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TEACHER TRAINING IN
VOCATIONAL EDUCATION
2 An Inquiry by the Skills Commission into Teacher Training in Vocational Education
An Inquiry by the Skills Commission into Teacher Training in Vocational Education 3
CONTENTS
4 The Skills Commision
6 Foreword
7 Chair’s preface
9 Executive summary
12 Recommendations
17 Introduction
19 History of teacher training in further education
22 History of teacher training in higher education
24 Professional status
27 Professional convergence
29 Initial teacher training
33 Careers education and information, advice and guidance
34 Articulation
35 Recruitment
38 Continuing professional development
40 Postgraduate professional development
41 Teaching assistants
42 Vocational pedagogy
45 Mentoring
47 Employer engagement and the third sector
49 Higher education in further education
51 Private training provision
53 Appendix
THE SKILLS COMMISSION

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RECOMMENDATIONS
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Recommendation 2
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Chris Humphries, Chief Executive, UK Commission for Employment and Skills

INTRODUCTION
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1 Barber, M, and Mourshed, M, How the World’s Best Performing School-Systems Come Out on Top, McKinsey &
Company (2008)
2 Etzioni, A, The Semi-Professions and Their Organization (1969)
3 Steedman, H, and West, J, Clearing the Jungle (2003)
4 Statistics submitted to Inquiry by Ofqual
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5 Lewisham College and London South Bank University piloted a practical teacher training course in 2007.
See http://www.edge.co.uk/project/improving-practical-teaching.
HISTORY OF TEACHER
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6 Lucas, N, The FENTO Fandango: national standards, compulsory teaching qualifications and the growing
regulation of FE college teachers, Journal of Further and Higher Education, 28:1, 35-51 (2004)
7 Ibid p.36
8 Professional Development in Further Education, Further Education Funding Council, p.22 (1999)
9 Department for Education and Skills, Success For All, p.5 (2002)
10 Department for Education and Skills, Success For All (2002)
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13 Department for Education and Skills, Equipping our Teachers for the Future: Reforming Initial Teacher Training for the
Learning and Skills Sector (2004)
14 Further Education Teachers’ Qualifications (England) Regulation 2007 and Further Education Teachers’ Continuing
Professional Development and Registration (England) Regulations (2007)
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15 Department for Education and Skills, The Future of Higher Education (2003)
16 See http://www.heacademy.ac.uk/ourwork/supportingindividuals/professionalrecognition
17 Evaluation of the Impact of Public Policy and Investments in Human Resource Management
in Higher Education Since 2001 – a report to HEFCE by Oakleigh Consulting Ltd (2009)
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18 Written evidence submitted to the Children, Schools and Families Parliamentary Select Committee
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19 Written evidence submitted to the Inquiry by Lifelong Learning UK (2009)
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20 For a discussion of 14-19 partnership and collaboration, see Nuffield Review of 14-19 Education Issue Paper 2,
From Weekly Collaborative Arrangement to Strongly Collaborative Local Learning Systems (2007)
21 Oral evidence submitted to the Inquiry by Wendy Forest, Director, The Hub (2009)
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22 Written evidence submitted to the Inquiry by the Association of School and College Leaders (2009)
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23 Written evidence submitted to the Inquiry from Dr Tanya Ovenden-Hope, Head of School, Faculty of Education,
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Accreditation of Prior Experiential Learning in the UK, UVAC (2004)
25 Written evidence submitted to the Inquiry by the Training Development Agency for Schools (2009)
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26 Ofsted, Initial Teacher Training in Vocational Subjects (2007)

