Living in England

Being born at the start of 1949, I have quite strong and frightening memories of the Great Smog in England of 1952 in which at least 4,000 people died as a direct result of the appalling weather. Most of these fatalities were the very young, the old and people with breathing or heart problems. At three years old I suppose I was lucky!! Living in London, with its traffic and population density, it was probably one of the worst hit areas. I remember being frightened to go out because trotting alongside my mother, holding her hand, I couldn’t see her face as I looked up. You could hear people and traffic but not see anything until it was just in front of your nose. I recall too, my Uncle being stranded as all the buses had stopped running and he couldn’t get home. Waiting that night and hoping that my father would be able to return from work, I have vivid memories of the smog creeping in through the tightly closed windows. 
By the time the next bad foggy winter hit us I was 6 years old and going to school. This was 1956 and for me now it was strange and exciting and even more so as the school was shut for a few days because the conditions were too dangerous for the children walking to and from school. By this time too I was old enough to be aware of news stories and recall a train crash during this time as well as some soldiers, who were coming back from what I now know as the Suez Crisis, being held up at sea for some time.

The main reasons for the smog, was the dark smoke and grit from chimneys which combined with fog and freezing temperatures to produce the dense sulphurous “smog”. These were the days when everybody kept their houses, offices, station waiting rooms, and sometimes school classrooms heated by coal fires. Hardly anyone had any other form of domestic heating.

The government of the day realised that something needed to be done that would control and prevent these hazardous weather conditions. Not only did they cause many accidents, illnesses and deaths from respiratory problems but also played havoc with the economy causing industries and businesses to be disrupted. In the summer of 1956 the Clean Air Act was introduced. This Act banned the emission of dark smoke from chimneys, industrial furnaces and trains by restricted the burning of domestic coal in urban areas and expanded the amount of smokeless zones, although some urban areas, like the City of London, had already created these zones after the Great Smog of 1952. The 1956 Act also contained measures to limit the discharge of grit into the atmosphere. This meant that new coal fuels were introduced which were ‘smokeless’ and gas, oil and electricity were given an extra advertising boost to encourage people to switch to different types of energy. Diesel trains were introduced and the old ‘puffer trains’ were history. However, it was a few years more before industries and homes changed over to the new sources of energy and until this was fully implemented some emissions were still allowed during the change-over period. Grants were offered to people to convert their domestic coal-burning grates to smokeless fuel but it wasn’t a popular move because there wasn’t much smokeless fuel to be had and it was a lot more expensive than conventional coal.

Three years later, in 1959, came the last awful smog that I remember. This time, at ten years old, my memories are very clear. I vividly recall people wearing what looked like gas masks to protect themselves, although my mother, years later, told me that these were ‘smog masks’ bought at the local chemist shops. There was also a lot more traffic on the roads in 1959 than in 1952 so big cities and, especially London, were thrown into chaos again. However, it wasn’t until 1968 that The Clean Air Act was revised to include a law that industries burning coal, gas or any other fuels would have to use tall chimneys.

Since those days of 1959 the ‘old foggy London town’, thankfully, has become almost a thing of the past – well at least as far as chimney smoke went. The latest pollutant sadly though is that created by motor vehicles. In 1974 the first Control of Air Pollution Act introduced regulations on the composition of motor fuels, although throughout the 1980s and 1990s increased motor traffic has led to a new kind of smog that is caused by the chemical reaction of sunshine and car pollutants and it remains to be seen whether the latest Act, the 1995 Environment Act, which has introduced new regulations for air pollutants with all local authorities having to reach air quality targets, will reduce the amount of premature deaths each year from the effects of pollution.

It has been only 7 days since, in a small village of Surrey, Eric Clapton and friends had their annual gig dedicated to the AA. Since then there have been thousands of postings and articles on the net about it. This is, I believe, because this year there were some big names of the music world with Eric and his usual band..  Pete Townsend of the Who, Ringo Starr of the Beatles, Joe Walsh of the Eagles., as well as the usual top musicians who join Eric like, Andy Fairweather Low, and Gary Brooker. The internet news started from a blog posting of someone who was there and, because I was there as well, I want to also say that the evening was a fantastic gig. But, lets not forget the excellent supporting band that opens the gig every year.  It’s a fantastic band with many of the musicians coming from the same family, the Griffiths.  Dave plays fantastic guitar and his son Nicky is a great singer and performer on the stage.  This year, Dave’s wife (and Nicky’s mum), Jackie, even joined them playing guitar for one number.

Secondly, some articles on the net state that the event was made for some selected VIPs. This is not true at all. The annual event is mostly like a family event with a limited amount of tickets. This year was possibly a bit different because with Joe Walsh coming from the States he probably brought some friends with him. I did notice that several times when I went outside for a cigarette there was a fair amount of Americans out there too.  The side of the hall where we usually sat in past years,  was cordoned off this year with reserved tables for friends and family of the musicians. That was all, no VIPs or Celebrities. As usual many of us brought from home our new year’s eve food and soft drinks in  plastic containers and carrier bags like on a picnic. Of course you can  get hot food at the premises until 11.30 but most people bring their own stuff. Finally I want to thank all people that made that night unforgettable. Good Show Chaps.

The town of Bath, first built by the Romans as a resort spot is the outstanding place to visit in Somerset. Today, the architecture is late Georgian, built in the eighteenth century when Bath was the most fashionable town in England.

There are many beautiful Georgian houses and streets still to be seen. The Royal Crescent is a semi-circular street with 30 beautiful houses built during the mid-18th century. No. 1 Royal Crescent is open to the public and is beautifully decorated and furnished in the period. The Circle is another pleasant Georgian street with a circle of 3 storey houses with a green at its centre. Great Pultney Street was one of the most fashionable places to live in the 18th and 19th centuries.

Visit the Building of Bath Museum for an interesting guide to how the city was built in the 18th century. Visit too the Georgian Garden in Royal Victoria Park to see a beautiful recreation following a 1760 plan and filled with plants and flowers of the 18th century. Stroll through the Pump and Assembly rooms with its stunning, original crystal chandeliers. Visit the Museum of Costume while you are there. Equally, for one of the most impressive Georgian interiors take a look at the Banqueting Rooms in The Guildhall.

Going back further in the history of Bath, the ruins of the Roman baths are magnificent to see. The temple is a rare truly classical temple from Roman Britain. The pool in the centre is filled with hot spa water and is beautifully relaxing and awe-inspiring. . Visit too the elegant 18th century Pump Room, the Terrace overlooking the Great Bath and the Sun Lounge which overlooks the hot springs of the Kings Bath. The Roman Baths Museum has many treasures excavated from the Roman settlement that existed where Bath is today, including many coins which were thrown into the Great Bath for luck. Sally Lunn’s Museum in North Parade Passage is another fascinating museum located in the oldest house in Bath. There are quite a few good hotels in Bath.

From last month, September 2007, all new teachers in post-compulsory education (that is funded by the LSC), - whatever institution they work for – from FE to private training companies - will have to achieve the new, revised qualification that will give them either Qualified Teacher Learning and Skills (QTLS) status or Associate Teacher Learning and Skills (ATLS) status. Moreover, all teachers, regardless of length of service, must also obtain a license to practice and to register with a professional body, the Institute for Learning (IfL).

To keep their license they will have to carry out at least 30 hours per year of continuing professional development, which will be monitored by the IfL. It is believed that such a reform will be hugely beneficial to students and teachers alike and, most importantly, improve the status for FE teachers who, ever since the onset of incorporation in 1994, have become known as ‘the Cinderella sector’ of the British Education system.

What Brought This Reform About? Before 2001, lecturers in FE did not need to possess a professional qualification and, although many were actually qualified, there was a significant amount that were not. Furthermore, many FE teachers did not, and still do not, enter into the profession as graduates.

