doing it alongside another teacher.

We heard from teachers that this type of learning was particularly useful within specific communities, such as subject communities, or for those dealing with a discrete area of expertise, for example early years or SEND .

Schools also had other, more informal, processes in place to support teachers’ overall development. For example, in several schools, teachers who were struggling in a specific area, such as behaviour management, could ask for allocated time off timetable to observe colleagues. This meant that teachers could learn from each other’s practice. By providing an informal layer of professional development alongside more formal training, schools enabled their teaching staff to work collaboratively and learn from one another. This made teachers feel more empowered to provide the best possible education for their pupils.

The ECF reforms are being implemented successfully, although some minor teething problems remain

The ECF is designed to support new teachers after they complete their teacher training. The framework maps onto the teachers’ standards to ensure that teachers have the necessary skills to be effective. [footnote 30] They are supported by a mentor during the 2 years of their induction and ECF -based training.

We found that many aspects of ECTs ’ experiences of the ECF are positive. This is reassuring. Early career training is important for building teachers’ confidence [footnote 31] and increases the likelihood that they will stay in the profession long-term. [footnote 32] This is particularly important in the light of recruitment and retention issues in the sector. [footnote 33] Our findings overlap with those of previous DfE evaluations of the ECF reforms. [footnote 34]   ECTs we spoke to during the visits tended to state similar views to the following:

ECF training reminds me why we do what we do… getting in touch with the research – it’s a reminder that I’m still learning.

I look forward to the [ ECF delivery partner] meetings… we get an email about what they’re going to cover, and also an opportunity to identify what we want them to cover. I appreciate the feedback and the ability to pick what we’ll cover.

The [ ECF ] conferences are useful… enjoy networking, and hearing how other people’s journeys have gone.

Overall my confidence has definitely improved.

Everything has been relevant, and I’m grateful for it.

Furthermore, the ECTs responding to the YouGov survey identified they were confident in several areas owing to their training. In particular, training in pedagogy, behaviour management and professional behaviours was seen to be benefiting them considerably, although confidence was slightly lower in terms of training on assessment, curriculum and teaching pupils with SEND .

Indeed, some of the ECTs we spoke to during our research visits told us that the most powerful parts of their ECF -based training had been the pedagogical aspects. They found these to be the most practical parts of their training, and were able to apply them immediately. They said that this training helped them to manage their classroom effectively and engage with pupils. One secondary school teacher, speaking about the ECF -based training they had received on adaptive teaching, said:

Adaptive teaching has been really helpful. Especially for the classes who are lower attaining, learning how to adapt approaches has helped me a lot.

There are 3 potential ways for schools to provide induction training to ECTs :

a provider-led programme

providing DfE -accredited materials internally

designing their own induction programme for ECTs

Out of the 43 schools we visited, we observed the following split of delivery models: [footnote 35]

Table 1: Delivery models of ECT training by number of schools in the sample

Five of the schools we visited had chosen to develop their own training, using DfE -accredited materials and resources. Typically, leaders in these schools referred to the importance of ‘bespoke’ training for their ECTs . Some of these schools had strengths in certain areas. For instance, they had studied the relevant materials and adapted them for the context in which their ECTs were working. Some leaders had also established links with ITE providers and often worked within trusts to provide training to ECTs beyond their schools. These schools also often had clear mentoring structures in place. However, while the schools used the ECF as a basis for training, they tended to put much more emphasis on developing pedagogy, particularly by observing other teachers, than on theoretical learning. This meant that other important aspects of the ECF , such as curriculum and assessment, were not as well covered.

A few of the ECTs we spoke to highlighted some minor issues with the ECF training. Many of these issues have persisted since the first phase of this review. For instance, several mentioned that some elements of the ECF were not relevant to them. In some cases, this was because they thought the content repeated what they had already learned in their ITE course. However, the ECF training deliberately repeats previous learning, because revisiting key concepts is considered important for consolidating knowledge and skills. ECTs seem to have misunderstood why the content was being repeated and saw it as a weakness of the training rather than a necessary element of it.

Furthermore, a minority of ECTs we spoke to said that they felt that the generic nature of the ECF meant that it did not always apply to their subject specialism. However, the ECF is generic by design so that it can be applied across different subject areas. This suggests that some ECTs were not being given enough in-school support to help them to apply the framework content to their subjects. Indeed, in a few of the schools we visited, we identified some weaknesses in the support that leaders provided.

Additionally, some ECTs described the ECF as ‘too rigid’ and ‘inflexible’ (an opinion that was shared by their mentors):

The rigidity of the expectations for the ECT programme… having set targets and skills that ECTs have to demonstrate in their practice in each week… and moving through these at a set pace… This was a massive time sink.

( ECT mentor)

In all 5 of the special schools visited, ECTs considered the case study content from lead providers to be irrelevant. It did not meet the needs of teachers and pupils. This created additional workload for special schools on several fronts. It meant that leaders often had to invest more resources in creating bespoke training for ECT mentors. It also meant that ECTs and their mentors were spending significantly more time adapting content from the ECF to make it fit their context and needs. One leader summarised: 

Our own internal CPD is more relevant to our ECTs than what is provided locally and nationally, which is mainly focused on mainstream… The lead provider’s ECF materials are not especially SEN friendly.

The DfE ’s ITTECF review noted similar areas for improvement, such as repetition and contextualisation. It also set out the actions that the DfE is taking to address this feedback. The ITTECF will be provided from September 2025. [footnote 36]

The success of the ECF relies on in-school support from mentors and leaders

My mentor is consistent and proactive.

I feel that a lot of the ECT time is spent whipping through materials because of how fixed the framework is… It needs to be more flexible and give the mentor the decision-making power.

