A Bittersweet Goodbye: Reflections from My Final Tutorial

Tonight, I delivered my final tutorial session with my Diploma of Leadership and Management learners. It was a session like many others I have facilitated—rich with discussion, sharing of experiences, and practical insights. But for me, this one carried a weight unlike any before. It was my last with this group, and I left the session with a deep sense of sadness.

As an educator, I have always believed in seeing learners through from start to finish. To walk alongside them as they take on new knowledge, apply it to their workplaces, and discover new dimensions of their leadership potential. Usually, I am there until the end—to witness the pride of completion, to celebrate their achievements, and to share that final moment of reflection when they can see just how far they’ve come.

This time, the cycle has been broken.

Due to funding changes, my role was cut, and I will not be there to finish the journey with this group. In decades of teaching, this is the first time I will not see my cohort through to the end. It is, without question, one of the hardest professional moments of my career.

The Privilege of Working with Adult Learners

Teaching adults is unlike any other experience. Adult learners arrive with their own stories, careers, challenges, and ambitions. They come to study not out of obligation, but from a determination to grow, adapt, and take new steps forward in life.

This is what makes working with adult learners so rewarding. The classroom becomes a space of shared experience—where theory meets reality, where leadership concepts are debated with real-life examples, and where peers challenge and support one another in equal measure.

I have loved being part of that. Watching learners bring their professional experiences into our discussions, connecting the course content to the challenges they face in their workplaces, and seeing them support one another with generosity and respect has been an extraordinary privilege.

Why This Farewell Hurts

Normally, at this stage in a program, I would be preparing to guide learners into the final stretch, watching as their confidence and capabilities crystallise into something tangible. I would be there at the finish line, applauding not just their academic success, but their personal and professional growth.

But not this time.

And while I know logically this decision was about funding and not a reflection of my teaching or of my learners, it does not take away the sense of incompleteness. It feels unfinished—like leaving a conversation mid-sentence or a journey without reaching the destination.

My greatest concern is not for myself but for my learners. I never want them to feel that they were left behind or unsupported. They have given so much of themselves to this course, and they deserve continuity, encouragement, and recognition for their efforts.

A Systemic Challenge

The vocational education sector is, sadly, no stranger to funding cuts and structural changes. These decisions, often made at a systemic level, ripple through classrooms in ways that are deeply human.

For learners, it may mean adjusting to new facilitators, losing continuity, or navigating uncertainty mid-course. For educators, it means being pulled away from work we love, unable to complete what we started.

This raises bigger questions: how do we measure success in education? Is it only about competencies completed, or certificates awarded? Or is it also about relationships, guidance, and trust built along the way?

For me, the answer is clear. Success in adult education is about more than qualifications. It is about transformation—personal, professional, and relational.

To My Learners

To those of you who were with me in tonight’s tutorial, I want you to know this: I am proud of you, immensely proud.

You came into this program with courage—the courage to take time out of busy lives, the courage to invest in yourselves, and the courage to step into new possibilities for your careers. You have shared openly, challenged ideas, and embraced the difficult work of growth.

Even though I will not be there for the final chapters of your study, please know that I believe in your capacity to succeed. I know you will finish strong, and more importantly, I know you will carry forward what you have learned into your workplaces and communities.

If I can leave you with one thought, it is this: leadership is not about position or title. It is about influence, responsibility, and the positive change you create in the lives of others. You are already demonstrating those qualities, and I trust you will continue to do so long after this course ends.

Lessons in Leadership

As painful as this departure feels, I also recognise that it carries its own lesson. In leadership, we do not always control the circumstances. Sometimes, we are forced to step aside before the work feels finished. Sometimes, the measure of leadership is not in completing the journey ourselves, but in trusting others to carry it forward.

That is what I must do now—trust that you will complete this diploma with the same commitment and drive you have shown so far, and trust that you will use it as a springboard to the opportunities ahead.

Closing Thoughts

Tonight, I feel sadness when I wish I could feel celebration. But sadness, I realise, is the cost of caring deeply. I would not feel this way if I did not value my learners and this profession so profoundly.

To my learners: I wish you all the best. I hope you know how much you have inspired me with your dedication and your drive. I may not be there at the end, but I will always be cheering for you from afar.

To the system: may we find ways to protect not just the outcomes of education, but the relationships and continuity that make adult learning meaningful.

This may be the end of my journey with this group, but it is only the beginning of theirs. And for that, I remain proud and hopeful.