2.2. The Role

The role of a college chaplain is certainly very varied and includes the following pastoral items (from Faiths in Further Education)

• Listening:

  Are you a good listener? Or just a good talker? Can anybody else get a word in? Your active listening skills may be an area that you identify early on for extra training. You should be able to identify problems for onward referral if they need the help of a professional trained in a specific area of physical or mental health.

• Being there for students in need

  Friends are always there for each other and crises do not run according to the timetable. Serving chaplains suggest that there should be an appointment structure, but the chaplaincy should also help establish its relevance and responsiveness through flexibility and ability to cope with students on a one-off basis or regular weekly visits.

• Students with language and other needs:

  Some students may have physical and/or learning disabilities. Some may have language learning needs that put them at a disadvantage that may be isolating. Some refugees or asylum seekers (and local deprived populations) may have gone through serious traumas. The chaplaincy can offer support and friendship, and sometimes work with students on an ongoing basis to achieve outcomes and progression.

• Asking the big questions:

  Another important aspect of chaplaincy work is dealing with some of the big issues that tend to ‘slip between the cracks’ of a busy college focused on the pressure to achieve qualifications. While allof this is going on – lectures, seminars, coursework and examinations – the chaplain can help pose questions or listen in the canteen as students ask, ‘What am I going to do with my life?’ and other such questions.

• Adults at crisis point:

  The big questions can be asked at any stage of one’s life. Older students are likely to be studying because they want something new, some sense of progress, in their lives. Some new beginnings, or moving on, can arise from changes in people’s lives, or can in themselves have a wider impact on relationships. Some students arrive after a marriage has broken up.
  Others (especially women) find that pursuing education has an impact on their own relationship. Some students, especially from deprived backgrounds, may find the experience of further education in itself ‘redemptive’, and may come to redefine themselves through the experience of further education.
  Once again, the chaplaincy can offer support.

• Student accidents or deaths:

  This is an important area for colleges: some colleges have first identified the demand for chaplaincy after such an event. It is sad for the family and friends concerned and it can have a much wider impact on student (and staff) morale.
  The chaplaincy team can (and is) usually expected to offer meaningful leadership at such a time. The chaplaincy representative should consult with college managers and will usually be asked to go to the course group to talk the situation through, listen and offer what ministry is needed.

• Staff:

  Much of the focus of the chaplaincy is likely to be on the students, but of course, the staff are a vital and less transient part of the college or institution. Serving chaplains identify staff (sometimes in small numbers) as the most regular attendees at weekly communion services and/or faith meetings held at the colleges.Some chaplains have e-groups of Christian staff as a congregation who are reached electronically each week with an attachment of a Gospel reading plus reflection. Clearly imagination has to be used to reach and maintain contact with very busy people of all faiths and none, some of whom are full-time members of staff, while others are sessional members.

  Additionally, it must not be forgotten that staff have spiritual needs for which they may wish to approach the chaplaincy for support. For example, for many staff, stress is a significant issue (for example, in terms of workload and working environment). Clearly, the chaplaincy needs to be ready to build up pastoral relationships with staff. It is also important to identify and encourage staff who have an interest in spirituality and values, helping them to make connections between their faith and their work

In addition to pastoral care the chaplain may organise and/or lead the following cross-college activities:

• Group tutorials:

  These are best integrated into the particular curriculum area teaching programme with the active involvement of the tutors concerned (e.g. moral and ethical issues such as animal testing of pharmaceutials/ cosmetics with Animal Care students). External speakers can add an extra dimension to discussion groups (e.g. Demystifying Islam tutorial).

• Student Enrichment Activities:

  Off-campus visits to a variety of ‘sacred places’ (Mandirs, Mosques, Gurdwaras, Cathedrals etc), Fair Trade Events, Pancake Day, Prayer Room, visiting exhibitions and installations (e.g. Breathe).

• Celebration and Commemoration:

  Diwali celebration, Carol services, Inter-faith Week event, Sikhs on Campus, Ash Wednesday and Ascension Day services, Armistice Day Remembrance, Holocaust Memorial Day, staff and student memorial services etc.

