1 / 29

Workforce Development for English (literacy and ESOL) and Maths (numeracy)

Workforce Development for English (literacy and ESOL) and Maths (numeracy). National policies and contexts explored March 2010. Underpinning Policies and Research. • Skills for Life strategy (Moser Report) • Teacher training reform (DfES, 2004, 2007)

nat
Download Presentation

Workforce Development for English (literacy and ESOL) and Maths (numeracy)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Workforce Development for English (literacy and ESOL) and Maths (numeracy) National policies and contexts explored March 2010

  2. Underpinning Policies and Research • Skills for Life strategy (Moser Report) • Teacher training reform (DfES, 2004, 2007) •Prosperity for all in the global economy – world class skills (Leitch, 2006) • Teachers’ and learners’ studies (NRDC, 2008) • Teachers of adult literacy, numeracy and ESOL: progress towards a qualified workforce (NRDC for LLUK, 2009)

  3. Skills for Life Strategy •1997 Schools national literacy and numeracy strategies • 1998 Adult learning and report on basic skills in England • 1999 A Fresh Start – improving literacy and numeracy (DfEE), the Moser Report – to improve the literacy, language and numeracy skills of 2.25 million adult learners by 2010. 21 recommendations included: Develop intensive training programmes for literacy, numeracy and ESOL (English for Speakers of Other Languages) teachers • 2009 Skills for Life: Changing lives

  4. World Class Skills Prosperity for all in the global economy – world class skills (Leitch, 2006) reported that: • out of 30 OECD countries the UK lay 17th on low skills, 20th on intermediate skills and 11th on high skills • 5 million adults in the UK lacked functional literacy • 17 million adults had difficulty with numbers • more than one in six young people left school unable to read, write or add up properly.

  5. World Class Skills World Class Skills:Implementing the Leitch Review of Skills in England (DIUS, 2007) – the vision for the UK: The UK commits to becoming a world leader in skills by 2020. Objectives and recommendations include: • 95% of adults to achieve functional numeracy – 390,000 to Entry 3; and functional literacy – 597,000 to Level 1 • By 2011, over 90% of people to be qualified to Level 2 Skills Pledge: a leaflet for employers (HMSO 2007)

  6. Teacher training reform • Equipping our Teachers for the Future (DfES, 2004) • FE teachers’ qualifications (England) regulations, 2007 (DIUS) – implemented September 2007. • Introduction of professional status: QTLS for the full teaching role ATLS for the associate teaching role • New ITT qualifications – awards, certificates, diplomas • New process of professional formation

  7. Research into teacher qualifications – teacher and learner studies 2008 Skills for Life teachers’ qualifications and learners’ progress in adult numeracy– from the teacher and learner studies (NRDC, 2008) Conclusions included: •Experience matters •Subject knowledge is of prime importance … both for learner achievement and learner confidence.

  8. Research into teacher qualifications – progresstowards a qualified workforce 2009 •Size of the Literacy, ESOL and Numeracy workforce: 9,805 literacy teachers (4,367 FTE) (up from 8,039 in 2006) 7,624 ESOL teachers (2,741 FTE) (down from 9,796 in 2006) 7,353 numeracy teachers (3,352 FTE) (up from 6,095 in 2006) •Literacy, ESOL and Numeracy teacher qualifications: 48% are fully qualified (up from 35% in 2006) 16% are unqualified (down from 22% in 2006) •Key/Functional Skills teacher qualifications: Maths – 35.8% and English – 33.5% ‘fully qualified’

  9. Workforce strategy for the FE sector2007–2012 For all providers and the entire workforce in the broader FE sector: Priorities: •understand the nature of the workforce •attract and recruit the right people • retain and develop the workforce • ensure equality and diversity. 14 outcomes, including: • the teaching workforce fully qualified and registered with the IfL • information available to help providers plan workforce development [Revised strategy, LLUK, April 2009]

  10. LSC Contractual Requirements Contractors who deliver LSC-funded training are required to ensure their staff are appropriately qualified in compliance with Statutory Instrument 2264. This is on the basis of a clause in the relevant provider contract: 8.11 THE CONTRACTOR shall ensure that appropriately qualified and trained staff will deliver the Services. THE CONTRACTOR shall be responsible for the professional development and training of its staff and for meeting any minimum requirements of THE COUNCIL for the proportion of its staff to be appropriately qualified. THE CONTRACTOR will ensure that its staff are trained in accordance with LLUK Standards in line with Regulations made under the Education Act 2002 when they come into force. (2009-2010)