The majority of ECTs we spoke to said that their mentor was important to the success of the ECF programme, as they are a regular point of contact and support for teachers learning their profession. In the most effective schools, mentors were supporting ECTs in various ways, including:

helping them to complete the activities in their induction programme

providing follow-up discussions on points of interest

supporting their learning through practice in their own classrooms

reflecting on the research underpinning the ECF and then using their knowledge to help translate the theory of the ECF into practical training activities

In the best schools visited, mentors were also given time to meet with each other to share effective practice and to support each other through the mentoring process. Similarly, a few trusts had ‘ ECT mentor’ networks in place to support ECF programmes.

However, the quality of what mentors were offering ECTs could vary. In some instances, ECTs mentioned that they did not receive the support they needed because mentors did not know enough about the framework or have relevant subject expertise. Additionally, some mentors told us that it was hard to get the ECF to fit their subject:

[The framework] does not fit as well with practical subjects – especially skills-based subjects.

In these instances, mentors and ECTs suggested that more subject-specific guidance would have been helpful. In the best schools visited, leaders were providing this and arranging regular opportunities for ECTs to engage with their subject communities in school.

Furthermore, while most of the mentors we spoke to understood the importance of their role, in a few cases, they also specified that their ECF delivery partner did not always give them all the support that they needed to do a good job. These mentors specifically highlighted that they had received little or no training in how to support their mentees or to use the ECF . A few schools were offering in-school training in addition to, or instead of, the lead provider’s training. A few mentors also continued to mention issues with accessing the training materials online. This is similar to the findings from our phase 1 report.  

In several schools visited, mentors mentioned that they were overstretched. Although schools receive funding to provide time off timetable for both ECTs and mentors, some mentors reported that they were not being given sufficient time to adequately plan for and deliver effective mentoring to their mentees. This was stressful for both parties. Often, in these cases, mentors had not received enough training, which meant that they did not properly understand the ECF . As a result, they saw their mentoring role as more of a burden or task to be completed. The learning was not joined up to daily practice or well embedded. In a few cases, school leaders were unwilling to provide protected time for this important role.

NPQs are relevant, high quality and tailored well to needs

There are currently 9 lead providers offering the reformed suite of NPQs across England. Ofsted has been carrying out full inspections of lead providers since spring 2024 to ensure that their courses are of sufficiently high quality. Of the three lead providers offering NPQs inspected so far, two were judged outstanding and one was judged good overall.

In general, staff studying for NPQs remain positive about how their course is developing their knowledge, confidence, working habits and practice. Figure 6 shows that the proportion expressing this view has increased slightly since the 2021 YouGov survey. There has been a significant increase in the proportion who said that the NPQ supports them to develop their knowledge.

Figure 5: Responses to the question ‘When thinking about your NPQ professional development so far, to what extent do you agree or disagree with the following statements?’

Source: YouGov Base: All teachers currently doing an NPQ or leadership training qualification (2021 n=318; 2023 n=342) Figures are rounded and may not add to 100. Categories with a [s] represent statistically significant changes since the 2021 survey. We have combined the ‘strongly agree’ with the ‘slightly agree’ and the ‘strongly disagree’ with the ‘slightly disagree’ responses to provide net agree/disagree scores for ease of presentation. See the data in an accessible table .

Around three quarters of YouGov respondents also indicated that they have high levels of confidence in the providers delivering the qualification. They were clear that providers were encouraging and supportive and that they had strong expertise and subject knowledge.

Furthermore, our visits to schools this year showed that NPQs were having some impact on wider school functions. For instance, the most effective schools were using the knowledge that teachers and leaders had acquired to enrich, among other things, teacher development itself. Staff often cascaded what they had learned in their NPQ programme to other colleagues. In one example, a teacher who was studying a national professional qualification for headship used their knowledge to completely redesign the school’s approach to teacher development:

We’ve gone through a wholesale change to how we approach CPD – to make it more responsive, with a dedicated hour and a half every week, and CPD activity being organised around an enquiry question.

Leaders in other schools had assigned wider projects to those taking NPQs . This aimed to support their learning and strengthen their practice, although it is not a requirement of the NPQ . Generally, staff were asked to improve an aspect of school culture or policy, or to provide training to colleagues by sharing the knowledge they had acquired from the NPQ they were studying. In most schools that were doing this, staff were allocated additional time for this activity. In these cases, staff were happy to do this work and felt valued. In some cases, staff did have to use their own time to complete their NPQ studies, but many saw the long-term benefit of this and did not mind:

I don’t feel that being on this [ NPQ ] course added to my workload – it just contributed to my career.

(Teacher, Secondary school)

A by-product of NPQs is that they are perceived as helping to retain staff. Leaders in some schools valued the opportunity to place staff on NPQs in order to develop them as future leaders. This was particularly the case in schools with an ethos of retention and a ‘grow your own talent’ mentality. In several schools, leaders were actively ‘headhunting’ staff for an NPQ , which suggests a proactive and engaged approach. In most of these schools, both staff and leaders decided who would study for an NPQ , partly through informal conversations and partly through a more formal appraisal process. One school leader told us that a teacher whom they had encouraged to take an NPQ had subsequently been promoted to a headteacher role in another school within their trust.

Staff studying for an NPQ also stated that they frequently benefited from in-school systems of support. For example, some were having regular meetings with leaders to discuss their progression and learning. Some schools also offered those taking NPQs the opportunity to meet as a group to discuss their learning and their experiences of the courses.

Staff studying for NPQs did, however, mention some areas in which they felt their NPQ experience could be improved. The most common was time. Staff studying NPQs were not always given protected time to complete their studies and so, for many of them, this had the potential to become a workload issue. A core feature of a few schools with stronger development offers in place was that they ensured that staff had protected time for study. This was because the leaders of these schools valued staff development through an NPQ and made time for staff to benefit.    