You will learn more about these in Courses B and C.

At this point it may be useful to view Spirit Level. This uplifting and motivational short film explores the contribution made by multi-faith chaplaincy to the well-being of learners and staff at FE colleges in the South West of England.

2.3. The Gifts

The unique ‘gift mix’, personality, spirituality and personal qualities of each chaplain are key to an effective ministry in a Further Education College as indeed they are to all chaplaincy settings.
Before taking a look at some of these, consider some advice from students (from: ‘Faiths in Further Education’).
Students recognise in the chaplain somebody who they feel will be able to help them and who:-

• they like and respect, somebody they know, somebody that they can talk to
• will not exploit them in any way
• can perhaps intervene to make the organisational procedures operate in a more human and humane way, helping them not to be crushed in the system
• in some cases, belongs to the same religious tradition.

Although by no means a definitive list, chaplains from a broad range of traditions suggest that a good chaplain should be:

Spiritual and Reflective
There are many spiritualities, but most are characterised by the polar opposite to a self-centred existence and a profound yearning to be at one with the Divine. Regular reflection on such connectivity (e.g. through prayer, meditation and observation) is both motivational and sustaining.

Caring and Compassionate
Key to many religions is love, care and compassion, forgiveness, and hope. For many students, FE offers a second (and third and fourth) chance to improve themselves (employment, career, move on to HE etc). – A fresh start and a new hope!
Being a college chaplain means caring for students and staff regardless of belief, ethnicity, gender, age or social background. Chaplains seek to meet people where they are on life’s journey, and get down beside them to share and help them – hands on!

A Good Listener
The ability to listen to not only what is being said but also that which remains unsaid is a vital part of being a chaplain. Avoid any temptation to talk about oneself. By comprehensively listening and engaging with the person, a chaplain demonstrates to the speaker that they matter, and is in a better position to understand their needs.

Open Minded and Sensitive
You must be able to function in an environment that is religiously and culturally pluralistic. A good chaplain does not proselytise; the chaplain’s goal is to respect beliefs, not impose his or her own. Successful chaplains embrace the complexities of a diverse college community, are sensitive to situations and people, and display interpersonal skills that build a rapport.
While chaplains frequently advise on matters of faith, they may offer guidance on ethical and moral issues too, in a creative and non-judgmental way.

Accountable
A chaplain is a professional with a strong sense of accountability to the whole college community as well as to God.

3. Multi-faith Chaplaincy

3.1. Chaplaincy

The word “chaplain” comes from the medieval Latin word for a cloak “cappa” and the story of Saint Martin of Tours (A.D. 316 – 397), who on meeting a man begging in the rain with no cloak, tore his own cloak in two and shared it with him. From this comes the understanding of a chaplain as someone who shares support and spiritual help with people where they are, and on their terms, in times of gladness and in times of sadness. Chaplains work where they are needed.

• Statutory chaplaincy includes chaplaincy to healthcare, prisons and the armed forces (Royal Navy, Army, RAF) .
• Workplace chaplaincy covers everything from the emergency services (e.g. police), factory shop floors to sporting organisations.
• Education chaplaincy includes chaplaincy in schools, further education and higher education.

Although chaplaincy has its beginnings in the Christian Church, many of the men and women working in chaplaincy today come from a wide spectrum of world faiths (Buddhism, Hinduism, Islam, Judaism, Sikhism) and secular beliefs (Humanist) in response to the needs of an increasingly pluralist population.

For an in-depth analysis of the scope and importance of chaplaincy in the UK today, take a look at Ben Ryan’s ‘A Very Modern Ministry: Chaplaincy in the UK‘, published in 2015 by Theos Think Tank in partnership with the Cardiff Centre for Chaplaincy Studies.

