Current Legislative Requirements and Recent Reforms That Have Taken Place in Teacher Training

Summarise the current legislative requirements and recent reforms that have taken place in teacher training. Look at Lifelong Learning (LLUK), Institute for Learning (IfL), awarding bodies and anything that may affect your own specialist area. Research online and make sure you use references at the end of your assignment, which should be about one to two pages ???With the increasing emphasis on lifelong learning, VET teachers (and trainers) as learning facilitators can now be regarded as a core profession in the knowledge society. Improving the standing of teachers is, therefore, a significant lever for increasing the quality of vocational education, as acknowledged by many International and national organisations??™ Soren Nielsen, European Training Foundation, Elsevier World REeducation Encyclopedia. I am the co-director of a small fitness and exercise training provider, where I work as an assessor/trainer. As an assessor I have to ensure that we are aware of key generic legislation and stay up to date with industry specific legislation relating to my current role. Our industry specific legislation relates to the fact we are a provider of Skills Active endorsed training, and the principle of continuing professional development (CPD). As a trainer/assessor we have to abide by Skills Active guidelines and Code of Practice and ensure I keep up to date with changes to course criteria and to Continuing Professional Development Points. Recently Skills Active stated the influx in innovative and creative training equipment not covered within level 2 or 3 national qualification. This has resulted in necessary changes in some areas of continued professional development training. Therefore, as a training provider looking to gain endorsement for the following pieces of equipment Kettlebells, suspension training, boxing, kick boxing, group indoor cycling, boot camp we have been advised to provide 8 hours learning with a fit for purpose assessment to ensure the learning outcomes have been met 1. There are many more legislations that I have to be aware of while teaching. It is important that I keep up to date with these legislations and part of my responsibility is to make sure that they are being adhered to and I know what procedure to follow if this is not the case. Legislation incorporating human rights include: ??? ??? ??? ??? ??? ??? ??? Health and safety at work act 1974 The race relation act 1993 Data Protection act 2007 Special educational needs disabilities act 2001 Disabilities discriminations act 1995 encouraging full inclusion of all learners Sex discrimination act 1995 and 2000 Equality Act (2010) combining legislation on diversity issues

Over the last decade the system for training further education (FE) teachers in England has been the subject of almost, continuous government reform. Central to the reforms has been the definition of national standards as the foundation for qualifications and initial teacher training (ITT). There is little evidence to suggest that the definition of national standards has led to a common interpretation of what trainee-teachers are expected to achieve or enriched their experience of learning to teach. Whilst it is too early to evaluate the impact of the revised LLUK standards, as cultural artifacts they share many similar features with the FENTO standards. In 2001 new legislation came out so that it became a requirement, for all teachers and trainers working in further education system to hold a teaching qualification.2,5 In 2003 an Ofsted identified this system did not provide a satisfactory foundation of professional development in further education for teachers at the start of their careers. Following this, the then Department for Education and Skills set out a reform strategy for initial teacher training in this sector.3 In 2004 LLUK were commissioned to develop professional teaching standards for the whole of the FE system.4

The new regulations came into force in September 2007 and included the following key requirements for teachers in adult and community learning, further education, offender learning and work-based learning: 1. 2. 3. 4. 5. New teachers must gain a recognised initial teaching qualification and the full professional status of QTLS or ATLS within five years of entering employment in the further education sector. All teachers must be registered with the Institute for Learning.6 All teachers must complete at least 30 hours of professional development annually, CPD??™s (continuing professional development). The allocation for part-time teachers is proportional, with a minimum of six hours. Principals of further education colleges, appointed for the first time on or after 1 September 2007, must hold the Principals??™ Qualification or have enrolled on the Principals??™ Qualifying Programme.7 The regulations introduced initial teaching qualifications leading to three main awards: Preparing to Teach in the Lifelong Learning Sector (PTLLS); Certificate in Teaching in the Lifelong Learning Sector (CTLLS); and Diploma in Teaching in the Lifelong Learning Sector (DTLLS). All new entrants, whether full- or part-time, must gain the PTLLS initial award within a year and before they can teach without the professional support of a qualified teacher. They need to gain the CTLLS or DTLLS initial teacher training qualifications within five years of starting to teach. The regulations also introduced the status of licensed practitioner. To gain this, teachers must hold an initial qualification and complete a period of ???professional formation??™, including supervised teaching experience, to demonstrate their competence in the workplace. They are then eligible for the Institute for Learning??™s recognition as either a Qualified Teacher Learning and Skills (QTLS) or an Associate Teacher Learning and Skills (ATLS).8 Teachers of Skills for Life (literacy, numeracy, and English for speakers of other languages) working in colleges must hold a specialist teaching qualification in the specific subject. This requirement preceded the new regulations and remains in force. Under the new regulations, the Institute for Learning took on specific responsibilities for overseeing teachers??™ professional registration and continuing professional development. The work of the Institute for Learning complements that of two other organisations: Lifelong Learning UK, which is responsible for developing the new professional standards for teachers, and Standards Verification UK which checks that new teacher training qualifications comply with legislative requirements.10

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REFERENCES:
1. REPs Journal September 2011 issue 22; http://bit.ly/REPsJournal 2.The Further Education Teachers Qualifications (England) Regulations 2001; www.englandlegislation.hmso.gov.uk/si/si2001/20011209.htm 3. The initial training of further education teachers (HMI 1762), Ofsted, 2003; wwwofsted.gov.uk/ofstedhome/publications-and- research/ Browse-all-by/Education/Teachers-and-teacher-training/phases/postcompulsory/The-initial-training-of-further-education-teachers-2003. 4. Standards for teaching and supporting learning and supporting learning in further education for the learning and skills sector (ITT Reform1), Dfes, 2004; 5. Realising the potential, a review of the future role of further education colleges. DCSF,2005; www.dcsf.gov.uk/furthereducation/uploads/documents/REALISING06.pdf. 6. The Institute for Learning (IfL) is the professional body for teachers and trainers in the further education sector. For further education sector. For further information, see: www.ifl.ac.uk/about-ifl. 7. In 2007, the Department for innovation, Universities and Skills introduced a requirement for all newly appointed Further Education, college principals to be qualified by completing the Principals??™ Qualifying Programme. For further information, see: www.dius.gov.uk/reports_and_publications//media/publications/G/guide2007no1864. 8. QTLS applies to those teachers carrying out the ???full??? range of responsibilities; ATLS applies to those carrying out a more restricted range of teaching activities and responsibilities. For further information, see: www.lluk.org/3054.htm 9. Progress in implementing reforms in the accreditation and continuing professional development of teachers in further education, Ofsted, 2010; www.subjectlearningcoach.net

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