27 Ofsted, Initial Training of Further Education Teachers (2009)
29 The Further Education Teachers’ Qualifications (2007)
30 Written evidence submitted to the Inquiry by the Institute for Learning (2009)
31 Oral evidence given to the Inquiry by Markos Tiris, Programme Director, Learning and Skills Improvement Service (2009)
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32 How Providers in London are Responding to the Introduction of QTLS and its Associated Statutory Requirements, p.1,
Institute for Education and the London Centre for Excellence in Teacher Training (2008)
33 Ibid, p1
34 Professionalising the Workforce Case Studies, Westminster Partnership Partnership for Excellence and Quality
Improvement Agency, p3 (2008)
35 Oral evidence given to the Inquiry by the Association of Accounting Technicians (2009)
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36 See Inspiration and Aspiration, The final report of the Skills Commission’s Inquiry into Information,
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37 Unleashing Aspiration, The Final Report of the Panel on Fair Access to the Professions (2009)
38 Written evidence submitted to the Inquiry by Ofsted (2009)
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39 Written evidence submitted to the Inquiry by the 157 Group (2009)

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41 Written evidence submitted to the Inquiry by Dr Tanya Ovenden-Hope, Head of School, Faculty of Education,
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42 Written evidence submitted to the Inquiry by Lifelong Learning UK (2009)
43 See Conservative Party draft manifesto for schools at
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44 Data from the Institute for Learning’s 2007/08 Staff Individualised Record
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45 Written evidence submitted to the Inquiry by City and Guilds (2009). Also see Research on career change pathways
into teaching, Australian Department for Education, Science and Training (2007)
46 See Margo, J, Those Who Can? Institute for Public Policy Research (2008)
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47 Access to Effective and Equitable Continuing Professional Development Opportunities for Teachers,
Tutors and Trainers in the Lifelong Learning Sector, Lifelong Learning UK (2008)
48 See the Children, Schools and Families Bill (2009)
49 Written evidence submitted to the Inquiry by e-skills (2009)
50 For further details see the Institute for Learning’s website http://www.ifl.ac.uk/
51 For further details see the Training and Development Agency’s website http://www.tda.gov.uk/
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52 Written evidence submitted to the Inquiry by the Universities’ Council for the Education of Teachers (2009)
53 UK Skills is a not for profit organisation. It champions skills and learning for work through the delivery of innovative,
high profile competitions and awards
54 World Skills is an international competition for 17-22 year olds to demonstrate their excellence in the skilled professions.
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55 Oral evidence given to the Inquiry by UK Skills (2009)
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56 Margo,J, Those Who Can?,p.6, Institute for Public Policy Research (2008)
57 Ofsted, Initial Training for Vocational Subjects, p.2 (2007)
58 Thompson,R, and Robinson,D, Changing step or marking time? Teacher education reforms for the learning
and skills sector in England, Journal of Further and Higher Education,32:2,161-173 (2008)
59 Written evidence submitted to the Skills Commission by Lewisham College (2009)
60 Oral evidence given to the Inquiry by Dr Mary Bousted, Association of Teachers and Lecturers (2009)
61 Diploma Survery Report, p.36, Association of Colleges (2009)
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62 The Diploma and its Pedagogy, Qualifications and Curriculum Authority (2008)
63 For a further discussion of vocational pedaogies see Nasta,T, The Knowledge That You Use Every Day:
Easing the transition of those who enter teaching from vocational backgrounds, London Centre for Excellence
in Teacher Training, Institute of Education (2009)
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64 Written evidence submitted to the Inquiry by Rebecca Eliahoo, Senior Lecturer, University of Westminster (2009)
65 Cunningham,B, All the Right Features: Towards an ‘architecture’ for mentoring trainee teachers in UK further education colleges (2007)
66 Written evidence submitted to the Inquiry by Dr John Lea and James Noble-Rogers, Universities’ Council for the Education of Teachers (2009)
68 Ofsted, Initial Training of Further Education Teachers (2009)
69 For a further discussion see Derrick,J An Investigation into the Mentoring of Trainee Teachers in the Lifelong Learning Sector in London,
London Centre for Excellence in Teacher Training, Institute for Education (2008)
70 Wallace, S and Gravells, J, Mentoring in Further Education (2005)
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71 Written evidence submitted to the Skills Commission by Rebecca Eliahoo, Senior Lecturer,
University of Westminster (2009)
72 Written evidence submitted to the Inquiry by the Dr John Lea and James Noble-Rogers,
Universities’ Council for the Education of Teachers (2009)
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73 The Catalyst programme was established in response to the 2006 white paper, Raising Skills, Improving Life Changes.
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teachers in further education.
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74 Unleashing Aspiration: The Final Report of the Panel on Fair Access to the Professions, p.80 (2009)
75 One in Eight - The Voice of Higher Education Students in FE Colleges, p.6, 157 Group (2009)
76 Unleashing Aspiration: The Final Report of the Panel on Fair Access to the Professions, p.85 (2009)
77 See Inquiry into Higher Education (Dearing Report) (1997) and Higher Ambitions: The Future of Universities
in the Knowledge Economy (2009)
78 Higher Education Funding Council, Foundation degrees: key statistics 2001-02 to 2007-08 (2008)
79 Ibid
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Higher Education in the Learning and Skills Sector (2004)
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81 Simpson, L, The Private Training Market in the UK, Inquiry into the Future of Lifelong Learning (2009)
82 Labour Market Outlook, CIPD/KPMG (Spring 2007)
83 Excellence and Fairness: Achieving world class public services, Cabinet Office (2008)
84 Re-skilling after Recovery: After Leitch, implementing skills and training policies, Innovation, Universities,
Science and Skills Select Committee (2009)
APPENDIX 1
Contributors
Written evidence submissions
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APPENDIX 3
Evidence submitted by the Training and Development Agency for Schools
The number of trainee teachers undertaking PGCEs over the last four years.
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Year
2005/06 2006/07 2007/08 2008/09
Registrations
New entrants New entrants New entrants New entrants
TDA subject
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Total 25,660 24,643 23,676 23,590
Teacher training institutions providing training for vocational subjects

