Practitioner Advisory Group

The PAG meets three times a year to share their opinions about the current and future membership offer and to provide insight on proposals which support the development of the SET membership strategy.

What PAG is, why it exists and the current members 

The PAG is comprised of up to 40 Society for Education and Training (SET) members working across the FE and training sector. You can find out more about the current PAG below, including who is currently on this group. The group meets three times a year and reports into the SET Management Board (SMB). The PAG aims to share experiences, discuss membership and help develop proposals suggested for the SET membership strategy. 

What are the benefits

PAG members benefit greatly from being part of the group.

It helps them keep abreast of the latest developments and changes within the FE and training sector, it enables them to share experiences and learn from fellow professionals within the sector and empowers them to help shape the future of SET.

What’s involved

- Meetings are held three times a year. Twice online and one as a Summer Conference in a hired venue.

- Meetings normally take place in March, June and November.

- PAG members are appointed for an initial three-year term.

- Following an initial three-year term, members may apply for reappointment for one further three year term.

- It’s a voluntary role but reasonable travel expenses will be reimbursed.

Joining the PAG

Applications for the 2023 PAG recruitment round are now closed.

"To contribute to discussion and change in the Further Education and Training sector and improve professional practice by keeping up-to-date with change."

"I wanted to stay close to developments in the sector and be a voice representing practitioners, especially Independent Training Providers (ITPs)."

"The ability to scope the future of FE and raise its profile in the education sector."

Find out more about the current PAG members' experience and background below. 

View the PAG Terms of Reference.

Abigail Adisi-Nimakoa is an Initial Teacher Training lecturer and is committed to empowering future educators with the knowledge and skills needed to excel in their profession. Through her expertise and guidance, aspiring teachers benefit from comprehensive learning that prepare them for the challenges of the classroom.
She is an assessor and IQA and have expertise in designing, implementing, evaluating assessments and maintaining quality standards.
Beyond her involvement in teaching and assessment, Abigail actively serves as a member of a secondary school governing board, contributing to the strategic direction and governance of the institution. Having a focus on promoting educational excellence, she collaborates with fellow governors, school leaders, and stakeholders to ensure that students receive the best possible educational experience.
She is also an educational consultant with Clarence Green College and she helps individuals develop personalized academic plans based on their interests, goals, and strengths. She also provides guidance on course selection, educational pathways, and academic requirements to ensure individuals make informed decisions about their educational journey.
Her area of research includes impact of dyslexia on individuals' educational experiences and student engagement.
Abigail holds a QTLS and aspires to complete a doctorate in Education.
Outside of work, Abigail enjoys exhibition and visiting historical sites.
Adam has considerable experience within post-16 education, leading across multiple provision types within large Further Education Colleges. Adam has recently undertaken an MA in Education (Leadership and Management), holds DTLLS, QTLS, verification awards and is a FSET.
Adam presently works as the Deputy Director of Quality at Bridgwater and Taunton College. This cross-College role leads on quality management across the College whilst driving a programme of continuous improvement. The role leads the pedagogical development of teaching, learning, assessment and digital innovation across the College, to ensure learners have a high-quality experience.
The Institute of Leadership and Management recognise Adam’s experience and track record of managing large high performing teams, awarding him the prestigious Fellowship status.
Adam’s teaching experience is extensive having delivered from Entry to Level 7, over different provision types including study programmes, Apprenticeship, AEB, Higher Education and NEET education.
Adam’s previous experiences have given him a wealth of knowledge and interpersonal skills. Adam’s drive to succeed but at the same time involve his team has always proved to be an asset to organisations. Innovation, initiating change and staying ahead of the field have always been important to him.
Adam lives in the Southwest of England and is an avid water sport enthusiast, loving nothing more than an early morning surf or a paddle on his local river.

Afzal Sayed Munna is a Lecturer, Module Leader and Academic Coordinator at the University of Sunderland in London. His subject area includes business and digital learning and he undertakes post doctoral research in education. Afzal has been engaged with education, development, training and community throughout his life and has experience working with a multitude of organisations at managerial level.

