1. Literacy, Language and Numeracy National policies and contexts explored

2. 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

3. 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

4. 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.

5. 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)

6. 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-education- skills/docs/c/12-970-revocation-further-education-workforce- consultation-response.pdf http://www.bis.gov.uk/assets/biscore/further-education- skills/docs/c/12-970-revocation-further-education-workforce- consultation-response.pdf LSIS are currently consulting on a new set of teacher qualifications for use from 2013 http://www.excellencegateway.org.uk/node/24243

7. 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

8. 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.

9. 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’

10. 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]

11. 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 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 http://www.excellencegateway.org.uk/node/16900

12. Teacher/trainer qualifications from 2011 Qualifications for teaching roles – whatever the job title – teachers, trainers, tutors, assessor- trainers, 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 websiteLSIS website

13. 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)

14. 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

15. 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

16. 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-domain- evidence-guide-2012 http://www.ifl.ac.uk/cpd/ifl-recognition-route-irr-domain- evidence-guide-2012

17. 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 www.standardsverification.org/documents/TLQ_Spreadsheet_- _FINAL_-_13-02-09.pdf Search the tariff: http://tariff.svuk.eu/ http://tariff.svuk.eu/

18. 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

19. 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.

20. 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