The key questions for any chaplaincy involves such issues as: ‘Why are we doing it?’ or ‘What is it that motivates or inspires us to offer spiritual support?’
A multi-faith group of chaplains suggested that there are a number of largely common theological features that may underpin the work of Chaplaincy:

• A belief in something beyond
• A readiness to explore the ultimate questions- true values, the things that really matter
• The golden rule: ‘Always treat others as you would like them to treat you’ ( or its various forms according to different traditions)
• God’s concern for the whole of life
• A commitment to walk alongside others and to share experiences

(from: Welcome to Chaplaincy – Module 2 Understanding FE Chaplaincy, page 35)
Let’s take a closer look at chaplaincy in Further Education.

3.2. Models of college chaplaincy provision

In the highly secular environment of Further Education prior to 2004, only about 5% of colleges had any chaplaincy provision. Chaplains were, in the main, extra-mural visiting Christian clergy from the local Anglican or Methodist Church.

A major impetus for change occurred in 2004 when the then Labour government argued that a multi-faith chaplaincy should be established in every FE college in England. This resulted in the formation of the National Council for Faiths and Beliefs in Further Education (fbfe) which, until its closure in 2017, provided regional field-officers to assist in setting-up college multi-faith chaplaincies, and additionally, the publication of two important guidance and training handbooks:

• ‘Faiths and Further Education; A Handbook’ NEAFE/LSE (2005)
• ‘Welcome to Chaplaincy; A Training Programme for Multi-Faith Chaplaincy in the Further Education Sector’ FBFE/LSE (2007)

figure 1: Models of FE Chaplaincy Provision (survey information source: Faiths and Further Education: A Handbook, NEAFE/ LSC, 2005)

The inclusive quality of the ‘all-faiths-and-none’ formulation of multi-faith chaplaincy does much in providing comprehensive spiritual support for the whole college community and in meeting the requirements of college Equality and Diversity policies.
From this, there has followed an exhilarating period of intense chaplaincy development such that, at a hearing of the All Party Parliamentary Group on Religious Education (24th February 2014), the Church of England’s National Adviser on FE and Post 16 Education was able to emphasise the importance of Further Education in developing a cohesive society and that issues of faith and belief are also supported by chaplaincy provision at approximately 80% of FE Colleges.

Today, chaplaincies with half-time chaplaincy team leaders (model B) have become the main type of paid chaplaincy provision – ideally with the chaplaincy team-leader/ co-ordinator being paid by the college on a part-time (e.g. 0.6 contract) term-time only basis. This has two major advantages:

• The co-ordinating chaplain leads a team embedded in the college structure and is in a position to know and understand the background history, culture and aspirations of the college in serving its students and staff.
• The College Corporation and Senior Management Team is demonstrating a significant commitment to the concept and work of the Chaplaincy.

Volunteer chaplains drawn from a diversity of faith and belief backgrounds make up the team, particularly in the more cosmopolitan regions of the country.

3.3. Faith & Belief in the UK

The results of the 2021 census published by the Office for National Statistics (ONS) provides a detailed picture of the complex and rapidly changing pattern of faith and belief in the UK. The non-mandatory question “What is your religion?” (which was asked for the first time in the 2001 census) was answered by the majority of people with only 6% not responding.
Some 48.2% of 15 – 19 year olds in England and Wales stated that they had no religion, 37.3% stated Christian, and 11.1% stated Muslim. Although these figures vary significantly from region to region, they provide a useful basis for planning and review of chaplaincy provision in FE colleges.

Islam is the fastest growing faith in England and Wales and is likely to continue as such over the next decade or so judging from the age profile demographic of Muslims in the 2011 census. Christianity, by contrast, represents the faith with the largest proportion of elderly adherents.

For a concise summary of the main findings of the 2011 census on religion in England and Wales see:

Religion in England and Wales 2011, Office for National Statistics

4. The Further Education (FE) Sector

There are two main Further Education providers in the UK; The Association of Colleges (AoC) and The Association of National Specialist Colleges (Natspec).

AoC colleges provide a rich mix of academic and vocational education. It may be at any level above compulsosic training to Higher National Diploma or Foundation Degree. As autonomous institutions incorporated by Act of Parliament (the Further and Higher Education Act, 1992) they have the freedom to innovate and respond flexibly to the needs of individuals, business and communities.