  11. Teacher roles The full teacher role– full range of teaching responsibilities; includes design and development of learning programmes and programme materials The associate teacher role –less than the full range of teaching responsibilities; does not usually include design and development of learning programmes and programme materials Literacy, Language (ESOL) and Numeracy teachers in the full teacher role Non-teaching roles –the assessor-verifier role (professional assessors who do not teach or train): under review by LLUK (2008-2010) –the learning support practitioner (LSP) role: national occupational standards from 2008, LSP qualifications and training from 2009, Literacy, ESOL and Numeracy LSP qualifications and training from 2010.

  12. Teacher/trainer qualifications Qualifications for teaching roles – whatever the job title – teachers, trainers, tutors, assessor-trainers, instructors, lecturers: •DTLLS – Diploma in Teaching in the Lifelong Learning Sector 120 credits/360 GLH/150 teaching •CTLLS – Certificate in Teaching in the Lifelong Learning Sector 24 credits/120 GLH/30 teaching •PTLLS – Preparation for Teaching in the Lifelong Learning Sector 6 credits/30 GLH/peer teaching (‘micro-teaching’)

  13. Literacy, numeracy and ESOL teacher roles, qualifications and training All teachers of English (literacy and ESOL) and Maths (numeracy) need to be trained for the full teaching role. Routes to qualification include: •Fully integrated diploma route: 120 credits/360 GLH/150 teaching •Partly integrated diploma route •Additional diploma route: 45 credits/120 GLH/75 teaching •Concurrent diplomas route •Combined Literacy and ESOL delivery pathways •Entry assessments and preparation programmes (at Level 3)

  14. Registration and CPD regulations For teachers who entered the profession before September 2007 •Register with the Institute for Learning (IfL) •Demonstrate commitment to CPD (30 hours per year or pro rata) •Choose whether or not to apply for Q/ATLS For teachers with QTS (schools) entering the FE sector after Sept 2007 •Register with the Institute for Learning (IfL) •Demonstrate commitment through CPD (30 hours per year or pro rata) that have covered requirements of ‘Orientation’ •Apply for A/QTLS within 2 years of appointment QTS Professional formation QTLS IfL confirms CPD has covered orientation within 2 years

  15. Registration and CPD regulations For teachers who entered the profession after September 2007: •Register with the Institute for Learning within six months of appointment •Complete PTLLS within one year •Complete CTLLS or DTLLS within five years • Achieve Q/ATLS within five years • Demonstrate commitment to CPD Providers keep records of IfL members. PTLLS CTLLS professional formation ATLS within 1 year within 5 years PTLLS DTLLS professional formation QTLS within 1 year within 5 years

  16. Professional formation and Q/ATLS Candidates submit their professional formation account to the IfL Mandatory elements •Approved qualification or equivalent (e.g. GPRLS) •Numeracy and literacy skills at or above Level 2 •Supporting testimony •Declaration of suitability Personalised elements •Subject currency •Professional development planning •Teaching and learning •Reflective practice •Self-assessment

  17. General Professional Recognition Learning and Skills A process by which competent and experienced teachers can be recognised for having professional standing in the workforce. Two routes: a) Skills for Life route for teachers working with literacy, language (ESOL) and numeracy b) all areas route for teachers working within all other skills and subject specific areas. GPRLS – professional formation – QTLS or ATLS Apply to Standards Verification UK www.svuk.eu Contact the GPRLS team on 0113 241 0435 or by email:recognition@svuk.eu

  18. Tariff of Legacy Qualifications The tariff of legacy qualifications (TLQ) establishes how legacy initial teacher training and trainer training qualifications map to the new ‘Equipping our Teachers for the Future’ requirements in England. The TLQ function is to provide information which will help individuals, employers and teacher training providers make decisions on appropriate pathways to the licensed status of ATLS or QTLS. For more details: www.standardsverification.org/documents/TLQ_Spreadsheet_-_FINAL_-_13-02-09.pdf

  19. Teachers and trainers for learning for living LLUK: developed three units of assessment for teachers of learning for living and work (learning difficulties and disabilities/LDD) – part of initial teacher training or as professional development (CPD).