Some staff suggested that it would have been helpful to have more opportunities to embed learning through direct experience – for example, through job shadowing or coaching opportunities. Similarly, some said that they would have preferred the opportunity to do more of the training in person, as this would give them the chance to bounce ideas off other teachers in a face-to-face setting. Others said that the availability of leadership focused NPQs did not align with the number of real opportunities to move into leadership roles. This was a source of frustration. Furthermore, some staff undertaking NPQs in special schools said that the content was too tailored to mainstream contexts and had limited relevance to their context. As one teacher taking the NPQ for senior leadership told us:

It is a lot of reading… Honestly, some of the reading is not that helpful… Some is beneficial, but some is not, because it is not relevant to the specific context of the school.

(Teacher, special school)

Teachers and leaders think there is a gap in the golden thread between being an ECT and moving into a leadership role

The YouGov survey found that access to high-quality, timely and relevant professional development varied according to a teacher’s role, contract type and length of tenure in the profession. Typically, ECTs , teachers studying for an NPQ and teachers already in leadership positions suggested that their development opportunities were high quality. However, part-time teachers and those with more years of experience but not in a leadership role were less likely to say that they had received a satisfactory teacher development offer.

We heard from many teachers about how access to training opportunities ‘drops off’ after the early stages of a teaching career:

I think there is less readily available professional development now… When I was [a teacher early in my career], I could go on courses at the drop of a hat.

Some did tell us that opportunities appeared to increase again when teachers moved into leadership roles:

As an ECT , you get lots of training, but this then reduces over time, potentially picking up again when you move into a leadership role.

( IES cohort study participant, wave 3)

I would say you have more opportunities for professional development when an early career teacher. Being head of department for a while, there are less opportunities – you may need to go higher up into leadership to get these opportunities.

Part-time teachers were more likely than full-time teachers to suggest that their professional development was ineffective. The YouGov survey highlighted that they were also less likely to indicate that they were receiving development opportunities in priority areas, such as curriculum, theories of learning, pedagogy and assessment. Very few reported that they were studying for an NPQ (4% compared with 14% of full-time teachers). Across our evidence, we heard from part-time teachers that:

they had little or no time to access professional development

they were frequently missing out on development opportunities within directed hours

they did not feel that school leaders were prioritising their development

the development opportunities available in their areas of interest were limited

the professional development they had received was not meeting their individual needs

school leaders were less likely to consider them for an NPQ

Figure 6 shows that teachers who had been in the profession for over 5 years were less likely to feel that school leaders prioritised their development. Given the many barriers and challenges that schools face in providing professional development to staff, it appears that leaders are having to make difficult decisions about which staff’s professional development should be prioritised.

Figure 6: Responses to the question ‘To what extent, if at all, do you think your professional development is currently prioritised by school leaders?’ (in percentages)

Source: YouGov Base: All classroom teachers (n=1,594) – all classroom teachers with 1 to 5 years’ experience (n=203); all classroom teachers with 6 or more years’ experience (n=1,351); all teachers currently taking an NPQ (n=135); all teachers not currently taking an NPQ (n=1459). We have combined the ‘highly prioritised’ with ‘quite well prioritised’ and the ‘not prioritised much’ with ‘not prioritised at all’ responses to provide the net score for prioritised/not prioritised scores for ease of presentation. Figures are rounded and may not add to 100. See the data in an accessible table .

For special schools, more demands on time leave less time for teacher development

We know we have to do all the legal stuff, but we would also like courses that inspire us.

We visited 5 special schools during the second phase of the review to check whether our findings on teacher development in mainstream schools also applied to specialist settings. The evidence suggests that special schools can face unique challenges in providing professional development for their staff. However, they are also resilient to these challenges and are finding innovative ways to ensure that their staff and pupils benefit from high-quality teacher development. Given that we visited only 5 special schools, these findings should be treated with caution and are not generalisable to the wider sector.

Barriers in special schools

In England, special schools are allocated the same time for teacher development as mainstream settings. This can be a challenge for these schools, as the amount of time required for teacher development is perceived to be higher because of their pupils’ more complex needs. This often means that special school staff must take multiple training courses, often around safeguarding or medical aspects, to ensure that they can fulfil their duty of care for individual pupils. 

In all the special schools we visited, leaders and teachers told us that the increased time needed for training is a significant constraining factor in providing high-quality teacher development. Commonly, they considered that the amount of time to pursue personal career goals and areas of interest was greatly reduced. Many staff told us that they were doing training in their own time, in evenings and over weekends and holidays:

We focus on the children while we’re here, but then I use my holiday time to complete online training.

There is limited professional development time available, but substantial amounts are needed to meet mandatory training requirements and specific training needs in response to the wide range of complex needs of our pupils.

(School leader)

This is compounded further by other workload issues. For example, one school highlighted that just entering the large number of safeguarding incidents on their digital system was a task that could rarely be completed within the allocated time. Staff told us that they often had to stay behind after school to complete these administrative tasks. 

For leaders, releasing staff to attend professional development opportunities was also more challenging than in mainstream schools. Although this is a barrier for all schools, the need to avoid causing disruption to pupils in a special school makes it harder to find cover for staff. Often, pupils in these schools found it difficult to adapt to a new teacher, so leaders and teachers were more reluctant to attend teacher development opportunities taking place during the school day.  

One final challenge identified was the availability of training relevant to teachers’ specific needs. The leaders we spoke to said that the amount of external training that met their needs was limited, often due to demand outweighing supply for topic areas relevant to special schools.

