The Department for Education currently runs a campaign called ‘Teach in FE’, which encourages industry personal with real-life experiences to share their skills through teaching.
The Manufacturer spoke to two motor vehicle professionals, Matthew Yeldham and David Hobson, who have become further education teachers about why teaching in FE is key for the industry.
Matthew began his career in the motor industry in independent garages and dealerships, before becoming a full time FE teacher in Motor Vehicles Studies in November 2021. He currently works at East Coast College, in Lowestoft and Great Yarmouth. David has been an FE teacher for 18 years, having transitioned into this role after working for 17 years, also in the motor vehicle industry.
Research by Deloitte and the Manufacturing Institute predicts that by 2028 there will be more than two million unfilled positions in the manufacturing sector. Matthew and David both decided to pivot their careers into teaching in FE, driven by a desire to share their skills with the next generation. Here, they discuss their journeys of moving into FE teaching and why they’re encouraging other industry professionals to consider the pivot too.
You both spent several years working in industry becoming a motor vehicle studies teacher. What made you decide to pivot into teaching in FE?
MY: I wanted to inspire learners – who are the future of the industry – by sharing my skills and experience with them. The developments within our field have the potential to shape the environment we live in.
My goal is to advocate for apprenticeships and demonstrate that there are alternative pathways for individuals to enter the industry. It’s important to create more channels for aspiring professionals to gain access and for employers to recognise the value apprenticeships can bring.
As a dual-purpose teacher there are two parts to my role. The first is being an assessor, where I visit my apprentices at their workplace and observe their practical skills. The other part of my job is being a teacher in a classroom or workshop, establishing my place of work with full-time learners who are preparing to enter the industry,
I enjoy being the middleman between the training environment and the working world, who can connect people and provide them with opportunities.
DH: I worked as a vehicle technician for 17 years in a main dealership. The role gave me the opportunity to complete many trade-related qualifications. During my time in the sector, I was often involved in training apprentices, which I really enjoyed. Based on this experience I considered other ways I could share my skills with learners, and discovered teaching in FE was a great option to pivot my career. During my time in the industry, I have built years’ worth of experience that I could pass on to students, and using my life experiences in lessons is a great tool for teaching.
How did you make the transition into teaching?
DH: For me, the application process was quite straightforward. After receiving an offer, I transitioned from my previous job in the garage to my first teaching role. I was fortunate to have a mentor whose guidance I will be forever grateful for. I think what most people do not realise is that you don’t always need prior teaching qualifications or an academic degree to start teaching in FE. Your industry skills are what brings value. You can also complete teacher training on the job, meaning you can begin earning straight away. I learnt how to balance my new responsibilities with my teaching training, and I received tremendous support from my team.
What is the most rewarding aspect of working with young apprentices in this field?
MY: One of the most rewarding aspects of my role is witnessing the transformation of learners who initially believe they can’t accomplish something. I’ve been inspired by the teaching techniques I’ve learned, particularly the concept of ‘the power of yet’, which emphasises the idea that students may not be able to do something now, but with effort and perseverance, they will eventually succeed.
DH: The greatest reward in teaching is witnessing the progress of students. Many advance to apprenticeships, and I’ve seen them thrive in independent garages. Some have even secured positions at dealerships like Porsche, Volvo and Mercedes.
A parent recently told me that her son’s attendance and attitude was so different to that of school that she was amazed. Another example is a student with an education and healthcare plan who initially came to the college very withdrawn and hardly speaking. Gradually, his confidence grew, and we were able to recommend him to a garage where he thrived and was offered an apprenticeship. He is still working there, and the feedback from the garage has been fantastic.
When I tell new recruits that three of my former students are now working for Porsche, it truly highlights what teaching is all about. I recently found two of my former apprentices in the industry; one is a director the other a managing director of different companies. I have asked one of them to complete a masterclass with my students, to demonstrate life in industry.
Since transitioning into FE teaching, what are the key lessons or skills you’ve gained from working with students?
MY: As an FE teacher, it’s essential to convey my passion for the motor vehicle industry during lectures. Sharing my career journey with them shows that achieving their aspirations is possible.
I’ve learned that perseverance and a strong work ethic are vital, and I emphasise the need for resilience and determination to reach goals through my teaching. Working with a wide range of learners has reinforced these values and shown me the impact of motivating and guiding the next generation of industry professionals.
Given the predicted skills gap in the manufacturing sector by 2028, how important is the role of FE teachers?
MY: My experience in the industry has been immensely valuable in shaping my teaching. Being an FE teacher means that I can relate to my students’ struggles of feeling uncertain about their own ability. Hearing about my experiences within the field helps students realise that they too can achieve their goals.
I am always looking for ways to enhance the learning experience of my students, whether it’s through reaching out to guest speakers or identifying potential employers on platforms like LinkedIn. Even during visits or on-site engagements, I am constantly on the lookout for new opportunities to bring back to my students. Being able to guide students by providing them with exposure to different aspects of the industry contributes to bridging the gap in the motor vehicle industry.
DH: I firmly believe that you can’t teach something unless you’ve experienced it yourself. Transitioning to further education teaching helps bridge the sector gap, as professionals bring the right level of experience and skills to pass on to future generations. With 17 years of life skills in the motor trade, I can share valuable insights with my students, having started as an apprentice just like they will.
My department at college has recently employed a new tutor on a ‘Taking teaching further’ programme. This has allowed him to start his teaching career just as I did all of those years ago; as a team we are supporting him and he is managing very well in his new role.
What would you say to motor industry professionals considering a career change into teaching in FE?
MY: If I could say one thing to industry professionals considering a career change into FE, it would simply be – go for it. It’s not a walk in the park, but incredibly rewarding. I enjoy working with apprentices and witnessing their growth through their FE learning journey.
FE teaching can be challenging, but it brings immense satisfaction. For those with existing skills and experience, it is worth investing time in sharing these with the future generations.
DH: For those considering a transition into FE teaching, I would say you won’t truly understand how enjoyable it is until you try it. The first few years can be challenging as you develop your own resources and become part of a supportive team, but it is completely worth it.
The 17 years of life skills I’ve gained have made my experience as an FE teacher incredibly rewarding. I can empathise with students, understand their struggles and push them to develop the skills they need to transition into the workplace. Empathy is crucial in this role; students can get stressed and angry, and you must be able to calm them down and understand them.
At the end of the day, it is your real-life professional expertise that will make you a good FE teacher, as lessons don’t just take place in the classroom. My years in the garage have profoundly shaped my teaching approach. The hands-on experience of working with cars and managing employees at the dealership has given me invaluable insights that go beyond textbooks. I bring real-world scenarios into the classroom, ensuring students understand both the technical and practical aspects of the job.
I highly encourage other industry professionals to consider passing their craft onto the next generation of talent through FE teaching.
For more information about becoming an FE teacher, visit gov.uk/teach-in-further-education.
For more articles like this, visit our People and Skills channel.
