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1 | The context for change New professional standards for teachers in the learning and skills sector |
Learning outcomes
By the end of this chapter you will:
be aware of the place of the learning and skills sector within the wider context of policy change
begin to think about what it means to be a licensed teacher in the sector having an awareness of national developments and how they might impact on that role
begin to identify your own professional development needs
begin to prepare evidence, through the set tasks, and by producing a portfolio of evidence which might be used towards your preparation award and the licensed to practise qualification.
Areas in scope in this chapter in relation to the standards for teachers, tutors and trainers working in the sector are AS 2, AS 3, AS 6, BS 2 (in part only).
This introductory chapter describes the range of provision covered by the learning and skills sector (LSS) and provides a brief history of the current context for change. Previously referred to as further education, adult education and/or post-compulsory education, this area of education and training is currently the focus of much government attention.
Prior to the full publication of Success for All (DfES, 2002b) in which the government set out the current agenda for reform, a discussion document, Success for All: Reforming Further Education and Training (DfES, 2002a), identified a number of weaknesses in the sector. These related specifically to the lack of attention paid to teaching and learning in a sector staffed by an underdeveloped workforce suffering from āsignificant recruitment and retention problemsā (p. 20). The document also records āgood practice in learning delivery, often involving inspirational creativity by front-line staffā(p. 6). There is a clear acknowledgement, however, that this is not consistent across the sector. The Success for All strategy is very explicit in setting out four goals for the reform agenda:
Goal 1 | Meeting needs, improving choice |
Goal 2 | Putting teaching and learning at the heart of what we do |
Goal 3 | Developing the teachers and leaders of the future |
Goal 4 | Developing a framework for quality and success. |
The third goal, āDeveloping the teachers and leaders of the futureā, and the reforms to teacher training that are becoming associated with it, are the impetus for this text.
New professional standards A Statutory Instrument (DfES, 2001) made a qualification in teaching achieved within a specified period a requirement for all new teachers appointed to further education colleges. New legislation and government targets are driving the reform agenda requiring training and qualification leading to a preparation award (for those teaching only a few hours per week) and a full ālicence to practiseā for new and experienced lecturers. Achievement of the full licence qualification will lead to the award of Qualified Teacher Learning and Skills (QTLS) award. There is an expectation that 90 per cent of those teaching in the sector will hold a qualification by 2010 (DfES, 2002a). In addition, there are a number of other legislative requirements associated with race, equality and disability that will impact on your role. These are discussed later in this text. You will also need to be mindful of health and safely legislation and the requirement to address the concept of the āsafe learnerā.
In 2003, the endorsement body for post-16 teacher training, FENTO, stipulated that courses of teacher training should include a core of training in language, literacy and numeracy. The established requirement included two different approaches:
A requirement that those teaching in the sector would themselves possess a certain level of proficiency in the core subjects (literacy, numeracy and ICT).
A requirement that lecturers should be aware of cultural and social factors that restrict the ability of their learners to be functional in these core skills and in demonstrating their understanding of these factors, and be in a better position to understand the individual needs of those they teach.
This book approaches the minimum core requirements in a three-pronged way: first by providing advice for the skill development of lecturers approaching certification of their competence (see Chapter 2); second, through the discussion of learnersā needs, differentiation and inclusion (see Chapters 7, 8 and 10); and third, in the discussion of e-learning and proficiency in ICT skills, as threaded throughout this text and addressed in detail in Chapter 6. Tasks set in Chapters 7 and 8 focus on subject-specific approaches to meeting the needs of different types of learners. In Chapter 10 focus is given to disability needs and awareness of possible barriers to learner achievement.
Lifelong Learning UK (LLUK) is the sector skills council responsible for the professional development of those working in the UK lifelong learning sector. In designing the new qualification framework, LLUK has established that the following amounts of time will be involved:
30 guided learning hours excluding teaching practice and observation for the preparation award.
120 guided learning hours plus at least 8 teaching practice observations for QTLS.
Former work experience with learners may be used to count towards these totals. It is also LLUKās responsibility to ensure that those in training are assigned an appropriately qualified and experienced mentor in their subject or occupational area. The role of coach/mentors is discussed at the end of this chapter.
As part of LLUK, a new professional body, the Institute for Learning (IfL), has been formed to raise the standards of professio...