Colleges in the UK that are regarded as part of the Further Education sector include General FE and Tertiary Colleges; Sixth Form Colleges; Specialist Colleges (Agriculture and Horticulture, Art and Design, Institutes of Adult Learning* – previously known as Specialist Designated Colleges).

Natspec colleges are independent specialist colleges providing further education for young people with learning difficulties and/or disabilities.

The FE sector is large and for many people largely unknown! Let’s begin by taking a look at some numbers.

4.1. The Number of Colleges in the FE Sector (May 2021)

figure 4. (data source: www.aoc.co.uk and www.natspec.org.uk)

The total number of colleges has declined a little in recent years mainly due to mergers. This has resulted in an increasing number of colleges with multi-site campuses often at some distance from each other – a significant challenge to effective cross-college chaplaincy provision.

Take a look at the “Colleges Map” of FE Colleges in England and Wales where those with ‘chaplaincy’ provision are indicated.

4.2. FE College Students

The FE student body is very diverse.

Age disribution of FE students:

This is broad and reflects the diversity of courses offered and level of study. These range from level 1 (pre-GCSE) through GCSE, AS- and A-level, HNC, HND, Foundation Degree to Undergraduate and Postgraduate Degrees. Additionally, 72,000 16 to 18 year olds undertake an apprenticeship through their local FE college.

Age distribution of FE students in AoC colleges (2020/21)

figure 5. (data source: www.aoc.co.uk)

The average age of AoC college students is 27.

FE student diversity:

• Ethnic minority students make up 24% of students in FE colleges, compared with 15% of the general population.
• 73% of English for Speakers of Other Languages (ESOL) students study at an FE college.
• Currently, there are 166,000 people on apprenticeship provision in colleges.

If you take a closer look at 16 to 18 year olds and examine where they chose to study, you’ll see that for this age group there is a real choice of education provider/ type of institution open to them.

16 to 18 year olds in education in England by education provider (2012)

figure 6. (data source: www.gov.uk/government/statistics/participation-in-education-training-and-employment-by-16-to-18-year-olds-in-england-end-2012 table: SFR22/2013)

Since sixth form colleges are part of the FE sector, some 51.8% of this age group chose to study in FE colleges compared to 30.6% in all state-funded schools. Sixth form colleges focus on AS- and A-level courses with General FE colleges focusing on vocational courses, although there is much overlap in provision.

4.3. What does this mean for the chaplain in a Further Education college?

Most students who attend Further Education College are either living at home or studying in their home town. Many FE students are part-time and they may be working at paid jobs part of the week. College is often a means to an end unlike university which is more idealistic.

Lots of FE students are exploring their religions or may not have a faith community. Students who come to a Further Education College may also experience diversity for the first time, especially if they live or work in a mono-ethnic community. For the FE chaplain, this means that there are likely to be strong and enduring influences from students’ families, friends, work colleagues and faith communities (if they have one). These influences can be harnessed by the chaplain who may have to work with or relate to the people who matter to the student outside the college. Equally, the students’ relationship with these people may create sensitivities which the chaplain will need to be aware of.

4.4. FE College Staff and Governors

AoC colleges employ 111,000 full-time equivalent staff, 55,000 of whom are teaching staff. Since many are either permanent staff on fractional contracts or are employed on a temporary basis, the total number of people working in the sector is significantly higher than these figures suggest. College governors constitute the Corporation of each college. The number and mix of the governors varies with the size of the college but is set at a maximum of 20. With the exception of the Principal (the Chief Executive) of the college, all the other Governors are non-executive appointments (not part of the Senior Management Team which manages the college) but usually include at least one Staff Governor.
FE staff come from different backgrounds and they may be academic or corporate, full or part-time and from different faiths or none. The approach the chaplain takes with them may be very different.

In the next course, you will meet a number of chaplains, equality and diversity managers, staff and students who will talk about their experiences in Further Education colleges.

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Next Steps:

When you are ready, try the course assessment to see how much you have learned.
You can re-try the assessment as many times as you wish until you feel confident enough to progess to Course B: The Chaplain.

(Please note that you need to be ‘logged-in’ with an active account to access the assessment)

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