Qualifications in Education
Tuesday, October 16, 2007
Special educational needs
It is good practice for teachers to have additional training to teach students who have special educational needs. Teachers who wish to work specifically with pupils with sight and hearing disabilities or deafblindness have to obtain a qualification in the education of deaf or visually impaired children.
Special educational needs co-ordinators should also aim to get further training such as a certificate or diploma in special educational needs. This is increasingly important because legislative changes are having an effect on how schools include pupils with special needs. One of the most important is the impact of disability rights legislation on planning and provision.
Courses vary in length and awards range from certificate level to masters. The courses are usually a general diploma in educational needs or part of a psychology degree. The training for co-ordinators is often at certificate level and attendance is usually part-time, though distance learning or full-time options are available.
Learning mentors
Entry qualifications for learning mentors vary around the country, beginning with a good standard of education (GSCEs at grades A* to C in English and maths are likely to be the minimum) and experience up to a degree or National Vocational Qualification (NVQ) Level 4 equivalent.
All learning mentors complete a five-day, post-entry, Levels 3/4 Induction Training for Learning Mentors. In 2007/08 this was revised to reflect the recent changes in policy, based on the Children's Workforce Development Council (CWDC) induction standards, and it is compliant with the Common Core of Skills and Knowledge for the Children's Workforce.
The new programme comprises generic and role-specific modules, to recognise the importance of shared knowledge and understanding. It is being rolled out in 2007/08 by the CWDC, which is now responsible for the programme. Support and delivery remains at a local level and funding is available. Successful completion of the programme leads to a Certificate of Completion of CWDC Induction Training for Learning Mentors, and candidates can progress to further undergraduate and postgraduate qualifications.
Local education authorities also offer short courses on topics such as study skills, emotional intelligence, learning styles, inclusion, anger management and working with children who have learning difficulties.
The Department for Education and Skills (DfES) has also contributed to work on new Level 3 and 4 NVQs in Delivering Learning, Development and Support Services for Children, Young People and Those Who Care for Them, drawing on the appropriate National Occupational Standards. These standards have been developed to cover the work of learning mentors, education welfare officers and Connexions advisers.
The subsequent qualifications structure relates to these three areas, though it has wider application to related areas of work. The standards are designed to promote joint training and working, and to consolidate transferable skills across the different groups while retaining role-specific content.
These standards are also being used to develop other vocational qualifications such as foundation degrees. They will influence the content of a range of higher and further education courses as they become more established. For example, Liverpool John Moores University now offers a degree in Learning, Development and Support Services.
While these standards cover the whole of the UK, the workforces often have different names. Connexions only exists in England and learning mentoring provision is limited outside England. However, learning mentoring has now moved into mainstream practice, and as a result access to initial training is now available to all learning mentors (details can be found at www.standards.dfes.gov.uk/learningmentors).
Funding and responsibility for the initial training of learning mentors came under the remit of the Children's Workforce Development Council on 1 December 2005.
Education welfare
Education welfare officers, sometimes known as education social workers, need a combination of formal qualifications and experience of working with young people in a relevant setting. They may have had on-the-job training, studied for a social work degree or had experience in a related profession such as youth work. Consequently, some officers will be qualified social workers or be working towards qualified status.
In Northern Ireland, education welfare officers are generally required to have a professional qualification in social work that is recognised by the Northern Ireland Social Care Council.
In Wales, officers might have a range of qualifications, including an NVQ Level 3 or 4 in Health and Social Care (Children's Pathway), or they might have formal qualifications in disciplines such as teaching, youth work, counselling and, of course, social work.
There are no education welfare officers in Scotland, where social work departments are responsible for social work services in education.
Educational psychology
In England, Wales and Northern Ireland, an educational psychologist has to have a honours degree in psychology or the equivalent, plus appropriate experience with children in educational settings. For instance, qualified teaching status will be highly regarded. They must also have completed a full-time professional course in educational psychology, which is a three-year postgraduate course leading to a doctorate.
In Scotland, the MSc takes two years. Applicants are required to meet the same academic requirements as in other parts of the UK. They are not required to have a teaching qualification. In practice, however, more than half of applicants come from such a background.
Applicants must also have one or two years' experience of working with children, young people or families. This experience can be in a variety of fields, such as research, special needs auxiliaries, classroom assistants, social work, teaching, community education, further education and counselling.
Extended schools
The National College for School Leadership is launching its first multi-agency training scheme this summer. The course is designed to help teachers, police officers, health experts and social workers work together and implement the Department for Children, Schools and Families policy for working with children, known as Every Child Matters. The course involves six days of training over six months.
Those interested in taking on leadership roles in extended schools can take ContinYou's MA in Leading Community Learning. This professional qualification is part of a three-year postgraduate programme of study, offered in conjunction with the University of Staffordshire. The programme starts with the Certificate in Leading Community Learning, moves on to the Diploma and culminates in the MA.
The National College for School Leadership will soon be launching a module in its National Professional Qualification for Headship on extended school leadership.
The content, which the college has developed in partnership with ContinYou, includes in-depth information on school improvement planning, leadership and management, building networks and raising standards. Participants can customise their learning to help them identify which sections will be most helpful.
The new module is further supported by an online special interest group, which facilitates discussions on key issues raised by the participants.
Finally, ContinYou has devised a Developing Men Friendly Organisations programme for those working in extended schools, children's centres, health settings, youth offending teams, youth services and family solicitors. The programme consists of a blend of four taught days and workplace development, and it is accredited through the Open College Network.