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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)

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

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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

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)


Skills for life strategy

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


World class skills

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.


World class skills1

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)


Teacher training reform

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


Research into teacher qualifications teacher and learner studies 2008

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.


Research into teacher qualifications progress towards a qualified workforce 2009

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’


Workforce strategy for the fe sector 2007 2012

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]


Lsc contractual requirements

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)


Teacher roles

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.


Teacher trainer qualifications

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’)


Literacy numeracy and esol teacher roles qualifications and training

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)


Registration and cpd regulations

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

QTSProfessional formationQTLS

IfL confirms CPD has covered orientationwithin 2 years


Registration and cpd regulations1

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


Professional formation and q atls

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


General professional recognition learning and skills

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:[email protected]


Tariff of legacy qualifications

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


Teachers and trainers for learning for living

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).


Assessor qualifications

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


Literacy language and numeracy support roles

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


Vocational trainers and trainer assessors who embed integrate literacy language and numeracy

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


Workforce development for english literacy and esol and maths numeracy

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).


Learning support practitioners

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)


Literacy language and numeracy learning support practitioner

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


Iag advisers and other non teaching support roles

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


Leaders and managers

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


Further information

Further Information

Lifelong Learning UKwww.lluk.org

Standards Verification UKwww.standardsverification.org.

Institute for Learningwww.ifl.ac.uk

Move Onwww.move-on.org.uk

Skills for Life Support Programme www.excellencegateway.org.uk/sflsp


Training and development

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 [email protected] 0300 303 1877

•www.lluk.org– projects section


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