Liverpool John Moores University Margaret Postance

1. Developing Qualifications for Teachers, Tutors and Trainers in the Lifelong Learning Sector in England Liverpool John Moores University Margaret Postance

2. Historical Context • In 2004 the Government asked Lifelong Learning UK (LLUK) to develop new professional teaching standards for the whole FE system as described in “Equipping our Teachers for the Future” • The standards have been developed to respond specifically to calls from OfSTED for clearer standards set for new entrants to teaching • The standards set within the new qualifications framework have been designed to promote the professionalisation of those teaching within the sector • From September 2007, all new entrants to teaching in the sector will be required to follow a programme of study leading to an appropriate new qualification for their role within 5 years of enrolling

3. Changes in Role Scoping for Teachers • LLUK have defined teaching roles in the lifelong learning sector in England • Identifying the roles that individual teachers take is essential • From Sept.2007, it is not longer the amount of time that someone teaches which determines the qualification necessary to take, but the teaching responsibilities within their role. • The definition will relate to a teacher in a full teacher role and a teacher with fewer responsibilities in an associate teacher role.

4. Existing Provision at LJMU • Single module award – Introduction to Teaching, Training and Learning • Four module award – Initial Certificate in Teaching, Training and Learning • Year one Certificate / Post Graduate Certificate in Education – level 4, also set as an exit award • Year two Certificate in Education – level 5 • Year two Post Graduate Certificate in Education – levels 5 and Masters

5. New Awards from September 2007 • PTLLS – single unit award – 50% less credits and assessment than previous award, but same delivery time • CTLLS – four unit award – 50% less credits and assessment than previous award – reduced delivery time – 20 to 22 weeks instead of 30 weeks • DTLLS – Year one set at level 4, same number of credits and same delivery time. Exit award set as the Preliminary Diploma in Teaching in the LLS Year two set at level 5 for undergraduates and level 5 for one module and masters level for three modules

6. Issues relating to new awards • Number of creditssuggested for each unit – created the need for an application to support variance • Disseminating the information regarding the new framework to the broader sector comprising Lifelong Learning • Ensuring that senior staff in partner colleges were aware of the impact that the new framework might have on the potential of their institutions • Selecting appropriate employers to liaise with regarding the consultation process during developments • Changing the mindset linked to the progression from the CTLLS to the DTLLS

7. Option Units • Addressing areas of omission from current programme • Ensuring that employers requirements within the LLS were addressed • Consulting with partner college delivery teams • Results: CTLLS – Quality Procedures within the LLS DTLLS – The Teacher, Professionalism & the Wider Context (level 4) DTLLS – Leadership and Organisation (level 5 / M)

8. Designing an appropriate Progression Route • Linked to consultation process with employers within the lifelong learning sector • Embracing notion of ‘small steps’ of learning, leading to an enhanced academic qualification linked to new framework • Subject content designed to meet both employer and employee needs, as well as governmental / OfSTED / SVUK requirements • Designing an end product that was flexible and appropriate to all teachers in the LLS • Ensuring that further progression was available and fit for purpose

9. Foundation Degree in Teaching in the LLS • Problem linked to gaining sufficient level 4 credits • Selecting appropriate core modules • Designing an award that was manageable by the partner colleges in terms of delivery • Liaising with employers across the sector to ensure that appropriate option modules were included • Marketing the new foundation degree • Creating an award that embraced the notion of CPD and that offered accreditation of the same • Flexibility of using the modules in isolation as CPD awards

10. FD Modules Created • Practice Based Professional Subject Development (Core 4) • Developing Reflective Professional Practice (Core 4) • Research Methods (Core 5) • Supporting Individual Needs (Core 5) • Working with the duty to promote equality (5) • Observing Teaching & Learning in the LLS (5) • Enhancing Teaching & Learning through the use of ILT (5) • Mentoring within the LLS (5) • Individually Negotiated Module (Action Learning) (5) • Principles and practice of evaluating quality in learning and teaching (5) • Leadership and Management Issues (5) • Developing new programmes of learning within the LLS (5) • E-Teaching: E-Learning (5)