An Agent of Casualisation

Casualisation was probably an unintended consequence of the reforms to the Further Education system, or so I like to think. After all, who in their right mind - except perhaps a right-wing idealogue, would want to take an experienced, well-educated, settled workforce and turn it into a fear-obsessed group - always looking over its shoulder for changes to contracts and working practices, fearful of course cuts or amalgamations, wondering if or how they'll have enough hours' teaching next term, next September? I've been forced to look for teaching work after the start of the new academic year - a situation that probably wouldn't have come about even a few years ago, but now - due to cost-cutting - is more common. And this means having to use employment agencies. For a while now, I've become increasingly concerned as to their understanding of the roles they are trying to fill. I teach Law, once a A level popular subject, but now - thanks to the Governments ill-considered A level reforms, one that colleges and sixth forms are becoming increasingly wary of. After all, the only predictor of final outcome, after 2 years' study, is now the student's GCSE grades. A lot can happen between the ages of 16 and 18, and Law is not a widely taken GCSE subject. With little to go on in terms of final grade prediction or target setting, school and college managements seem loath to offer Law, when other courses that have a GCSE equivalent can be taught instead (such as Sociology or Psychology). Enter then the agencies, paid by results, they offer harassed heads of departments the chance - for a fee/commission - to offer courses that have either last minute interest, or been affected by teacher non-availability. So it was that I saw an advert for an A level Law teacher, no hours mentioned, or even duration of contract. My initial application was enthusiastically received and I called the agency yesterday morning with high hopes. But that's when it all went wrong. The named contact explained that he hadn't written the advert himself, and that the school sixth form wanted someone who could teach Law AND Sociology. I was a bit annoyed at this rather important omission and the conversation ended with a half-hearted offer on his part to call the school and see if they would take an experienced Law teacher on an 80% contract that's supposed to run until July 2016. Now the waiting game begins again, although I doubt anything will come of it. Demoralization sets in quickly when agencies get in on the act: they only want result and don't seem that motivated to negotiate on behalf of those that don't fill their criteria - even where they have singularly failed to stated exactly what those criteria are at the outset. After all, a casualised workforce has little or no rights and can't - or wont' - fight back. You have to kiss the (agency) hand you dare not bite these days.

A casual victim

I've been teaching Law in FE colleges and sixth forms forms for the past decade. Not any more. Despite good exam results (now the gold standard by which all teachers are ultimately judged), good student (sorry, learner) approval ratings - backed up by performance management appraisals and lesson observations, I found myself without a class to teach just 2 days into the new academic year. It was against this backdrop of newly enforced idleness - I was a 'freelance teacher': no contract, no guaranteed hours, but expectation of managing my own 'continuous professional development' and qualifications - that I read Jo Johnson's comments about 'lamentable teaching' standards in Higher Education. This Johnson is supposed to be capable of joined-up thinking that at least meets the standards of modern society, as opposed to bro BoJo who wants us to live in a classicists dreamworld, but the end result is the same - a fundamental disconnect and wilful refusal to accept the truth. Which is simply this: good teaching can only come from a well-trained, well-equipped and properly resourced professional teaching body. It can't be conjoured from thin air when teachers are forced to rely on temporary, or even no, contracts, and where there is no continuity of employment. When you are continually looking over your shoulder, wondering if the agency has found you enough work, at a high enough pay rate, then you cannot perform your duties to a high standard; and without the limited guarantee of of work from one week to the next you have no incentive to do more than the basic minimal level of work (Ofsted and PM obsessed line managers notwithstanding). And that, Mr Johnson, concludes your lesson in teaching reality for today, now write a 500 word essay on why casualisation is undermining the UK's vital FE and HE sectors.