Ahmad Dolani is lecturer at Priestley College and holds an Ed Doctor of Education Researcher at LJMU. His research focuses on diversity and inclusion, making significant contributions to academic discourse and shedding light on crucial aspects of creating inclusive environments. Ahmad Dolani is also CEO at MENA Educational Logistics UK where he spearheads efforts to promote UK educational excellence and foster partnerships with institutions across the MENA region and the wider educational landscape.
Ahmad Dolani is an appointed member of the Liverpool Council Educational Committee where his insights and contributions have helped shape educational policies and initiatives that prioritize the needs of the local community.
Driven by a deep commitment to education, Ahmad Dolani also serves as a dedicated governor at SmithDown Primary School, ensuring the delivery of high-quality education while fostering a nurturing and inclusive environment for all students.
Ahmad Dolani also possesses a unique skill set as a Chartered Police Linguist, utilizing his linguistic expertise to assist law enforcement agencies. Through effective communication and cultural understanding, he plays a vital role in building bridges between diverse communities and the police force. As an Independent Custody Visitor (ICV) for the Merseyside Police Commissioner's office, he safeguards the rights and well-being of detainees, ensuring fair and humane treatment within the criminal justice system.
Overall, Ahmad Dolani is a leader, educator, researcher, and advocate for diversity and inclusion. His multifaceted background in academia, law enforcement, local governance, and educational logistics enables him to make substantial contributions to society. With unwavering dedication, he continues to empower individuals and communities, striving to create a more inclusive and equitable world.
Since 2014, Beata Babula has been a Lecturer and Quality Practitioner within the Learning Practice at the College of West Anglia (CWA), where she delivers Continuous Professional Development to colleagues across three main sites. Duties include mentoring, lecturing staff and conducting College observations (Learning Walks) which is an essential part of enabling improvement of teaching, learning and assessment. The Lecturing part of that role involves teaching on Cert/Ed PGCE which is delivered in partnership with University of Huddersfield.
Additionally, Beata has been the University and College Union representative in CWA since 2015. This role gives Beata the opportunity to represent the views of the union members to the College SMT, cooperate with the Regional Branch and support individual members when they encounter challenging circumstances in their professional life.
Currently, Beata is conducting research for an EdD in Educational Leadership with University of Bolton. Her thesis investigates the relationship between institutional quality strategies and lecturers’ intrinsic motivation to improve teaching and learning.
Beata was a previous member of the PAG between 2017-2020 and re-joins the group in 2023 for a second 3 year term. She is passionate about EFT and SET's initiatives to encourage professionalism within the FE sector, in particular by making use of the ETF Professional Standards.

Beulah Obianwu is Lecturer at Harrow College.

Beverley Woolford is a Teacher and Quality Assurance trainer in beauty and holistic therapies. She is also a Senior Lecturer of Education and Training Professionals, Quality Assurance and Assessment qualifications/Apprenticeships and Professional Mentor to PGCE Programme at Fareham College.

Chloë Hynes is a neurodivergent practitioner with QTLS who has worked in FE for more than 10 years. With a digital/ art background, she originally qualified as an art teacher but after spending a summer at an EfL camp, she retrained to teach ESOL and worked in her local community as an ESOL teacher. She did her first action research project a year into her teaching career and found it an incredibly empowering (and impactful) experience. She now works as a teacher trainer, resource designer and mentor (including for action research projects such as OTLA). Most recently she completed the ATS process for which she wrote a series of blogs for SET charting her experiences. She has also written an article for RaPAL analysing the new Professional Standards. Her research interests include digital pedagogies (and literacies), graphic facilitation and communities of practice. She is currently doing action research into the use of chat in online spaces.
FE Tapestry is her passion project for which she writes a monthly mailout, runs a blog open to anyone in FE and hosts the fortnightly FE Reading Circle with FE friends. Alongside this she works with AmplifyFE, NATECLA and CARN in various roles to support, amplify and put the spotlight on other practitioners in the sector. 7 years ago she was encouraged by an ESOL peer to write about and share the work she was doing (and later she even became chair of the NATECLA northwest branch). Since this friendly push, she has tried to pay it forward by encouraging her peers in the same way.
Christine Rodney enjoys working as the Head of Economics and Business Studies at the Royal Russell School while studying the GDL with the University of Law. Christine joined the PAG team in October 2021.
Christine has been an educator for over 15 years at the HE and FE levels, having previously taught within the private and public sector in the Bahamas and Jamaica.
Her experience encompasses 6 years within the Harris federation at the middle leadership level, supporting team members with curriculum planning and delivery and training/mentoring of PGCE and NQTs.
Christine enjoys delivering academic, vocational and professional curricula in Economics and Business. Her passion for education and the changes in the legal environment for all stakeholders in the sector, propelled her to commence the GDL.
She is the founder of the nonprofit group, The Trade Union Society that aims to connect trade unions with law students in training with the goal of improving members access to justice.
She hopes to use the knowledge garnered from her legal studies to facilitate the growth and development of the education sector.