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8QLYHUVLW\RI%HGIRUGVKLUH
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Pay Scale for classroom teachers (from 1 Sept 2008)
Annual salary Annual salary Annual salary Annual salary

England and Inner London Outer London Fringe area
Wales area area
(excl. London)

Scale point
P

P
P
P
P
P
Pay Scale for unqualified teachers (from 1 Sept 2008)
Annual salary Annual salary Annual salary Annual salary

England and Inner London Outer London Fringe area
Wales area area
(excl. London)

Scale point

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Teacher Training in Vocational Education: $Uhsruwe/Wkh6Nloov&Rpplvvlrq

Загружено:

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Teacher Training in Vocational Education: $Uhsruwe/Wkh6Nloov&Rpplvvlrq

Загружено:

Авторское право:

Доступные форматы

$UHSRUWE\WKH6NLOOV&RPPLVVLRQ

THE SKILLS COMMISSION

Permanent members of the Skills Commission

Chair of the Inquiry

Guest members for the Inquiry

Continuing professional development

Careers education and information, advice and guidance

Employers and the third sector

Higher education in further education

Chris Humphries, Chief Executive, UK Commission for Employment and Skills

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)ROORZLQJLWVHVWDEOLVKPHQWWKH+($ZDVWDVNHGE\8QLYHUVLWLHV8. 88. DQGWKH8.

Written evidence submitted to the Inquiry by Lifelong learning UK

INITIAL TEACHER TRAINING

26 Ofsted, Initial Teacher Training in Vocational Subjects (2007)

7KH$VVRFLDWLRQRI$FFRXQWLQJ7HFKQLFLDQV $$7 KDVDOVRVXEPLWWHGHYLGHQFHWR

39 Written evidence submitted to the Inquiry by the 157 Group (2009)

40 LLUK and GTC survey data

PRIVATE TRAINING PROVISION

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Total 25,660 24,643 23,676 23,590

Teacher training institutions providing training for vocational subjects

Pay Scale for classroom teachers (from 1 Sept 2008)

Annual salary Annual salary Annual salary Annual salary

P    

Pay Scale for unqualified teachers (from 1 Sept 2008)

Annual salary Annual salary Annual salary Annual salary

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