Training to Teach in the Learning and Skills Sector

From Threshold Award to QTLS

Liz Keeley-Browne, Elizabeth Browne

• Publisher: Routledge
• Year: 2013
• Print ISBN: 9781405812382
• eBook ISBN: 9781317866176
• Topic: Education
• Subtopic: Education General

This text takes a pragmatic approach to training to teach in the lifelong learning sector, relating theory to real practice through a wealth of cases, illustrations and interactive tasks.

Whether at the beginning of training or already qualified, this book offers everything needed to acheive Qualified to Teach: Learning and Skills (QTLS).

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.

The context for change

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 ‘significant recruitment and retention problems’ (p. 20). The document also records ‘good practice in learning delivery, often involving inspirational creativity by front-line staff’(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, ‘Developing the teachers and leaders of the future’, and the reforms to teacher training that are becoming associated with it, are the impetus for this text.

New professional standards

Statutory requirements

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 ‘licence to practise’ 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 ‘safe learner’.

The minimum core

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 learners’ 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.

Professional recognition

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 LLUK’s 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...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Dedication
• Table of Contents
• List of figures and tables
• List of examples
• Web resources
• Preface
• Acknowledgements
• The new qualifications
• How to use this book
• List of abbreviations
• 1 The context for change: new professional standards for teachers in the learning and skills sector
• 2 Professional values: a focus on entitlement, equality and inclusiveness
• 3 Professional practice: creating effective and stimulating opportunities for learning
• 4 Professional skills: planning learning programmes to meet the needs and expectations of learners
• 5 Theory and practice: secure knowledge and understanding of what it means to teach
• 6 The new technologies for teaching: using ILT as an enhancement to learning
• 7 The curriculum contextualised: secure knowledge and understanding of the subject and curriculum
• 8 Skills for the twenty-first century: using the learner’s experience as a foundation for their learning
• 9 Assessment: using feedback as a tool for learning and progression
• 10 Helping learners to achieve their full potential: providing effective support to learners
• 11 Enhancing learner behaviour: establishing and maintaining an effective learning environment
• 12 Continuing professional development: developing by participating in formal and informal professional activities
• Example answers to selected tasks
• Glossary
• References
• Index