Opportunities in special schools

Despite the unique challenges these special schools face, they also showed resilience in their attempts to provide staff with high-quality and relevant teacher development opportunities. Leaders often drew on their internal expertise to strengthen the teacher development offer for all staff. They were also involved in strong practitioner networks to keep staff up to date with the latest learning and practical guidance. Furthermore, staff were passionate, dedicated and frequently willing to go ‘above and beyond’ to ensure that their knowledge was as up to date as possible for the benefit of the pupils they taught or supported.

The approach to teacher development was potentially more inclusive than in some mainstream schools. Notably, special schools took account of all support staff when devising their training and development offers. In this way, these schools were able to use their resources to build capacity for teacher development. A benefit of doing this was that support staff were better able to fulfil their roles. For instance, one teaching assistant made it clear how important frequent training was to them:

We wouldn’t be able to make the necessary differentiations for pupils without regular CPD.

One leader told us:

All TAs [teaching assistants] attend the same INSET and weekly curriculum staff meetings as teachers. They all have the same performance management cycle as teachers, with individual performance targets set using the TA standards and development targets based on the school’s current SDP [school development plan] focus. There is a clear TA line management structure and explicit career pathways for TAs , [which we have] established over a number of years

This greater understanding of not just practical techniques but also, often, the theory behind certain approaches (such as differentiation) enabled teaching assistants to provide better support to teaching staff in the classroom. They were also more confident that they could provide this support ‘live’ in a lesson.

This development also meant that teaching assistants could provide higher-quality lesson cover when teaching staff wanted to access external training courses. By using a recognised member of support staff – who understood the techniques being applied in the classroom and the reasons for them – as supply cover, special schools could avoid the potential disruption of having an unfamiliar supply teacher cover lessons. This was preferable for leaders, who suggested that supply teachers could often struggle to adapt quickly to the dynamic context of special needs classrooms.

Additionally, support staff felt more valued by being included in whole-school training opportunities. We saw several examples of support staff training for qualified teacher status. In one of the schools visited, there was a distinct development ‘pathway’ in place for support staff to train to become teachers. By making support staff feel empowered and trusting them to step into teaching roles, these special schools were inspiring future teachers – a long-term, strategic retention tool. It should be noted that, in these instances, leaders mentioned that support staff were receiving opportunities to develop their knowledge and skills, rather than being used improperly as teaching support. [footnote 37]

Networks of practitioners and colleagues were also of great importance in these schools. All 5 schools were members of (often multiple) robust, geographically spread networks that shared learning and practice with colleagues working across other special schools. For instance, one of the schools in our sample had an English lead who was part of a research project that provided a supportive network to the school. By participating in the project, they not only learned valuable lessons from other practitioners involved in the study, but cascaded research-based knowledge back into the school for the benefit of other staff and pupils. Several other teachers told us how much they valued the networking opportunities:

I like the peer-to-peer meetings, which happen virtually and face to face. It’s so nice to discuss and share different experiences across your different schools, bounce ideas off each other… This is really helpful.

Linked to this, leaders also highlighted examples where they used internal expertise among school staff to provide effective development opportunities. Some of the staff members we spoke to either had, or were currently training for, highly specialised qualifications, such as an undergraduate degree in autism or a master’s degree in communication. These staff members were visible within the school, often mentoring or coaching their peers informally, and school leaders drew on their expertise to feed back into the wider school community.

Teachers and leaders from across all 5 schools also told us how much they valued the specialist support they had received from speech and language therapists. Given the significant focus in these schools on communication as a key area of teacher development, these colleagues were seen as central to many special schools’ development approaches. For example, one school commissioned a speech and language therapist for a couple of days a week in school for teachers to use as needed, but leaders had requested that they train the staff so that staff could then give language support themselves and receive feedback about how to improve this. Leaders said that this made staff feel they had been ‘upskilled’, and they saw it as a positive that they were now more often able to offer language support to pupils independently.

What teachers and leaders want from their future development offers 

Overall, the teachers we spoke to want their teacher development to be more specific. Most of them mentioned the need for subject-specific training. They considered training tailored to specific phases and even within phases as vital for making teacher development effective.

The greatest perceived need across schools was SEND -specific training, and there was particular demand for more coverage of autism and speech, language and communication. Teachers commented that they would like more opportunity to discuss how to implement SEND training in specific subjects, such as in relationships, sex and health education, to teach those with SEND how to keep themselves safe. Mainstream schools preferred training that was tailored to the relevant phase rather than material designed for special schools.

Teachers also regularly specified that they want more opportunities to network face to face and to work collaboratively with colleagues, both within and outside their immediate school environment:

Going to see something in practice is the best teacher development that can be offered… See one, do one, and get the help to get through it… Some of the best teacher development has been going into another school, working with other departments and learning and troubleshooting ideas… To go and see where something is being done really well is essential.

In many of the primary and secondary schools visited, there was a sense that teacher development was stronger in subjects such as mathematics and English. Teachers would like to see better teacher development in foundation subjects such as humanities. This is a long-standing concern of school leaders, who also commented on it at the time of our curriculum research. [footnote 38]

Schools are keen to sustain the NPQ , and leaders would like the current levels of funding to continue so that they can do this. Leaders see the importance of the provision and know they have ambitious staff wanting to complete NPQs . However, they fear that they may have to become more selective in who can do NPQs if restrictions are put in place, as they may not be able to maintain the time given in future.

Annex A: further details of methods

Research questions.

We worked with the DfE to determine the areas of interest for our study. This covered the following research questions, which can be found in the published terms of reference:

What teachers and leaders are receiving

• Who is receiving training and professional development, what is their experience in teaching and what are their responsibilities?
• What is the content of the training and development that teachers and leaders are receiving? Does it meet the aims of the recent reforms?
• Who is involved in training or mentoring teachers, what is their experience in teaching and what are they responsible for?
• How does this vary across different schools and training routes?

