What is your name, job title and place of work?

Emma Jackson, curriculum head for legal services at City of Glasgow College.

How long have you held your current role, and what other jobs did you have before?

I’ve been in my current position as curriculum head for two and a half years. Previously, I was a law lecturer at the college. Before joining City, I was a bank lecturer at both Glasgow Clyde and Glasgow Kelvin Colleges, which I did alongside a part-time job at Strathclyde University Law School. I also started a dance academy 10 years ago, primarily to promote education through dance in deprived areas.

How - and why - did you first start working in further education?

I knew I wanted to lecture. I remember many inspiring lecturers guiding students to success, and hoping to one day be in such a position. As a result, I was delighted to stumble across a bank lecturer role at Glasgow Kelvin College and applied straight away.

I thrive on seeing others succeed. It brings me real joy to see someone achieve their potential and get recognition, especially those who doubt their abilities. I remember myself as a young learner and all those doubts. Knowing first-hand some of the difficulties that students face, I am passionate about ensuring opportunities for our learners and instilling a sense of worthiness and self-belief.

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Briefly describe what a day at work looks like for you?

My role is people-focused, with student and staff wellbeing coming first. A typical day includes team meetings to ensure smooth delivery of our curriculum. One-to-one talks with students to offer support and guidance. Curriculum planning to keep our delivery relevant and up-to-date. Monitoring quality and verification to maintain compliance. Discussions with industry partners on collaborative projects. Oh, and teaching!

What motivates you in your workplace?

That’s easy. The students. I thrive on seeing students succeed in their chosen field. The joy of helping them to achieve their dream, whether it’s going to university or into work, especially if they’ve overcome obstacles, is a wonderful thing.

Share an anecdote about a student or learner who has inspired you...

Kirstie Ann Duncan is an excellent example of dreams coming true. Her start in life presented challenges, but did not stop her achieving and supporting others. Placed in foster care at a young age, she found her “forever family” when she was 8. Kirstie accomplished a huge amount during her studies. She won the 2020 F&C Investment Trust Prize, the CDN Student of the Year Award and People’s Choice Award 2020, as well as the Fostering Excellence Award 2020 for outstanding achievements in education. It shows what one person can achieve in a year through hard work.

Do you enjoy working in FE? And if so, why?

Absolutely. The students and my supportive colleagues make the job a breeze. My job doesn’t feel like work, and that’s thanks to the fantastic people I work with, and the students who inspire and amaze me daily. We all experience challenges, but working at the college, where everyone is focused on helping and supporting others, creates an uplifting environment that is resolution-focused and positive. I feel very lucky.

What do you see as the big challenges for the FE sector in the next few years?

I think recovering from the pandemic will take time. It’s the reality of our VUCA [volatility, uncertainty, complexity and ambiguity] world. Curriculums need to be ready to respond to whatever may happen in the future. Staff and students have to be flexible to change, as do the various methodologies of teaching and learning, and that’s understandably easier for some than others.

The volume of mental health issues within my own role over the past year has risen substantially, so the sector will have to look at how best to support staff and students through the years ahead.

What do you think our FE sector will look like in 30 years’ time?

Educators adapted very quickly to remote delivery, which is excellent, as education is now more accessible. With this in mind, I think we’ll see a bigger portfolio of distance learning courses, and many that were taught purely face-to-face will move to the blended learning model. I fully support this as it widens access to more learners, but we mustn’t isolate or limit the choice for those where face-to-face suits their learning needs.

If you were made apprenticeships and skills minister, what is the first thing you’d introduce or change?

I would address digital poverty and exclusion. The current climate has emphasised the need for employees to be agile with technology. That’s great for those who are able, but it creates barriers to employment for those who are not and widens the skills gap. We’re still trying to encourage young people, particularly from areas of multiple deprivation, into education. We don’t want to limit their course choices or further alienate them.