Clovis Matthews is an accomplished and highly experienced educator with a passion for assessment and teaching, and learning. With an impressive academic background and a commitment to continuous professional development, he has earned esteemed Fellowships in both Assessment and Teaching and Learning. Over the years, Clovis has made significant contributions to the field of education, empowering students and colleagues alike with his expertise and innovative teaching approaches. His dedication to fostering a supportive and intellectually stimulating learning environment has consistently yielded outstanding results.

Clovis holds the Qualified Teacher Learning and Skills status, Fellows from the Society for Education and Training (SET) and the Chartered Institute of Educational Assessors (The University of Hertfordshire), and Professional Membership of the International Compliance Association. He boasts an impressive teaching career that spans over 15 years. His journey in education has involved working with the post-16 age group from further to higher education and awarding bodies.

Clovis has served on academic committees and task forces to improve assessment practices and teaching and learning and has created and implemented the standards for evidencing equality, diversity, and inclusion in teaching and learning. In addition, Clovis has advanced the development of exceptional Continuous Professional Development for teaching colleagues to include tailored CPD requests.

Clovis firmly believes that education is a transformative journey that should empower students to become critical thinkers, problem solvers, and lifelong learners. He values a learner-centred approach, where each student's unique strengths and challenges are considered. His teaching philosophy revolves around fostering a positive and inclusive learning environment that encourages students to take ownership of their education and achieve their full potential.

Clovis' dedication to assessment, teaching, and learning has shaped his career and positively impacted countless students and educators. His passion for continuous improvement and commitment to advancing education make him a valuable asset to any academic institution or educational community.

Dr Serry is a highly qualified educational manager with an unwavering passion for transnational education and commitment to excellence. With over 30 years of expertise in the Further and Higher Education sectors in the UK and internationally, Dr Serry stands as a renowned expert in designing and managing UK curricula within an international context including; the Netherlands, Germany, Belgium, Turkey, Egypt, Iraq, UAE, Saudi, Jordan, and Malaysia. Additionally, Dr Serry holds roles as examiner, moderator, and accreditation advisor for various qualification awarding bodies in the UK and EU. His is a registered European Commission Educational Expert and a member of The UK Chartered Quality Institute, The UK Institute of Directors, and The Society for Education and Training.

Dr Serry actively advocates for the establishment of strong relationships between communities and the promotion of understanding and acceptance of diversity through international and transnational education. His inclusive approach is evident in his work with students from diverse backgrounds worldwide, as he consistently fosters a welcoming and inclusive learning environment. Dr Serry possesses an exceptional aptitude for leveraging technology to enhance learning experiences, continuously seeking innovative approaches to make education more engaging and effective. Dr Serry's contributions extend beyond his professional achievements, as he remains an active and dedicated member of his community. Serving as a trustee for several charitable organizations focused on international and transnational education, he has been recognised for his efforts in promoting international cooperation within the education sector.

Eve is an Advanced Practitioner and ESOL programme tutor at the Oldham College. In 2003 she embarked on a PGCE in Further Education intending to teach English A-level, but after spending most of her placement in ESOL she decided that was where her true vocation lay. As an Advanced Practitioner she has also helped to shape and deliver CPD and coaching for teachers across the college.
She has always championed the use of digital technologies to enhance teaching and learning in FE. She was a Digital and Blended Learning Champion on a collaborative colleges project from 2020-2022. She worked with colleagues across Greater Manchester to capture emerging digital practices during the pandemic and share successful approaches through CPD, sector events and a podcast.
Eve completed ATS in 2022 and went on to lead an OTLA research project focussing on vocational provision for ESOL students. She continues to indulge her curiosity about teaching and learning by pursuing action research and taking part in the FE Reading Circle.

Gail is a mathematics and English practitioner, trainer and writer. With an extensive career in supporting practice in all sectors: schools, work-based learning; further education; secure estate, and voluntary and community.