  20. Assessor Qualifications • The A1 assessor award has now been mapped against the CTLLS unit ‘Preparing and Planning for Assessment (PPA)’. However, it is NOT in the normal database – it has its own separate page: http://tariff.svuk.eu/page/view/id/52 • Learning & Development Standards under review; see LLUK website at: www.lluk.org/learning-and-development-standards-review-open-consultation.htm

  21. Literacy, Language and Numeracy support roles •Vocational trainers and trainer-assessors who embed/integrate literacy, language and numeracy in their training •Vocational trainers and trainer-assessors who adopt inclusive approaches to literacy, language, numeracy and ICT in their training •Learning support practitioners who support learners with LLN needs •IAG advisers and others who advise and offer other non-teaching support to learners with literacy, numeracy and ESOL needs •Leaders and managers who develop and implement policy for literacy, language and numeracy

  22. Vocationaltrainers and trainer-assessors who embed/integrate literacy, language and numeracy Full teacher role – helping learners develop LLN, working in partnership with LLN teachers DTLLSwith an optional module on embedding LLN or DTLLS + Developing approaches to embedding literacy, language or numeracy (vocational pathway) Level 5 accredited qualification or DTLLS + Regional CPD on embedding literacy, language or numeracy Associate teacher role There is currently no expectation that trainers in the associate teacher role would take responsibility for embedding literacy, language and numeracy 2010 – LLUK is exploring the feasibility of appropriate LLN qualifications and training for the associate teacher role

  23. Vocationaltrainers and trainer-assessorswho adopt inclusive approaches to literacy, language, numeracy and ICT Full teacher role DTLLS For trainers with pre-reform Cert. Eds. and PGCEs New Level 3 Award for teachers in understanding learners and their literacy, language, numeracy and ICT needs (lifelong learning). Not yet available (March 2010). Associate teacher role CTLLS For trainers with CTLLS and other pre-reform training qualifications – LLN personal development and application of understanding: New Level 3 Award for teachers in understanding learners and their literacy, language, numeracy and ICT needs (lifelong learning). Not yet available (March 2010).

  24. Learning support practitioners General role– learning support practitioner Level 3 Certificate in Learning Support – 30 credits (12 credits may be taken at L2) GLH = 100150 •Preparing to Support Learning – 6 credits – at L2 or L3 •Learning to Support in the Lifelong Learning sector – 6 credits – at L3 •Learning Support Principles – 6 credits – at L3 •Approaches to Learning – 6 credits – at L3 •Two optional units •30 hours’ LSP practice (with individuals and groups)

  25. Level 3 certificate in Learning Support (literacy, language and numeracy) Level 3 Preparing to support learning Learning support in the lifelong context (literacy, language and numeracy) Principles of learning support (literacy, language and numeracy) Approaches to learning (literacy, language and numeracy) Knowledge and understanding for supporting literacy and language Knowledge and understanding for supporting numeracy Level 2 Preparing to support learning Each box represents 6 credits Literacy, Language and Numeracy Learning Support Practitioner • Now out – the application of the National Occupational Standards for Learning Support Staff – for literacy, language and numeracy learning support practitioners • Guidance for awarding organisations is available (March 2010) • 150 GLH 40 hours LSP practice

  26. IAG advisers and other non-teaching support roles •Specialist IAG (or other) qualifications + awareness-raising, signposting and supporter training/qualifications •Level 2 Certificate in Learning Support •Level 2 Award in Literacy, Language, Numeracy and ICT Awareness •L2 Maths and L2 English •‘Move On’ programmes – i-route –encouraging others to improve their skills •Non-accredited awareness-raising

  27. Leaders and Managers Skills for Life Support Programme CPD modules for managers: •Embedding literacy, language and numeracy: policy, context and implications for leadership and management •Literacy, language and numeracy in observation of teaching and learning •Embedding literacy, language and numeracy in the curriculum •Literacy, language and numeracy in the Self Assessment Process Session plans and materials are available on the CPD section of the website: www.excellencegateway.org.uk/sflsp

  28. Further Information Lifelong Learning UK www.lluk.org Standards Verification UK www.standardsverification.org. Institute for Learning www.ifl.ac.uk Move On www.move-on.org.uk Skills for Life Support Programme www.excellencegateway.org.uk/sflsp

  29. Training and Development To find out about courses and CPD, and to promote your own courses and CPD: •Skills for Life network website www.skillsforlife.com •talent website www.talent.ac.uk •LLUK Information and Advice advice@lluk.org 0300 303 1877 •www.lluk.org– projects section

More Related