Developing Qualifications for Teachers, Tutors and Trainers in the Lifelong Learning Sector in Engla

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Developing Qualifications for Teachers, Tutors
and Trainers in the Lifelong Learning Sector in
England

• Liverpool John Moores University
• Margaret Postance

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Historical Context

• In 2004 the Government asked Lifelong Learning UK
  (LLUK) to develop new professional teaching
  standards for the whole FE system as described in
  Equipping our Teachers for the Future
• The standards have been developed to respond
  specifically to calls from OfSTED for clearer
  standards set for new entrants to teaching
• The standards set within the new qualifications
  framework have been designed to promote the
  professionalisation of those teaching within the
  sector
• From September 2007, all new entrants to teaching
  in the sector will be required to follow a
  programme of study leading to an appropriate new
  qualification for their role within 5 years of
  enrolling

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Changes in Role Scoping for Teachers

• LLUK have defined teaching roles in the lifelong
  learning sector in England
• Identifying the roles that individual teachers
  take is essential
• From Sept.2007, it is not longer the amount of
  time that someone teaches which determines the
  qualification necessary to take, but the teaching
  responsibilities within their role.
• The definition will relate to a teacher in a full
  teacher role and a teacher with fewer
  responsibilities in an associate teacher role.

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Existing Provision at LJMU

• Single module award Introduction to Teaching,
  Training and Learning
• Four module award Initial Certificate in
  Teaching, Training and Learning
• Year one Certificate / Post Graduate Certificate
  in Education level 4, also set as an exit award
• Year two Certificate in Education level 5
• Year two Post Graduate Certificate in Education
  levels 5 and Masters

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New Awards from September 2007

• PTLLS single unit award 50 less credits and
  assessment than previous award, but same delivery
  time
• CTLLS four unit award 50 less credits and
  assessment than previous award reduced delivery
  time 20 to 22 weeks instead of 30 weeks
• DTLLS
• Year one set at level 4, same number of credits
  and same delivery time. Exit award set as the
  Preliminary Diploma in Teaching in the LLS
• Year two set at level 5 for undergraduates and
  level 5 for one module and masters level for
  three modules

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Issues relating to new awards

• Number of credits suggested for each unit
  created the need for an application to support
  variance
• Disseminating the information regarding the new
  framework to the broader sector comprising
  Lifelong Learning
• Ensuring that senior staff in partner colleges
  were aware of the impact that the new framework
  might have on the potential of their institutions
• Selecting appropriate employers to liaise with
  regarding the consultation process during
  developments
• Changing the mindset linked to the progression
  from the CTLLS to the DTLLS

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Option Units

• Addressing areas of omission from current
  programme
• Ensuring that employers requirements within the
  LLS were addressed
• Consulting with partner college delivery teams
• Results
• CTLLS Quality Procedures within the LLS
• DTLLS The Teacher, Professionalism the Wider
  Context (level 4)
• DTLLS Leadership and Organisation (level 5 /
  M)

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Designing an appropriate Progression Route

• Linked to consultation process with employers
  within the lifelong learning sector
• Embracing notion of small steps of learning,
  leading to an enhanced academic qualification
  linked to new framework
• Subject content designed to meet both employer
  and employee needs, as well as governmental /
  OfSTED / SVUK requirements
• Designing an end product that was flexible and
  appropriate to all teachers in the LLS
• Ensuring that further progression was available
  and fit for purpose

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Foundation Degree in Teaching in the LLS

• Problem linked to gaining sufficient level 4
  credits
• Selecting appropriate core modules
• Designing an award that was manageable by the
  partner colleges in terms of delivery
• Liaising with employers across the sector to
  ensure that appropriate option modules were
  included
• Marketing the new foundation degree
• Creating an award that embraced the notion of CPD
  and that offered accreditation of the same
• Flexibility of using the modules in isolation as
  CPD awards

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FD Modules Created

• Practice Based Professional Subject Development
  (Core 4)
• Developing Reflective Professional Practice (Core
  4)
• Research Methods (Core 5)
• Supporting Individual Needs (Core 5)
• Working with the duty to promote equality (5)
• Observing Teaching Learning in the LLS (5)
• Enhancing Teaching Learning through the use
  of ILT (5)
• Mentoring within the LLS (5)
• Individually Negotiated Module (Action Learning)
  (5)
• Principles and practice of evaluating quality in
  learning and teaching (5)
• Leadership and Management Issues (5)
• Developing new programmes of learning within the
  LLS (5)
• E-Teaching E-Learning (5)

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