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Implementing QTLS in the Third Sector

Implementing QTLS in the Third Sector. Cheryl Turner Development Officer NIACE. Presentation themes. Project outline Project findings Project recommendations. Project outline. LSC funded December 2007 - April 2008 Aim: to establish

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Implementing QTLS in the Third Sector

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  1. Implementing QTLS in the Third Sector Cheryl Turner Development Officer NIACE

  2. Presentation themes • Project outline • Project findings • Project recommendations

  3. Project outline • LSC funded • December 2007 - April 2008 • Aim: to establish • current teacher qualification levels in Third Sector • any differences in teacher role • any implementation costs • barriers and issues • examples of good practice

  4. Methods • Desk research • Survey (c.500 Third Sector organisations) • Focus groups (3) • Interviews (7) • Workshops (2) • Case studies (4) • WEA East Midland Region • Derbyshire Learning and Development Consortium • Gloucestershire County Council • West Midlands CETT

  5. Key findings: headings • Teacher qualifications and CPD • Third Sector teaching role • Cost implications • Issues and barriers • Benefits

  6. Teacher qualifications and CPD • Well-qualified workforce • Professionalised culture, irrespective of organisational size • Widespread availability CPD (but small budgets) • Training for new qualifications • Data collection systems prevalent • Importance of ‘qualified by experience’ • Importance of ‘home grown’

  7. Third Sector teaching role • Distinctive roles and attributes • Linked to learners needs: holistic, contextualised, skills for participative methods • Linked to Third Sector context: teaching and learning part of wider organisational activity; small volume; small-scale, mixture of staff roles • Most providers working with marginalised groups/individuals • Diverse curriculum offer

  8. Cost implications • Multiple funding sources for provision • Costs: actual; backfill; opportunity • ‘Market’ expansion and diversification • Wide price range; different offers (some Third Sector tailored) • Difficulties in estimating costs and understanding value for money

  9. Issues and barriers • Concern about contraction of experience and backgrounds for Third Sector teachers and loss of: • ‘home grown’ progression routes • in-depth understanding of marginalised learners • learner-centred practice • flexibility, creativity • volunteers • valued staff • Time entailed: organisational and individual • Qualification framework: progression to L3; L3 to L4 ‘gap’ • Inappropriate provision

  10. Benefits • Improved practice • Stronger professional identity • Better peer support • Improved knowledge and skills • Parity of esteem with non-Third Sector providers • Deserved recognition • Improved job satisfaction and career prospects

  11. Recommendations (1) • Communication: • more strategic approach • clear, accurate Third Sector specific briefings • guidance on investment levels, support, benefits • distribution involving Third Sector infrastructure and networks • QTLS reforms: • pre-PTLLS progression routes • link to funding (FLT, TtG) • flexible, modularised delivery • SVUK explore flexibility around 5 year limits • CETTs more inclusive of Third Sector providers

  12. Recommendations (2) • Supporting practice • strategic approach to consolidating existing practice • supporting intermediaries’ roles • materials development • practical guidance through existing sources • one portal for Third Sector • encourage networking and shared practice • work with local authorities • Further research • levels of unqualified Skills for Life staff • levels of peer support • complementary findings e.g. orientation of other sector staff • equality and diversity impact assessment

  13. Thank youCheryl Turnercheryl.turner@niace.org.ukjane.watts@niace.org.uk

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