Management of professional development

• Do senior leaders value and prioritise the development of teachers?
• Are school leaders effectively managing and supporting teachers to develop in their schools?
• How well do school leaders work with providers/partners to ensure that professional development is delivered effectively?

Awareness of professional development

• Are teachers and leaders aware of their entitlement to professional development?
• How knowledgeable are teachers and leaders about the concepts in the government’s new reforms?

Quality of professional development

• Is professional development of high quality?
• Is the quality of professional development improving? Are the recent reforms a factor in any noted improvements?
• What are the barriers that prevent planned professional development from being delivered effectively?
• What are the main features of effective models?

Impact of professional development

• Have improvements in professional development led to improvements in teaching and leadership in schools?
• Are more teachers and leaders becoming involved in high-quality professional development?
• Have improvements in professional development had an impact on pupils catching up with their education that was affected by the pandemic?

YouGov survey

The main aim of the online YouGov survey was to capture teachers’ and leaders’ views of the professional development training they had recently received. A secondary aim was to follow up on the baseline findings from the phase 1 report, to see how views had changed over time and to identify any important changes in the landscape. To this end, for the second phase of the survey, we added some additional questions and response options that took into account some of the findings from our phase 1 report.

YouGov managed the recruitment of participants, using its teacher volunteer respondent panel. It recruited 1,825 participants. We used the DfE ’s school workforce survey for full-time teachers as the sample frame. The figures for the whole survey were weighted to be representative of all teachers in England by school type, teaching level, region, gender and age. ECTs and school leaders (for NPQ take-up) were oversampled for the purpose of the analysis. Despite this intention, the number of ECTs included in the survey (n=68) remained low in 2021 due to the numbers who were signed up in the respondent panel. Unfortunately, further attrition of this group meant that the figure for the 2023 survey was lower (n=55). Therefore, comparisons between ECTs and other groups are indicative and should not be generalised for the whole ECT population. In total, 162 teachers in the 2023 survey responded that they were currently studying for an NPQ .

The purpose of the questionnaire and its role in this review were explained to respondents, and Ofsted was named as the commissioner. YouGov piloted the questions with participants before the full survey went live, to ensure that the language was clear and that responses were providing relevant information. The questions gathered data on the following areas:

• respondents’ characteristics
• professional development opportunities, including frequency, form and content
• views on the effectiveness of professional development experiences
• attitudes towards professional development
• views on perceived barriers to professional development
• awareness of professional development reforms
• experiences of current ECF -based training
• experiences of current NPQ training

Research visits

To complement the survey findings, and provide further depth to our research, 11 HMI and 4 Ofsted Inspectors ( OIs ) carried out 43 research visits to maintained schools and academies during the 2023 spring, summer and autumn terms. These comprised 22 secondary schools, 16 primary schools and 5 special schools. Schools were selected using the following criteria:

• the school’s latest Ofsted overall effectiveness judgement (excluding schools judged as inadequate)
• the level of deprivation (using the ‘Income Deprivation Affecting Children Index’ [footnote 39] )
• the ECF programme route (sourced from the DfE )

The aim was not to select a nationally representative sample, but instead to get an adequate amount of variation in the sample to help us identify common strengths and weaknesses across the schools we visited.

We were particularly interested in schools with ECTs using the different ECF programme routes. This is why we included this criterion in the sample design. This also ensured that we could identify which schools in the sample did not have ECTs , so that we could gain insights into the professional development of teachers who were not using ECF programmes. There was no available data for identifying staff on an NPQ programme, so views from this group were dependent on the schools selected having relevant participants who could contribute. Of the 43 schools we visited, 4 had no ECTs , and 5 had no members of staff studying for an NPQ .

Visiting special schools was a new element of this phase of the report. We visited special schools in order to investigate whether our findings from mainstream schools also applied in specialist settings, and to identify any barriers or strengths unique to special schools. The special schools we visited represented a diverse range of provision types, which taught pupils with differing needs profiles. One school catered for students with social, emotional and mental health needs. Two schools were for pupils with severe and profound/multiple learning difficulties, one of which also catered for complex learning difficulties. The other 2 were autism-specialist schools.

During the research visits, inspectors carried out semi-structured interviews with headteachers and other members of the senior leadership teams, professional development leads, ECTs , ECT mentors (where possible), and teachers who had provided recent in-house training for colleagues. We also held focus groups with teachers and, in a few instances, ECTs and their mentors. Most of the research visits took place over a single day. All schools that participated in the research did so voluntarily, and all participants gave informed consent.

As with the previous phase of this review, it was more challenging than usual to recruit schools to participate. This was often related to workload concerns, although occasionally COVID-19 was still an issue for the schools we invited to participate. This has some implications for selection bias; for instance, we may have recruited more schools that were particularly keen on being involved in the study.

A typical research visit involved the following activities:

• meeting with senior leadership team (lasting 15 to 30 minutes)
• interviews with senior leadership team and leaders with teacher development responsibilities (about 60 minutes)
• focus groups with teachers (about 60 minutes)
• focus groups with ECTs (about 40 minutes)
• interviews with ECT mentors and induction leads (about 40 minutes)
• focus groups with those undertaking NPQs (about 40 minutes)

In addition to collecting the primary data from the visits, we also asked inspectors to summarise the data after the visit, to aid analysis. We used a deductive thematic approach to coding the data. The coding framework was developed using concepts from the research questions in the terms of reference. We also identified new themes to explore from the first phase of the report, which were also included in the coding framework.

The sample design, while balanced to ensure that we could visit a range of settings, does not include any schools judged as inadequate at their last inspection, to enable them to manage the burden of inspection. Therefore, the sample cannot be said to be representative.

