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8 October 2012
The Institute for Learning (IfL) has announced the re-election of Beatrix E Groves as president of its advisory council. She will begin her second term on Thursday 11 October 2012, when IfL’s annual general meeting takes place in Birmingham.
A fully qualified teacher, Ms Groves has over 32 years’ experience of working and teaching in all areas of the post-compulsory education sector. She teaches history, philosophy, science, politics, music history, management, and gender issues, and has considerable experience in teacher education, from pre-entry to master’s level, as well as in curriculum design and accreditation.
Ms Groves said, “In my first year as president of IfL, I have travelled thousands of miles on presidential business, meeting as many members as possible, listening to their views about IfL and ensuring that their voices inform policymaking. Building on this, one of my chosen themes for the coming year will be the IfL member voice.
“One of my themes last year was positive action in diversity, and I think that being transgendered has helped raise the profile of this – I am asked to speak on equality and diversity issues quite often. I intend to keep this theme for the coming year, albeit with a focus on the concept of 'culture, not compliance’. The third theme will be ethics in further education and adult and community learning, looking at fundamental behaviours within the profession.
“I am very much looking forward to my second year, as IfL re-establishes itself as the professional body with voluntary membership, and as thousands of teachers, trainers and tutors across the diverse sector choose to engage with IfL and with their fellow professionals, for the benefit of learners.”
IfL’s elected chair, Sue Crowley, said, “I would like to thank Bea for her unstinting contribution over the past year, and to welcome her continuing role as IfL’s elected president. The involvement and commitment of elected representatives helps IfL to strengthen its distinctive role in championing members’ interests and ensuring that advocacy and policy are based on evidence from teachers and trainers.”