We have known for a while that the government would like school governance to look more professional, and the Department for Education’s (DfE) new competency framework paints a clear picture of the direction of travel.
But this drive towards professionalisation has left some governors wondering how, as volunteers with limited time, they can meet these ever-advancing expectations.
Thinking about what skills could be missing on the board might be a good place to start: for more than a third of governors, having a broader set of skills would do most to improve their board’s impact according to findings from The Key’s last annual survey. Furthermore, 25 per cent think higher quality induction training would make a difference.
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