Gail presently works as:

  • Associate lecturer Sheffield Hallam University.
  • Society for Education and Training: QTLS and ATS reviewer.
  • Freelance commissions including the support of: T level introduction; embedding English and maths into professional qualifications; and research projects.
  • She is part of the team working on the Multiply Capability Support Programme.
  • NCETM Accredited Lead.

She was the Education and Training Foundation Yorkshire and Humberside Regional Specialist Lead for mathematics and English and has acted as consultant on various national programmes working with providers to develop their maths and English provision (supporting at a strategic and practitioner level).  She has curated the InTuition Research Supplements on two occasions.   She has had various roles with Awarding Organisations.

She is passionate about supporting the practitioner/tutor/trainer so that they can more effectively support their learners. Gail lives in Yorkshire and spends her spare time battling a large garden and playing with her granddaughter.

Gavin Knox has worked in the Further Education sector for the last 20 years, beginning his career as a Sport Lecturer, specialising in working with learners with Special Educational Needs.
His most recent work involves working as an Advanced Practitioner coaching the professional development of educational leaders and teachers in a Further Education College. Gavin is a lead Teacher Educator on the CET Level 4, Learning & Skills Teacher Apprenticeship Level 5, Cert Ed Level 5 and PGDE Level 6 courses.
Gavin has taught on international projects, most recently delivering educational learning to teachers in the Caribbean and Uzbekistan. Gavin is also a Trustee of Youth Opportunity Union which offers alternative education in empowering young people to achieve their goals.
After achieving a First-Class Honours Degree in Education & Professional Development and a Master of Philosophy in Educational Research (MPhil), he went on to complete a 3-year research study into the impact of coaching on the professional development of teachers at an FE College. As part of my ATS Quality Improvement Project I created a series of learning episodes to develop 21st century learning skills.
A firm believer in the power of teamwork, Gavin recognises the importance of building positive relationships with students, staff, and the wider community. As a skilled communicator and listener, able to engage with diverse audiences and build consensus around shared goals, Gavin is committed to fostering a culture of trust, respect, and accountability.
Gavin Lumsden is a lifelong learner, passionate teacher and director of education and student experience for Essential Teaching UK.
Gavin holds a Certificate in Education and BA (Hons) in Education from the University of Surrey whilst achieving QTLS in 2011. Having co-founded Essential Teaching UK in 2015, he has worked to develop both Initial Teacher Training pathways and specialised in Coaching for Education supporting Schools and Colleges alike.
Gavin is particularly interested in exploring new teaching methods and disruptive ideas that can enhance student learning and engagement. He enjoy discussing the latest research and trends in education and sharing best practices with others.
When not teaching or supporting schools and colleges, you can find Gavin walking Willow the dog or spending time with his Wife and ever growing family in Hampshire.
Helen Gott is an Advanced Practitioner at Hartlepool College of Further Education, with cross college responsibility for teaching and learning. 
Helen qualified with a BEng (Hons) in Mechanical Engineering and worked in industry before training to be a teacher.  She worked in secondary education as Head of Design and Technology, before moving to the further education sector to teach engineering.  She has also taught on the CertEd and PGCE programmes. 
In 2015, Helen was Highly Commended by the Edge Foundation for her teaching at the annual VQ Awards.  In 2018 Helen achieved her MA in Education. She is a Fellow of SET and a Fellow of the Chartered College of Teaching. 
Helen enjoys walking and visiting historical sites. She also enjoys reading fiction and educational literature and research.
Helen aspires to complete a doctorate in education, building on her learning of mindset, resilience, and grit as possible personality predispositions towards pervasive mobile phone use in lectures.  
Helen Wood is Head of Staff Professional Development at The Loddon School, a Residential Children’s Home and School for young people with severe autism, where she manages the staff training function. She has 25 years’ experience in work-based teaching and learning in the Third Sector as a Manager, Teacher, Assessor and Internal Quality Assurer.
Helen has completed her International Master of Business Administration, focussing her research on understanding what factors contribute to staff feeling valued in the workplace. She is a fellow member of SET and the Chartered Management Institute and has a particular interest in staff and learner wellbeing. Helen’s background in Psychology, Positive Behaviour Support and Management complements her love of teaching and training in the post-compulsory sector.
Helen is an enthusiastic nature lover and enjoys wildlife photography. She is happiest outdoors, camera in hand.
Helen has ambitions to contribute more widely to relevant research in the sector and aims to complete her Doctorate at a future point.
Jackie Rossa is a ‘product’ of further education herself, and has experienced first-hand how it can change lives. The real power of further education is it’s ability to reduce inequalities and drive social purpose.