Teacher cohort study

As part of this research, we also commissioned the IES to conduct a longitudinal teacher cohort study on our behalf. The purpose of this study was to gain an in-depth understanding of how the quality of teacher professional development, and the perceived impact, vary among different teachers. We also wanted insight into the changes that may occur over time. We sought to achieve this by following a group of teachers over the course of a year.

The research questions were:

• What professional development are teachers getting?
• What is the format of what they are getting?
• What is the quality of the professional development they are getting?
• What are the barriers to and facilitators of professional development?

Our approach was to conduct 4 waves of research with the panel of teachers. Forty teachers were recruited via panel using a purposive sampling approach. To provide a range of perspectives, participants were selected in terms of age, ethnicity, gender, years of experience, level of seniority, school phase, school governance, school performance and school catchment.

For wave 1, semi-structured interviews took place online or by telephone, between October and November 2022. This helped to develop a baseline for the study. Wave 2 took place between February and March 2023, and took the form of an email consultation, featuring 7 open-text questions. Wave 3 took place between June and July 2023 and comprised another series of in-depth semi-structured interviews lasting between 45 and 60 minutes.

For wave 4, an online reflections workshop was carried out with 14 participants. There were 2 breakout-room activities in which teachers were asked to summarise their experiences across the year and to consider what they would like from the future. We also piloted some of the models we had identified through our analysis with the group and received their feedback on these. This wave was hardest to recruit for, given the time in the school year and the fact that only a single date was being offered. The remainder of the group was given the opportunity to respond to the workshop questions by email.

Annex B: data for figures

Data for figure 1: Responses to the question ‘Since January 2022, to what extent do you agree or disagree that you have frequently received the following?’ (in percentages)

See Figure 1 .

Data for figure 2: Responses to the question ‘To what extent do you agree or disagree that the following are current barriers to your participation and engagement in professional development?’ (in percentages)

[w] = question not asked in the 2021 survey

See Figure 2 .

Data for figure 3: Responses to the question ‘Please think about the professional development you have received through school since January 2022…Which, if any, of the following content areas did it cover? (Please select all that apply)’ (in percentages)

See Figure 3 .

Data for figure 4: Responses to the question, ‘Who typically delivers your professional development?’ (Select all that apply)

See Figure 4 .

Data for figure 5: Responses to the question, ‘When thinking specifically about your NPQ professional development so far, to what extent do you agree or disagree with the following statements?’ (in percentages)

See Figure 5 .

Figure 6: Responses to the question ‘To what extent, if at all, do you think your professional development is currently prioritised by your school leaders?’ (in percentages)

See Figure 6 .

‘Evidence review: The effects of high-quality professional development on teachers and students’ , Education Policy Institute, February 2020.  ↩

N McJames, A Parnell, and A O’Shea, ‘Factors affecting teacher job satisfaction: a causal inference machine learning approach using data from TALIS 2018’ , Educational Review, May 2023. ‘Evidence review: The effects of high-quality professional development on teachers and students’ , Education Policy Institute, February 2020.  ↩

‘Terms of reference: Ofsted’s independent review of teachers’ professional development’ , Ofsted, September 2021.  ↩

‘Independent review of teachers’ professional development in schools: phase 1 findings’ , Ofsted, May 2023.  ↩

‘Emerging findings from the evaluation of national professional qualifications: interim report 1’ , Department for Education, January 2023.  ↩

‘School and College Panel: September 2022’ , IFF Research, February 2023.  ↩

‘Working lives of teachers and leaders – wave 1’ , Department for Education, April 2023.  ↩

‘The emotional “tax” of teaching: is it time for teachers to do less?’ , Teacher Tapp, August 2023.  ↩

‘Workload reduction taskforce: initial recommendations’ , Department for Education, January 2024.  ↩

‘Working lives of teachers and leaders: wave 2 summary report’ , Department for Education, February 2024.  ↩

‘Outcomes of the review of the initial teacher training core content framework and early career framework’ , Department for Education, January 2024.  ↩

‘Early career framework and national professional qualification inspection framework and handbook’ , Ofsted, March 2022.  ↩

‘Effective professional development’ , Education Endowment Foundation, October 2021.  ↩

‘CPD quality framework’ , Teacher Development Trust, 2021.  ↩

‘TALIS 2018 results (volume I): teachers and school leaders as lifelong learners’ , the Organisation for Economic Cooperation and Development teaching and learning international survey, June 2019.  ↩

‘Working lives of teachers and leaders – wave 2 summary report’ , Department for Education, February 2024.  ↩

‘Education staff wellbeing charter’ , Department for Education, May 2021, updated January 2021; ‘Workload reduction taskforce: initial recommendations’ , Department for Education, January 2024.  ↩

Ofsted Big Listen , Ofsted, March 2024.  ↩

It is worth noting that the requirement for statutory safeguarding training may be the reason for the high figures shown.  ↩

‘The Annual Report of His Majesty’s Chief Inspector of Education, Children’s Services and Skills 2022/23’ , Ofsted, November 2023.  ↩

An asynchronous format is when content is created and uploaded in advance, and learners access it in their own time. It is not ‘live’. Examples would include pre-recorded lectures or videos.  ↩

R Coe, ‘Why are we holding out for more professional development time (even though school leaders say they can’t manage it)?’ , Evidence Based Education, July 2023; R Coe and J Scott, ‘The great teaching toolkit: evidence review’ , Evidence Based Education, June 2020.  ↩

J Jerrim, ‘The link between teacher buy-in and intentions to continue working in their current school’ in ‘British Educational Research Journal’ , January 2024.  ↩

‘Teachers’ Standards’ , Department for Education, December 2021.  ↩

M Walker, S Straw, J Worth and H Grayson, ‘Early career CPD: exploratory research’ , National Foundation for Educational Research (NFER), November 2018.  ↩

