Transcript Literacy, Language and Numeracy

Literacy, Language and Numeracy
National policies and contexts explored
Aims and outcomes
Aim
To support organisations with LLN professional development
planning
This presentation will help organisations to:
•Identify their own organisation’s progress towards a trained and
qualified literacy, language and numeracy workforce
•Update their knowledge on national policy on LLN workforce
development
•Identify steps for carrying out an audit of staff qualifications and
experience, with reference to roles and responsibilities
•Develop an action plan for the development of organisational
professional development policies and plans
Background and policy to 2012
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)
Lingfield Review of Professionalism in FE, Interim report March
2012
• Consultation on revocation of the further education workforce
regulations, Government response, August 2012
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.
Implementing 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)
Lingfield Review of Professionalism in
FE and Government response
Following the interim report of the Lingfield Review and the BIS
consultation, the Further Education Teachers’ Continuing
Professional Development and Registration (England)
Regulations (2007) will be revoked with effect from September
2012. However, the Further Education Teachers’ Qualifications
(England) Regulations (2007) will be retained for the 2012/13
academic year:
http://www.bis.gov.uk/assets/biscore/further-educationskills/docs/c/12-970-revocation-further-education-workforceconsultation-response.pdf
LSIS are currently consulting on a new set of teacher
qualifications for use from 2013
http://www.excellencegateway.org.uk/node/24243
Reform of teacher training 2007-2012
•
•
•
•
•
Equipping our Teachers for the Future (DfES, 2004)
FE teachers’ qualifications (England) regulations,
2007 (DIUS) – implemented September 2007.
Introduction of professional status:
Qualified Teacher Learning and Skills (QTLS) status
for the full teaching role
Associate Teacher Learning and Skills (ATLS) status
for the associate teaching role
New ITE qualifications – Awards, Certificates,
Diplomas
New process of professional formation
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
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
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
Institute for Learning (IfL)
information available to help providers plan workforce
development
[Revised strategy, LLUK, April 2009]
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 are in the full teacher
role
Non-teaching roles
The assessor-verifier role (professional assessors who do not teach or train):
reviewed by LLUK (2008-2010):
http://www.tes.co.uk/article.aspx?storyCode=6175811
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:
http://www.excellencegateway.org.uk/node/16900
Teacher/trainer qualifications from
2011
Qualifications for teaching roles – whatever the job title – teachers, trainers, tutors, assessortrainers, instructors, lecturers. Qualifications were revised in 2009/10 after consultation with
the sector and to match the QCF framework
Units from the former Learning and Development qualifications, including the assessor wards
units, are possible as options, depending on local availability
DTLLS – L5 Diploma in Teaching in the Lifelong Learning Sector
120 credits/360 GLH/120 teaching
CTLLS – L3 or L4 Certificate in Teaching in the Lifelong Learning Sector
36 credits/160 GLH/30 teaching
PTLLS – L3 or L4 Award in Preparing to Teach in the Lifelong Learning Sector
12 credits/48 GLH/peer teaching (‘micro-teaching’)
New qualifications for teaching disabled learners, integrated with DTLLS and standalone
specialist qualifications (45 credits)
Guidance on the latest qualifications can be found on the LSIS website
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/100 teaching
•
Partly integrated diploma route
•
Stand-alone diploma route: 45 credits/120 GLH/75 teaching
(previously known as additional diplomas)
•
Concurrent diplomas route
•
Combined Literacy and ESOL delivery pathways
•
Entry assessments and preparation programmes (at Level 3)
IfL registration and CPD regulations
The CPD regulations were revoked in August 2012 and
membership of IfL made voluntary. However, membership of IfL
is necessary for the current process of professional formation
leading to QTLS or ATLS, in place until at least March 2013.
Process for Professional Formation:
• 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
IfL registration and CPD regulations
This was the position up to September 2012:
Teachers working in the sector pre-2007 were encouraged to:
• 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 they need to:
• 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
IfL Recognition Route (IRR)
•
•
Professional Formation is open to those that have a
recognised teaching qualification. Those who do not have such
a qualification, may be able to use the IfL Recognition Route
(IRR) as the equivalent of the recognised teaching qualification,
thus allowing them to go on and achieve Professional
Formation.
IfL Recognition status will be conferred through a process
which allows those who are eligible as described above and do
not have a recognised teaching qualification to demonstrate
that they have the capacity to meet the current
professional/occupational standards for teachers, tutors and
trainers in the lifelong learning sector:
http://www.ifl.ac.uk/cpd/ifl-recognition-route-irr-domainevidence-guide-2012
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
Search the tariff:
http://tariff.svuk.eu/
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
Learning support practitioners
A number of qualifications have been developed for
learning support practitioners
•
•
•
•
Level 3 Certificate in Learning Support - this generic
qualification has been available since 2009
Level 3 Certificate in Learning Support: literacy, language
and numeracy - this subject specific qualification was
developed in 2010
Level 3 Certificate in Learning Support: Disabled Learners this subject specific qualification has been developed in 2011
There are also awards in Preparing to Support Learning at
Levels 2 and 3. These can be helpful stepping stones for
some practitioners.
Further information & advice
•
Institute for Learning
http://www.ifl.ac.uk
•
FE advice at LSIS
http://www.excellencegateway.org.uk/feadvice
•
Training Adult Literacy, ESOL and Numeracy Teachers (talent)
www.talent.ac.uk
•
Skills for Life network
www.skillsforlife.com