Jackie has worked in the sector for over 30 years as a teacher, advanced practitioner, researcher and leader. She is currently an independent practitioner, author, governor, educator, consultant, and creator of ‘spaces to think’. A Fellow member of SET, she is also an associate of the FETN (Further Education Tutorial Network), and a member of the wonderful JoyFE movement. Jackie has significant experience of leading, managing and supporting providers across all further education settings through challenging, innovative and often provocative approaches.
Jackie is passionate about putting the heart and joy back into further education, supporting the development of a true curriculum of hope that goes beyond funding and minimum requirements. She hopes that FE will help develop happy, healthy, confident and capable staff and learners who have the skills, knowledge and attributes that will enable them to thrive in a complex and changing world.
With a background in secondary teaching, Jane Chillingworth made the move to adult education in 2005, starting out as a French & German tutor before becoming a Curriculum Lead for Creative Industries in 2019. 
Jane has been involved in a number of collaborative projects in recent years, including facilitating a RARPA professional exchange group for the East of England PEN and participating in the ETF’s AP Connect programme.  
Jane is a qualified Mentor and in 2020, completed a Masters in Education, which focused on communities of practice and digital training. In 2022, Jane co-founded #SustainFE, an online community of practice that aims to support the development of ESD in the FE Sector. 
Jane is passionate about lifelong learning and the vital role that adult education plays in supporting local communities, as well as the importance of learner and tutor voice.  
You can find Jane tweeting about all things adult education, sustainability and – occasionally – dogs @JChillingworth and @SustainFE.
Dr Jane Rand is experienced across Further Education, Higher Education and the Independent Sector, and has been involved in the professional development of staff who teach, and those who support learning, for over 20 years. Jane has worked as a Lecturer, Senior Lecturer, Head of Department and Head of School, and in roles with organisation-wide responsibilities for quality and for learning and teaching. Central to Jane’s practice has been involvement in, and leadership of, the initial teacher education of colleagues in FE and HE settings and supporting alumni of ITE programmes to gain professional status. Jane holds QTLS, is a Fellow of SET, a Principal Fellow of the Higher Education Academy, and a Chartered Manager; she has supported the governance of educational programmes and institutions through roles such as External Examiner, External Assessor for AHE Fellowship applications, and a national appointment as a Panel Member for the Institute for Apprenticeships and Technical Education (IfATE). Jane has a Master’s in Education and an EdD from the University of Sheffield, where her research focussed on a conceptual alternative to an unhelpful polarity between ‘knowledge’ and ‘skills’, and was based on her work with trainee teachers in a large general FE College. Her research since completing the EdD has focussed on student involvement, assessment and feedback practices, and Critical Reflection Action Learning (CRAL) as both pedagogy and research methodology. Experienced as both a practitioner and a senior leader, she is well-placed to support the ongoing development of the MSETship strategy.
Jason has been teaching in Further and Higher Education for 16 years having spent time previously in the Travel Industry. During his 11 years in the Travel Industry, he was responsible for teaching Apprentices on the TUI Training Programme and in 2007 moved into FE becoming a Lecturer in Business and Tourism.
Jason achieved his QTLS in 2010 and has since gained experience teaching across a number of different levels ranging from level 1 through to level 6. He has also been part of the delivery team on the CertEd and PGCE programmes for the University of Suffolk.
In more recent years, Jason has been an Innovation Coach and was involved in the training and coaching of staff across the Eastern Colleges Group. He is currently Head of Teacher Education and Innovation at West Suffolk College and is passionate about supporting teachers to help them achieve their full potential.
In his spare time Jason enjoys watching and participating in sport and is an ECB qualified cricket coach.
Jean Morgan has been a part of education industry for over thirty-five years, and she embraces her passion for education through critical thinking and the sharing good practice and ideas.
Jean’s background is in vocational teaching ranging from functional skills (English), to Health and Social Care. She began teaching in the 1980s working with an After-School club for disadvantaged children from five to fifteen years, running enrichment activities and building English and Maths skills. She also ran women’s groups in the community to enable mothers to access education and skills. Jean is currently working at Bucks College.
Kathryn Pogson is a Teaching, Learning and Digital Lead, and Lecturer in Teacher Education at Kirklees College. Kathryn has worked in the FE sector for 20 years and has an MA in Education and holds QTLS, ATS, CTeach status. She is working towards a Post Graduate Certificate in Coaching and Mentoring in Education.
Kathryn is a convenor for the Learning and Skills Research Network in Yorkshire and Humber, an active participant of the #JoyFE collective, supports an Advanced Practitioner network, a member of the #FE reading circle and is an advocate for the thinking environment.
Kathryn is a lifelong learner and is passionate about the Further Education sector. She values teacher voice and wellbeing, student voice and community. Joyfully doing the work, using the thinking environment as a lever for culture change, promoting kindness and difference.
She enjoys running, yoga, family time and strives for a healthy work/life balance. She also enjoys reading fiction and educational literature and research.
Kathryn tweets as @k_pogson.