T Ovenden-Hope, S Blandford, T Cain, and B Maxwell, ‘RETAIN early career teacher retention programme: evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century teaching profession’ , in Journal of Education for Teaching, September 2018.  ↩

‘Teacher recruitment and retention strategy’ , Department for Education, January 2019.  ↩

Institute for Employment Studies ( IES ) and BMG Research, ‘Evaluation of the national roll-out of the early career framework induction programmes: Interim research brief (year one)’ , May 2022; Institute for Employment Studies ( IES ) and BMG Research, ‘Evaluation of the national roll-out of the early career framework induction programmes: Annual summary (year one)’ , March 2023.  ↩

Owing to school recruitment for this study, the split by delivery models is not representative of the national breakdown.  ↩

‘Making best use of teaching assistants: maximise the impact of teaching assistants’ , Education Endowment Foundation, October 2018.  ↩

‘Curriculum research: assessing intent, implementation and impact’ , Ofsted, December 2018.  ↩

See the definition of the IDACI index: DCLG Indices of Deprivation 2015: Income Deprivation Affecting Children Index (IDACI) .  ↩

Is this page useful?

• Yes this page is useful
• No this page is not useful

Help us improve GOV.UK

Don’t include personal or financial information like your National Insurance number or credit card details.

To help us improve GOV.UK, we’d like to know more about your visit today. Please fill in this survey (opens in a new tab) .

Map shows Ireland's 85 blue flag beaches 'across the length and breadth of beautiful beaches and marinas'

T he number of blue flags awarded to Irish beaches and marinas remains unchanged since last year but three previous winners have lost out while three others stepped up to take their place, according to An Taisce.

Blue Flags are an internationally recognized symbol used to highlight pristine beaches and marinas for water quality, environmental management , education and safety. They have been awarded in Ireland since 1988, when 19 awards were given.

This year, 85 beaches and nine marinas will be able to fly the prestigious accolade, while a record-breaking 70 green coast awards have also been awarded. Last year, 84 beaches held blue flags for the bathing season, alongside 10 marinas.

Seaside town just outside Dublin to become a hub of activity for visitors

Most beautiful bike routes in Ireland to inspire you to cycle around the Island

Co Kerry won the most blue flags with 13, followed by Co Donegal and Co Mayo on 12 and Co Cork with 11.

Rush South Beach in Fingal, Ballymoney North Beach in Co Wexford and Tramore in Co Waterford all lost the status for 2024 because they did not achieve 'excellent' bathing water quality status.

If you cannot see the map, click here .

They have been rated 'good' for the past four years - the second-highest classification. Meanwhile, Bettystown Beach, Co Meath has been awarded a Blue Flag for the first time since 1996 and Enniscrone in Co Sligo for the first time since 2014. Traught in Co Galway also regained a Blue Flag status last held in 2021.

Marina flags fell from 10 to nine, as Co Donegal's Greencastle Marina did not reapply because of construction work.

The awards were presented by the government's chief whip and Minister of State for the Department of Education, Hildegarde Naughton, at the Bay Hotel in Galway's Salthill, Co Galway, on Monday afternoon. She said: "It is my great pleasure to congratulate all of the recipients of International Blue Flags and Green Coast Awards today. For Ireland to be the home of 94 Blue Flags across the length and breadth of our beautiful beaches and marinas."

"As a Galway Minister, I am particularly proud to see the return of the Blue Flag to one of my own local swimming spots, Traught Beach in Kinvara, I know that this will be of particular note and celebration for many Galway swimmers.

"As we get warmed up for the bathing and swimming season this year we are breaking the record with some 70 Beaches receiving the Green Coast Award.

"We all know just how lucky we are to have such beautiful water quality and natural beauty across our shores and this year's recipients are a testament to just how exceptional and rich in diversity our beaches are.

"Congratulations to everyone involved and I want to wish a very happy and safe bathing and swimming season to everyone for 2024."

Charming Irish fishing village is the perfect place to see whales and dolphins

Ireland most stunning coastal counties ranked with rugged gem on top

Green Coast Awards rose by four compared to 2023, with Quilty Beach, Seafield in Co Clare, Cross, Louisburgh; Portacloy, Enniscrone Beach and Arklow South Beach taking an award after missing out in 2023.

Ten beaches across the State clinched both a blue flag and green coast award. They are Fountainstown and Inchydoney East Beach in Co Cork , Balcarrick, Donabate in Fingal, Salthill and Silverstrand Beaches in Galway City, Tra Inis Oirr (Main Beach) in Co Galway , Baile an Sceilg in Co Kerry , Bettystown Beach in Co Meath , Enniscrone and Rosses Point Beaches in Co Sligo .

Director of the Environmental Education Unit of An Taisce, Cathy Baxter, said: "We were delighted to be welcomed to Salthill, a Blue Flag and Green Coast Award beach for many years, for the opportunity to celebrate the beaches and marinas awarded for the 2024 season.

"The Local Authorities, marina operators and Clean Coasts groups responsible for their management have worked tirelessly to ensure that these sites meet the excellent standards required by The Blue Flag and Green Coast Award.

"I would like to congratulate all the awardees on their success, and to thank Galway City Council for hosting us here."

For the latest local news and features on Irish America, visit our homepage here .

Image Unavailable

• To view this video download Flash Player

XL Flag Elektrostal Moscow oblast | landscape flag | 2.16m² | 23sqft | 120x180cm | 4x6ft - 100% Made in Germany - long lasting outdoor flag

Purchase options and add-ons, about this item.

