I'm mentoring someone on the ECT programme as we are in a pilot area. Like a lot of things, it has it's pros and cons.
I think the biggest positive is that I will still mentor my ECT in his second year (used to be the RQT year). The idea is we meet fortnightly rather than weekly. We won't have to track standards in the 2nd year as he will pass his NQT this year but going forward, they would still evidence the standards. I think the extra mentoring will have a positive impact on retention and it will be good for my ECT to still have some support through the 2nd year.
The online programme of learning we find less useful to be honest. Some scenarios aren't applicable to our setting so we tweak things and do the parts that are relevant to us.
I have to say, our school has absolutely exceptional provision for trainees and ECTs. Mentors are chosen very, very carefully which I think makes a massive difference. I have a great relationship with my ECT and have enjoyed watching him grow professionally.
I think in schools where provision is less good, a two year programme may not be of benefit.