Stuart Hollis
Where are we now?
An exploration of the provision of
teacher training programmes for
the Learning and Skills Sector
following the 2007 Workforce
Reforms
Dr Anne O’Grady
Introduction
Aim:
To explore the current provision and take up
of initial teacher training programmes and
Skills for Life Additional Diploma
programmes since the introduction of the
further education workforce reforms in
2007
Background
• The literature reveals a series of questions
following the workforce reforms.
• There appears to be evidence of confusion
amongst the sector about the range, and
appropriateness of the new qualifications
and their application for the sector
– (the work of Dialogue North West)
• Questions are also raised in the literature
of support for trainee practitioners
Methodology
• A mixed-method approach
• An on-line survey that had both
quantitative and qualitative elements
• Case study telephone interviews with a
range of stakeholders involved in
supporting the workforce
Key Findings #1
Funding
• A major concern for all stakeholders
Influencing the delivery of both initial teacher training programmes,
and Skills for Life programmes.
Confusion
• Significant confusion continues, particularly amongst smaller
providers and amongst individuals who are aiming to obtain
qualifications appropriate for their role in the sector.
• The confusion lies firstly in programme levels.
• The programmes themselves also cause confusion
Attitudes
• The attitude of participants was positive. Respondents welcomed
the reforms and felt that they provided professional recognition of
the work they were undertaken.
Key Findings #2
Progression
• Some individuals are reaching a career ceiling because of the demands of
the programmes and the perceived limited flexibility of the programmes to
embrace the diverse workforce.
Workforce Capability
• Respondents provided a picture of a extremely diverse workforce who had
extremely varied academic backgrounds.
• The academic components of the programmes are also creating a ceiling
through which some are unable to progress.
Workforce Capacity
• The qualification add to an already heavy teaching workload and they
obtained mo remission for learning.
•
For some respondents they found it difficult to recruit the Teacher
Trainers to be able to deliver programmes; this was particularly the case
for the Skills for Life numeracy Additional Diploma.
Key Findings #3
Standardisation
• Significant diversity amongst the respondents to this study.
Mentor Support
• Support for mentors varied. Some providers were able to offer some support
through mentor training and mentor meetings; additionally some providers
were able to offer small amounts of funding to individuals who undertook a
mentoring role. However, the support for mentors was haphazard and
extremely varied.
Delivery Models
• The dominant model of delivering these programmes continues to be a largely
traditional model of face-to-face weekly classes.
Partnership
• Many respondents provided their programmes in response to demand. For
some, there was evidence of joint planning of programmes with other local
providers, but this was limited.
Conclusions #1
• The 2007 further education workforce reforms in initial teacher
training have had a significant influence in the design, delivery
and take-up of these programme across the sector.
• Benefits include providing a clear professional framework for
the sector.
• Many challenges are being faced, including:
– funding for programmes
– academic capability of the sector
– capacity of the sector
– obtaining the necessary teaching hours commitment
– time as their teaching workload is significant.
Conclusions #2
• The sector has been creative in responding to
these challenges
• There is evidence that providers are starting to
develop new and innovative ways of delivering
their programmes, embracing e-learning and
blended learning.
• Providers are developing ‘pre-entry’ programmes
for those wishing to undertake programmes but
who need to develop their personal literacy and
numeracy capability, as well as their academic
study skills.
Emerging Challenges
• Emerging challenge for the sector include the increase in
range of age group it serves, and qualifications it supports,
as well as non-accredited learning opportunities.
• As the sector broadens, so should the qualification
framework for the sector. However, any development of the
framework would need to consider the demand to retain the
quality of teaching and learning opportunities, as well as
the diverse nature of the workforce – a significant
percentage of the workforce is made of up of professionals
who work fractional, sessional and casual hours and
contracts.
Recommendations #1
• The sector needs to develop clear guidelines regarding
funding to support individuals wishing to undertake learning
and skills workforce qualifications.
• The sector should ensure that individuals have the same
access to funding as other students undertaking part-time
learning at Level 4 and above.
• The sector should be supported to work in partnership with
a cluster of providers to ensure that the full range of
qualifications – both initial teacher training and Skills for
Life Additional Diplomas – are consistently available.
Recommendations #2
•
The sector needs to develop a broader range of delivery models to
further enable the sector to engage with these qualifications – this
should include various times of recruitment – not just academic
year, as well as the development of blended learning models and elearning models.
•
The sector must develop a clear set of standardised criteria for entry
onto programmes, clarifying how knowledge, skills and expertise,
can be demonstrated.
•
The sector must also develop clear guidelines about how many
teaching hours an individual has to undertake in each of the
qualifications, whether these need to be secured by the individual or
the provider, and whether these can be voluntary or paid. This is
crucially important as participants could potentially be unable to
complete their qualification if they are made redundant part-way
through their programme.
Recommendations #3
•
The sector needs to develop a strong and clear model of support
for mentors, recognising the important and crucial role they play
in the development of practitioners in the sector.
•
The sector needs develop clear progression route maps between
qualifications, enabling clearer mobility through the qualifications.
•
The sector should develop clear and accessible routes to enable
accreditation of prior learning. This will ensure that established
practitioners do not feel left behind in the new qualification
framework.
•
The sector needs to develop some short courses to support
participants develop their personal literacy and numeracy skills,
and to develop their academic study skills prior to starting initial
teacher training programmes.
Questions
• How does this picture reflect your
experiences?
• What do you see as challenges for the future
of ITT for this work force?
• What further research needs to be
undertaken?
• Does the sector need separate ITT for the
various strands of the sector? Why?
Thank You
Contact details E: [email protected], M: 07825 980 079