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Implementing QTLS in the Third Sector
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  1. Implementing QTLS in the Third Sector Cheryl Turner Development Officer NIACE

  2. Presentation themes • Project outline • Project findings • Project recommendations

  3. Project outline • LSC funded • December 2007 - April 2008 • Aim: to establish • current teacher qualification levels in Third Sector • any differences in teacher role • any implementation costs • barriers and issues • examples of good practice

  4. Methods • Desk research • Survey (c.500 Third Sector organisations) • Focus groups (3) • Interviews (7) • Workshops (2) • Case studies (4) • WEA East Midland Region • Derbyshire Learning and Development Consortium • Gloucestershire County Council • West Midlands CETT

  5. Key findings: headings • Teacher qualifications and CPD • Third Sector teaching role • Cost implications • Issues and barriers • Benefits

  6. Teacher qualifications and CPD • Well-qualified workforce • Professionalised culture, irrespective of organisational size • Widespread availability CPD (but small budgets) • Training for new qualifications • Data collection systems prevalent • Importance of ‘qualified by experience’ • Importance of ‘home grown’

  7. Third Sector teaching role • Distinctive roles and attributes • Linked to learners needs: holistic, contextualised, skills for participative methods • Linked to Third Sector context: teaching and learning part of wider organisational activity; small volume; small-scale, mixture of staff roles • Most providers working with marginalised groups/individuals • Diverse curriculum offer

  8. Cost implications • Multiple funding sources for provision • Costs: actual; backfill; opportunity • ‘Market’ expansion and diversification • Wide price range; different offers (some Third Sector tailored) • Difficulties in estimating costs and understanding value for money

  9. Issues and barriers • Concern about contraction of experience and backgrounds for Third Sector teachers and loss of: • ‘home grown’ progression routes • in-depth understanding of marginalised learners • learner-centred practice • flexibility, creativity • volunteers • valued staff • Time entailed: organisational and individual • Qualification framework: progression to L3; L3 to L4 ‘gap’ • Inappropriate provision

  10. Benefits • Improved practice • Stronger professional identity • Better peer support • Improved knowledge and skills • Parity of esteem with non-Third Sector providers • Deserved recognition • Improved job satisfaction and career prospects

  11. Recommendations (1) • Communication: • more strategic approach • clear, accurate Third Sector specific briefings • guidance on investment levels, support, benefits • distribution involving Third Sector infrastructure and networks • QTLS reforms: • pre-PTLLS progression routes • link to funding (FLT, TtG) • flexible, modularised delivery • SVUK explore flexibility around 5 year limits • CETTs more inclusive of Third Sector providers

  12. Recommendations (2) • Supporting practice • strategic approach to consolidating existing practice • supporting intermediaries’ roles • materials development • practical guidance through existing sources • one portal for Third Sector • encourage networking and shared practice • work with local authorities • Further research • levels of unqualified Skills for Life staff • levels of peer support • complementary findings e.g. orientation of other sector staff • equality and diversity impact assessment

  13. Thank youCheryl Turnercheryl.turner@niace.org.ukjane.watts@niace.org.uk