>Rather than offering quick fixes or exam-focused strategies, Why Haven't They Passed Yet? invites teachers to look deeper - beyond grades, targets, and accountability measures to the real barriers learners face indeveloping literacy.
Kayte has worked in the FES sector since 2009, starting with a career in tutorial and pastoral care, before moving in to teaching functional skills and GCSE English and leading maths and IT. Kayte has held a number of roles across several general and specialist FE colleges, including advanced practitioner for English, English subject leader, head of department for English and maths, aa well as head of teaching and learning and teacher training. Through her business, EduKayte, she has provided professional development at colleges across the country, representing organisations including the Education Training Foundation as a National Lead for English. Kayte is now programme lead for the post-14 FE and skills ITE programmes at the University of Derby where she has been employed since 2021, taking a lead on the specialist English pathway, inclusion, behaviour and wellbeing, and supporting an 'outstanding' Ofsted rating in 2024. Alongside this main role, Kayte is a co-editor, research convenor and co-chair for the Learning and Skills Research Network (LSRN). Kayte is currently studying for a PhD in education, exploring resistance to patriarchal norms in further education. As well as being a fellow of the ETF and of the Higher Education Association (HEA), she holds external examiner positions for FES ITE programmes at several universities.
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Why haven't they passed yet? Teaching literacy for social mobility in the Further Education and Skills sectorbrings together the experiences of expert practitioners to share the lived reality of teaching English in FE. This book is not about getting your students to pass their resits. Rather, it reframes the question in the title as a much richer and productive provocation: what do students need from you to develop meaningful literacy? This collection positions FE literacy teaching as central to social justice. It will resonate strongly with practitioners seeking thoughtful, evidence-informed approaches to supporting learners beyond the narrow goal of exam success.Rebecca Fisher
