LIFELONG LEARNING SECTOR

Preparing to TEACH in the Lifelong Learning Sector

Preparing to TEACH in the Lifelong Learning Sector

Introduction

Those who teach in the Lifelong Learning including teachers, the instructors or a coach, were not required to hold a degree in education as a condition of employment. This is in contrast to the school environment, where professional skills are required for those who teach in the public sector for a number of years. In England, after the publication of the strategy document 'Equipping our Teachers for the Future "in 2005, working in a regulated system became necessary for the new programs in the area of skills and professions to gain status for the development in the sector.

In November 2004, The Minister of State for Lifelong learning announced higher education and the Government's proposals for reform of teacher training for FE sector. These were reinforced and developed in the FE White Paper on improving skills, improving life chances in 2006, expanded the scope of the reforms to include labour in general. On 1 September 2007 reforms, legal and contractual applied to support the reforms. All new teachers, educators, trainers, teachers and trainers to work in England must be a registered professional authorized by the Institute for Learning (IFI), educational institutions (FEIS) and other providers of LSC-funded contracts and WBL , ACL uses the practice / PCDL and voluntary and community learning, learning, and the authors of the armed forces. FEIS include universities, six form colleges and technical schools.

In addition, Skills for Life specialist teachers have registered to work with the provision of public funding for literacy, numeric and English for Speakers of Other Languages (ESOL). Discussion and action will be taken to reform and legal requirements for teachers in Wales, Northern Ireland and Scotland may be extended in similar situations. (Gravells, 2001, 675-890)

Teacher qualifications

LLUK will work with partners to: • Explore the development of units of assessment to guide FE, drawing on examples of good practice in induction, which exist in the UK; • Map of existing accredited units of CPD and / or modules in the UK; • Investigation of the development needs of teachers for effective implementation of the new qualifications for teachers, educators and trainers in continuing education sector in England; • Investigation of effective and fair CPD opportunities for teachers, educators and trainers in continuing education sector; • To make best use of existing samples from across the UK and develop accredited CPD units and / or modules (if necessary) with partners to fill the Teacher Qualifications Framework; • Provide TQF and reform program for the dissemination of events; • Evaluating the effectiveness of TQF to date; • Consider the potential use and impact of standards and qualifications in other districts, such as working with youth. (Gravells, 2001, 675-890)

Planning Skills

The priorities are in terms of skills shortages and recruitment difficulties outlined above, asked the parties to a number of specific priorities for skills development within the CLD showed constituency, including:• transferable and wider employability - with examples including leadership, ...