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 e- learning 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: M: