In this article, Christine Edwards QTLS explores why political skill belongs in every educator’s toolkit — not just for senior leaders, but for anyone working to influence learner outcomes, shape local provision and navigate the evolving Further Education landscape.
Educators as Influencers: Why is Political Skill Important?
“There are three functions we’re not typically prepared for as FE leaders: politics, PR and people.”
– Dr Sam Parrett, LSEC (InTuition, Spring 2025)
For anyone leading in the Further Education and Skills sector, especially right now, that statement lands hard.
Political skill is important because whether we like it or not, every decision we make is political. And every educator, not just leaders, influences what learners believe they can achieve.When we ignore political skill in the sector, we silence voices that could shape better systems. But when we lean into it? We enable change, from the classroom to the policy table.
Political skill: Influence starts on the ground
Political skill isn’t just about lobbying Westminster. It’s about:
- Advocating for your learners when their needs don’t fit a box
- Influencing employers to value skills beyond the technical
Helping colleagues shift their mindset from “compliance” to “purpose”. This came through powerfully in the inTuition feature on influencing skills. FE settings, especially in adult education and apprenticeship training courses in the UK, are uniquely placed to act as “anchor institutions” in their communities. That influence only grows when educators understand how to work across systems, spot policy windows and use their voice strategically
In my leadership CPD sessions, we explore this directly:
“Who do you influence? And who do you need to start influencing?”
It’s a useful challenge because influence doesn’t require a title. It requires clarity of purpose.
Why does political skill matter in Maths, English and digital delivery?
If you’re leading curriculum, delivery or strategy for Maths, English or digital skills within functional skills training in the UK, you’re already working in a highly politicised space:
- Government funding changes are shifting priorities
- Employer expectations are inconsistent and often misinformed
- Learner confidence and cultural perceptions affect engagement daily.
We can’t improve outcomes if we don’t influence perceptions.
That means developing:
- The political confidence to advocate for functional skills even when they’re not mandated
- The communication skills to help employers understand that numeracy isn’t just number work, it’s confidence, problem solving and independence
- The relational skills to help tutors move from “I have to teach maths” to “I can empower learners through it”.
I see this every day through my work with educators and providers, especially in Greater Manchester. Political skill shows up in curriculum decisions, partnership working and in the quiet moments when a tutor challenges deficit mindsets around Maths and English support for apprentices.
Sector leaders as system influencers
FE sits in a system that is always in motion; new reforms, new inspection frameworks, changing assessment methodology, changing accountability mechanisms. But system change doesn’t just happen from the top.
In my work developing organisational health checks and supporting provider self-assessment frameworks, I see time and again:
- The strongest providers have leaders who understand both policy and people
- They build trusted networks across local authorities, employers and funding agencies
- They position core skills — literacy, numeracy, digital — as economic, social and ethical priorities in skills development training in the UK, not just curriculum requirements.
Political skill is about navigating that system and teaching others to do the same.
It’s the difference between reacting to change and leading it.
Final thought: From personal to collective impact
We often ask learners to develop confidence, resilience and voice.
But do we do the same for our tutors? Our curriculum leads? Our middle managers?
If we want to improve learner outcomes, especially in Maths, English and digital, we need more than better resources. We need external professionals delivering training consultancy for learning providers in the UK who can:
- Influence upwards, outwards and across their teams
- Translate complex national priorities into real-world impact
- Understand that their voice matters — and know how to use it.
Because change doesn’t just happen in Parliament. It happens when someone in your organisation says:
“This matters. Here’s why. And here’s what we’re going to do about it.”