Lora Scott is a Curriculum Lead for Teacher Education and Human Resources at Coventry College and also works in HE. Lora began teaching in FE in 2005 and joined a HE institution in 2015. Lora has worked within quality improvement, coaching and teacher education. Having studied online for a variety of postgraduate qualifications and having authored some of the first UK MOOCs for degree credit on FutureLearn; she now specialises in online pedagogy and technology for learning. Lora has completed QTLS, ATS and is working towards a Doctorate in Education at The Open University.

Magda King has been a member of the SET since 2008 and currently is in the process of achieving an Advanced Teacher Status. She is finishing a Masters Degree in Education, hoping to start a PhD in the field of educational equality.

Magda started teaching in a college of further education in 2008 and her subject specialism is Business. Over the last decade she has completed various qualifications in equality, inclusion, engagement, and mental health for young adults, in order to really understand how to best help her students learn. As a woman of Polish diaspora, she has been promoting the educational and language equality agenda, working on improving understanding and outcomes for learners with EAL, Asperger’s, Autism and ADHD needs

Mark Higgins joined the Further Education sector from industry, having initially trained and worked as a jeweller. In 2007, after having run a successful business for several years, Mark moved into teaching in FE..
Mark began teaching jewellery making and basic metal work skills to young adults with behavioural, emotional and learning difficulties at Ruskin Mill Trust’s, Glasshouse College. During this period, he completed his level 5 teaching qualification and gained QTLS status, whilst also qualifying in Vocational Assessment and Internal Quality Assurance of Assessment. Mark soon found a passion for teaching and learning, especially the opportunity to work with students for whom the mainstream education system had not been suitable. Whilst remaining at Ruskin Mill Trust, Mark had the opportunity to move to the new provision, Argent College. There Mark took on an education management role and soon become Interim Provision Lead. Following the appointment of a permanent lead Mark took up his current position as Head of Quality for Qualifications with oversight of all the Ruskin Mill Trust provisions.
Mark’s passion for breaking down barriers to learning through practical and experiential learning led him to undertake a master’s degree in Inclusive Education. The culmination of the new educational insights gained from this study and the years working with Ruskin Mill Trust’s method of Practical Skills Therapeutic Education underpins Mark’s belief that experiential evidence-based learning is key. Mark believes this type of learning has the potential to break down barriers and hence be more inclusive of disability, culture and socio-economic background.

Martine Ellis is a Professional Development Manager at The Guernsey Institute. 

Martine has over 13 years' experience in FE, most recently in professional development and teacher and assessor education. Before working in education, she was a senior leader in the finance sector. Martine writes about wellbeing-driven productivity and neurodiversity on her blog and in various publications including inTuition. 

Martine spoke at the SET conference in 2021.

Mesay E. Gashaw holds qualifications including NPQLTD (National Professional Qualification Leading Teacher Development), MSc in Internet and Database Systems, PgDip. in Computer Science, BSc in Mathematics, Diploma in Education (Post-Compulsory), and Certificate in Internal Quality Assurance. Mesay has worked as an educator since 2010, teaching at various colleges including Tower Hamlet College, Southwark College, LeSoCo (Lewisham and Southwark) College, Orpington College, and LSEC (London South East Colleges). During his tenure Mesay has had the privilege of teaching students in the fields of ICT, Computing, and Mathematics. Aside from teaching these subjects in post-compulsory institutions, he has instructed EOTAS (Education Other Than at Schools) and currently holds multiple positions and responsibilities including IT/Computing Lecturer, Course Leader, and Lead Internal Verifier. Mesay strongly believe in providing equal access to education and opportunities for both students and teaching staff and is passionate about offering tutoring, pastoral support, and mentoring.