• 100% Made in Germany » ... because the first impression last, quality flag for representative purposes *****
• State-of-the-art High-Tech Outdoor Fabric » One air-permeable 110 GSM Polyester to keep wind forces low and lifetime high
• Mirrored Back » Image printed on the front, mirrored image 100% visible on the rear side
• Landscape flag | 2.16m² | 23sqft | 120x180cm | 4x6ft
• Show your pride for your hometown with the Elektrostal flag! Made with quality materials and vibrant colors, this flag is the perfect way to display your patriotism and love for your city. Fly it proudly at home, at events, or even in your car. Get yours today and show your Elektrostal pride!
• The flag of Elektrostal, Moscow Oblast, is a striking combination of Old Glory red, representing strength and courage at 81%, complemented by a subtle touch of light grey at 5% for balance and harmony. The bold black stripe at 3% adds a touch of sophistication, while the shimmering gold stripes at 3% each symbolize prosperity and success. The flag is completed with a touch of very dark grey at 1%, representing the city s resilience and
• Elektrostal Moscow oblast

Product information

Warranty & support, looking for specific info, product description.

Flag: Elektrostal Moscow oblast landscape flag | 2.16m² | 23sqft | 120x180cm | 4x6ft Elektrostal Moscow oblast Elektrostal obwód moskiewski , flaga ???????????? ?????????? ??????? Since we know how important your external presentation is, we print our Elektrostal Moscow oblast flag for your representative appearance using the most modern machines in Germany. To ensure your maximum flexibility, we have equipped the flags with quality metal eyelets, to let you simply attach these flags to any flagpole. To let you use the flags for a long time, we have strengthened the flag using double safety seams and a tear proof strap at the side of the pole. Due to the quality of this business flag, you show a particular degree of the closeness to Elektrostal Moscow oblast. Details about this flag This landscape Elektrostal Moscow oblast flag is a quality product Made in Germany made of 110g/m² gloss polyester. This Elektrostal Moscow oblast flag is wind- and weather-resistant and highly durable. The flag colors are intensive and UV-resistant. This flag is specially made for outer space. This Elektrostal Moscow oblast flag will be delivered with a double safety-seam as well as with 2 metal eyelets to hoist at the flag pole. The metal eyelets give you great flexibility for placing this flag on any flagstaff. The mast side is reinforced with a white hem. The quality flag material and the metal eyelets will take care of a long endurance of this Elektrostal Moscow oblast flag. If required, the flag can be washed at 60 degrees Celsius. Recommended height of flag pole Elektrostal Moscow oblast flags of 2.16m² | 23sqft | 120x180cm | 4x6ft look best with flagpoles of around 6m | 18ft height. Need a bigger size or an other configuration? We can provide bigger sizes, other configurations, exclusive indoor ...

Customer reviews

Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them.

To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzed reviews to verify trustworthiness.

No customer reviews

• Amazon Newsletter
• About Amazon
• Accessibility
• Sustainability
• Press Center
• Investor Relations
• Amazon Devices
• Amazon Science
• Sell on Amazon
• Sell apps on Amazon
• Supply to Amazon
• Protect & Build Your Brand
• Become an Affiliate
• Become a Delivery Driver
• Start a Package Delivery Business
• Advertise Your Products
• Self-Publish with Us
• Become an Amazon Hub Partner
• › See More Ways to Make Money
• Amazon Visa
• Amazon Store Card
• Amazon Secured Card
• Amazon Business Card
• Shop with Points
• Credit Card Marketplace
• Reload Your Balance
• Amazon Currency Converter
• Your Account
• Your Orders
• Shipping Rates & Policies
• Amazon Prime
• Returns & Replacements
• Manage Your Content and Devices
• Recalls and Product Safety Alerts
• Conditions of Use
• Privacy Notice
• Consumer Health Data Privacy Disclosure
• Your Ads Privacy Choices

A .gov website belongs to an official government organization in the United States.

A lock ( ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

• Health Department HAI/AR Programs
• Cleaning in Global Healthcare Settings
• Infection Control Guidance
• Introduction to the Patient Notification Toolkit

HAI Prevention and Control for Healthcare

• Public Health and Policy Strategies
• HAI Prevention, Control and Outbreak Response for Public Health and Healthcare
• Prevention Epicenters
• Healthcare-Associated Infections - Community Interface Activity (HAIC)

HAIs: Reports and Data

• Preventing MDROs
• Laboratory Resources
• Antibiotic Prescribing and Use
• Antimicrobial Resistance
• Infection Control for Healthcare Providers
• Safe Injection Practices and Your Health

Methicillin-resistant Staphylococcus aureus (MRSA) Basics

Healthcare-Associated Infections (HAIs)

Laboratory Resources for HAIs

Research Gaps in Patient and Healthcare Personnel Safety

Related organisms & infections

About Acinetobacter

About Burkholderia cepacia complex

About Carbapenem-resistant Enterobacterales

Catheter-associated Urinary Tract Infection Basics

Central Line-associated Bloodstream Infection (CLABSI) Basics

About Clostridium sordellii

About ESBL-producing Enterobacterales

About Gram-negative Bacteria

About Klebsiella

Staphylococcus aureus Basics

About Nontuberculous Mycobacteria (NTM) Infections

About Pseudomonas aeruginosa

Surgical Site Infection Basics

Ventilator-associated Pneumonia Basics

HAIs are associated with medical devices, complications following surgery, transmission between patients and healthcare workers, antibiotic overuse, and more.

For Everyone

Health care providers, public health.

40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 21 May 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy , materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes , offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

Was this page helpful?

Our commitment to delivering trustworthy and engaging content is at the heart of what we do. Each fact on our site is contributed by real users like you, bringing a wealth of diverse insights and information. To ensure the highest standards of accuracy and reliability, our dedicated editors meticulously review each submission. This process guarantees that the facts we share are not only fascinating but also credible. Trust in our commitment to quality and authenticity as you explore and learn with us.

Share this Fact: