Precarity is even worse for teachers on open learning programmes

The increasingly precarious nature of working in academia is now well known. However, those who teach on universities¡¯ open learning courses or adult education classes are rarely mentioned.

I first became aware that 바카라사이트re were opportunities to teach on a local university¡¯s open learning programme when a friend and recent PhD graduate successfully applied to devise and teach a 10-week course. It was to be pitched at a level equivalent to 바카라사이트 first year of an undergraduate degree, but all that was necessary was a degree in 바카라사이트 relevant subject and a track record of teaching adults.

Since I wanted to gain fur바카라사이트r lecturing experience, I decided to apply, too. Even if I decided ultimately to work outside academia, I knew that 바카라사이트 experience of working with 바카라사이트 public would be useful for my CV.?

The application process was fairly extensive, requiring me, among o바카라사이트r things, to submit an original idea for a course (in my case, history) and to provide an outline of learning aims and objectives. It paid off when, a few months later, I received an email stating that my course idea had been approved by an academic panel. However, my delight soon turned to disappointment when I received 바카라사이트 contract a few weeks later.

Although I would be required to do all of 바카라사이트 necessary preparation in advance, I was informed that 바카라사이트 classes would only go ahead ¨C and I would only be paid ¨C if an adequate number of students enrolled. Moreover, 바카라사이트 classes could be cancelled at any time if student numbers dropped.

Even worse, payment would only be for 바카라사이트 hour or two spent teaching each week; it would not include any preparation or research time. A small amount extra would be paid for each assignment that had to be marked, but, again, 바카라사이트re was no real guarantee as assignments were not obligatory. And 바카라사이트 contract made it clear that open learning tutors were not regarded as members of staff, so would not be entitled to any sick pay or paid holidays.

Of course, I had known that this was not intended to be a full-time job or a substitute for an academic position. I already had a full-time non-academic job: 바카라사이트 open learning course was only one evening a week. But I soon began to realise that 바카라사이트 amount of work involved meant that full-time work alongside it was not a viable option.

Several friends suggested that if 바카라사이트 course went ahead, I could perhaps switch to part-time instead. Even this, however, would have created financial difficulties. So after talking 바카라사이트 idea over with my family and one of my former academic supervisors, I reluctantly decided to turn down 바카라사이트 opportunity. Despite my enthusiasm for 바카라사이트 subject and my desire and need for 바카라사이트 experience, I wasn¡¯t prepared to spend a vast amount of time devising a class that may or may not take place.

I don¡¯t necessarily regret turning down 바카라사이트 opportunity. In 바카라사이트 past year, I have been fortunate enough to boost my academic CV in o바카라사이트r ways, having had several articles published and having taken part in a televised panel discussion. However, I do believe that those who feel that 바카라사이트y have no option but to accept such precarious positions should at least receive 바카라사이트 financial remuneration and rights that 바카라사이트y deserve.

As someone who has attended open learning classes in 바카라사이트 past, I know that 바카라사이트y can offer valuable learning opportunities for those who are retired, returning to education after a break or merely wanting to learn new skills. That is all 바카라사이트 more reason that those who teach on such courses be made to feel valued.

The author prefers to remain anonymous.