Mini Raghavan began her teaching career in 2005 as a lecturer in further education at East Berkshire College and then as lecturer for Functional Skills, Foundation and Key Skills at Uxbridge College. She is the coordinator of tutors at Learn Hillingdon in London.
Mini has worked as a volunteer research and campaign assistant for the Amnesty International Secretariat and as a counsellor for Migrant Advisory Services in Southall. Mini has recently completed her Master of Research in Education (MRes) and intends to conduct further research in Education on learning patterns and how to adapt to individual needs to enhance student achievement rates. Her bachelor's degrees ranged from physics to philosophy, and her master's degrees from art and intercultural therapy to child development and educational anthropology.
Through collaborations with the Royal British Legion, Talking Therapies Hillingdon, and the UK Parliament's Education and Engagement Team, Mini has conducted extensive research on the effectiveness of enrichment activities in empowering adult learners.
Mini has conducted surveys and interviews in other community organisations and built bridges between multicultural communities through this engagement. She also gained experience of primary school education in her role as governor.
Mini continues to collaborate with the tertiary education industry to investigate the creation of pertinent learning materials for students of all levels, considering their unique learning requirements and approaches. To establish a working relationship, Mini desires to interact and share knowledge with instructors in primary, secondary, further, and higher education.
Mozz Baker is an Advanced Practitioner in Construction supporting colleagues to develop their teaching practice at Walsall College.
He has worked for over two decades in further education colleges and as a Private Training Provider delivering further and higher education qualifications in construction. During this time, Mozz served as a lecturer, assessor, verifier, middle manager, and senior manager holding various roles including as a Senior Tutor in Construction, Head of Faculty for Construction and Motor Vehicle and in cross-college leadership as Head of Tutorials and Student Voice.
He has been to the University of Derby and achieved a Level 7 Module in ‘Teaching HE in FE’ and the Chartered Management Institute Level 7 Award in Strategic Management.
Mozz enjoys playing the drums to let off steam after a busy week in the office. Mozz is working towards achieving his ATS/Chartered Teacher status exploring Rosenshine’s principles and project-based learning.
Nicole Capon started working with mental health service users 20 years ago as a teacher of vocational subjects including life-skill, ICT, Numeracy and Literacy in settings such as mental health hospitals, forensic units, supported housing projects and Young Offender’s Institutions as well as in mainstream Further Education Colleges.
As part of a FE College learning support department, she ran a Computer Project for People with Profound and Complex disabilities and learning difficulties in South London and spent some time teaching at a Pupil Referral Unit. For 15 years, Nicole has run a training company that delivers training in mental health awareness and Initial Teacher Training qualifications as well as teaching digital skills to ex-offenders in the community.
Owais Raja is Programme Lead in Mechanical and Manufacturing engineering at City College Plymouth. He completed a BEng in Metallurgical and Material engineering, an MSc in Mechanical Engineering and is currently undertaking a PhD. in Sustainable material at University of Plymouth. Previously have been involved in development of sustainable fishing net for a European Union project INDiGo.
Owais’ areas of expertise include: curriculum design, engineering, material and sustainable development policies.
My teaching interests are Mechanical engineering, Thermodynamics and Sustainable Material for Marine environment.
Paul Gwilt is a professional educator with an inquiring mind. Striving to improve the quality of provision with demonstrable experience in Curriculum Design, Subject Assessment Processes, Teacher Training, Mentoring and Coaching and Quality Processes.
Paul has extensive experience within the F.E. sector including in Teaching GCSE English (Resits) to cohorts of 16-19 students in addition to co-ordinating and delivering adult GCSE provision. Currently Paul is widening skill base to include compulsory GCSE English provision.
Paul achieved a first class (Hons) in Education Studies and is now writing an MA Education study programme. He is qualified with a NPQLTD which provides the opportunity to teach H.E. on the NPQ programme via the University of Wolverhampton. Additionally, he is certified as a Mentor/Coach through BAMEed and is progressing through the ATS programme.
Paul's areas of research interest include; Assessment methods (AfL/AoL), Mentoring/Coaching, Social Injustice and Inclusion, Comparative Education, The Power of Language and Leading on Teacher Development.

Penny is the Head of Newark College campuses at The Lincoln College Group. She has worked in the education sector for over 30 years in a range of setting, from prison education, youth offending and alongside youth organisations working with NEET students. Her current role focuses on education and training and curriculum development; as well as a commitment to ensure she is current with learning, assessment, and teaching practices. Penny is a Fellow of SET and holds QTLS, ATS and CTeach.

Having recently completed a masters focusing on the impact food has on learning, Penny is proud that all sites at across the Lincoln College group operate a non-means tested foodbank which allows all students to access good food to eat in college and recipe packs to take home. Newark College recently organised an event with partner organisations to celebrate 5 million meals being cooked from foods that would have otherwise gone to waste.

Penny has just been awarded an MBE for services to education, skills and employment in Newark and Sherwood in the Kings Birthday honours list.

She has run an active brownie group for over 20 years who keep her young and enthusiastic about empowering young people to have dreams and develop skills to achieve their goals.

Peter Monaghan works works for Education Partnership Northeast as Head of SEND and Curriculum.
He has been a teacher for over 15 years teaching in secondary school, FE and HE. Peter is qualified SENCo and has a real passion for inclusive practices. He is a school governor with link responsibilities for SEND and in his final year of completing his PhD in education and social justice. 
Peter has presented research on FE SEND learners at the northeast SEND conference. Also, a contributing author for a book titled, co-producing SMART targets for children with SEND. 
He is a member of the army reserves and enjoys walking and writing. 
Peter’s long-term goal is to support the SEND provision of educational providers he works with. 

Rabana Haneef is Head of Engineering with 12+ years’ experience working within the education sector and holds an MSc in Electrical & Electronics Engineering. Haneef provides academic leadership of the Engineering Department, overseeing the development, implementation and evaluation of academic programs and ensuring that they are aligned with the industry's standards and accreditation requirements. Haneef's work involves lectures, tutorials, and workshops and facilitating group discussions, ensuring that they have a thorough understanding of the engineering concepts being taught.

Dr Sarah Peters is an Assistant Head of English for Speakers of Other Languages (ESOL) and an ESOL Lecturer. She has worked with adult learners since 2004, first as an Adult, Community and Family Learning tutor before moving to FE.
She completed a doctorate in 2021 with the support of the ETF/SUNCETT Practitioner Research Programme (PRP) to explore student-led informal conversation in integrated circle teaching and learning practices. She is particularly interested in reading for pleasure and dialogic learning relationships for learner autonomy.
Sarah completed her first action research PRP in 2012. She continues to look for ways for ESOL students and teachers to collaborate and participate in reflecting on, making changes to and reporting on classroom experiences so that their voices contribute to positive change for all kinds of aspirations including academic, vocational, social and personal. She cares about individual, group and community development from inside the sector, for the sector, and networks beyond. She has collaborated with early year and primary settings, libraries, community and youth centres, housing associations as well as with FE and HE colleagues.
She is a Fellow of the Society of Education and Training.

Stavroula has been involved in vocational and professional education and training for over 15 years, having started her teaching career as a Further Education and ESOL tutor. She is currently a senior lecturer on higher and degree apprenticeship programmes at the University of Exeter, and truly enjoys working with apprentices as she witnesses first-hand the determination of many young adults to succeed in their chosen professions. Before making the transition into apprenticeships in 2018, she was a research fellow at the University of Birmingham and the National School of Healthcare Science, where she examined curriculum and assessment strategies for postgraduate work-based learning programmes. Stavroula was one of the first 23 practitioners to be awarded ATS in 2018, and she also contributed to the development of the ATS programme as a critical reviewer.

Vikki Baker is Senior Manager within Derbyshire Adult Community Education Service with lead responsibility for Workforce Development, Equality, Diversity and Inclusion, Quality Improvement, and Safeguarding. Vikki has worked in the FE and Skills sector for 30 years and has an MA in Education, is a qualified teacher (with QTLS and ATS status), a qualified coach/mentor and a Fellow of SET.
As an experienced educationist Vikki remains current in TLA practice, educational issues, and leadership/management development, by leading on Collaborative Action Research and EU ERASMUS+ projects, to improve and develop teaching, learning and assessment, practice, approaches and resources across Derbyshire and the wider adult learning community. "Every day is different – there are always new people to meet and there is always something new to learn – and above all we can make a difference in people’s lives and life-chances – what could be more important?"

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