Traditionally, such practitioners were those who taught vocational skills. Eg. Hairdressers, caterers, builders, secretaries, electricians and so on. And colleges have always been very keen to employ such people who had up-to-date industrial experience. Although unqualified in the academic sense, these people were often highly skilled, older adults who had developed their skills in industry and commerce and, after many years in industry, felt that passing that knowledge on to others by becoming a teacher might be very rewarding. In 2001 new regulations were introduced. This required all newly-appointed teachers in FE to obtain an FE Teaching qualification within 2 years of being appointed.

This qualification would either be a PGCE or the Cert Ed. However, in 2003, there were Ofsted inspections of FE and the reports were highly critical. With 12% failing and many more having unsatisfactory teaching and leadership by Principals. Only 8% were deemed to be outstanding. In 2003 Ofsted also inspected 8 Higher Education Institutes and 23 FE Colleges to evaluate initial teacher training programmes in FE. Their findings were equally disappointing.

The main findings were: That training and newly-qualified staff were monitored too little and not given enough advice on how to teach their specialist subjects. That teacher-training course managers had insufficient details on an entrant’s qualifications leading to an inability give an appropriate initial assessment. That a third of trainee college teachers did not have the equivalent of a GCSE grade C in English or maths. So, in a nutshell, they concluded that for the majority of teachers working in 6th Form or FE colleges – the training they received was poor and they lacked many basic maths and literacy skills. It follows on from this then – that if Britain wishes to be a modern and competitive player in the global economic market then it must ensure that the education and training they receive must be in tune with the requirements of that market. These were factors that led to the new Framework for ITT

Main Changes for Trainee Teachers and Existing Teachers From September all new entrants to FE teaching, whether full-time or part-time, should firstly have at least a level 3 qualification in their specialism before going on to the first stage of the qualification.
The First Stage:
A Preparing to Teach in the Lifelong Learning Sector (PTLLS) award.
It’s equivalent to an induction course and provides a basic minimum standard. Available at Level 3 or Level 4
60 hours long – 30 guided learning and 30 self-directed
It comprises a single 6 credit unit which will include:
Initial assessment of literacy, numeracy and ICT needs and planning to address these.
Observed practice
Mentoring support to include the drawing up of an ILP (Individual Learning Plan) identifying needs and plans to address these.
Must be undertaken within first year of teaching.
The Second Stage:
Depends upon whether you have a full teaching role (involved in all aspects of teaching, planning, assessing, etc) or not .
New lecturers whose role will not include the full range of teaching responsibilities will be known as Associate teachers and they will take the:
Certificate in Teaching in the Lifelong Learning Sector (CTLLS)
Available at Level 3 or 4
Credit Value: 24.
Comprises three mandatory units worth 6 credits each and optional units to the value of at least 6 credits.
Mandatory units are:
1. Preparing to Teach in the Lifelong Learning Sector (PTLLS)
2. Planning and enabling learning
3. Principles and practice of assessment.

Must have 30 hours of teaching practice of which 3 must be observed for a minimum of 3 hours in total.
If your role is a full teaching one (whether full-time, part-time, fractional, sessional) you will progress from PTLLS to DTLLS

Diploma in Teaching in Lifelong Learning Sector.
This is at Level 5 or above.
Taken in two parts: part 1 and Part 2 with each part comprising 60 credits making 120 credits in all.
Mandatory units for Part one will be:

1. Preparing to teach in the lifelong learning sector (PTLLS)
2. Planning and enabling learning
3. Enabling learning and assessment
4. Theories and principles for planning and enabling learning

Mandatory units for Part two will be:
1. Continuing personal and professional development
2. Curriculum design for inclusive practice
3. Wider professional practice

Both Parts 1 and 2 also include optional units of 15 credits.

The required amount of teaching practice is 150 hours of which a minimum of 8 hours should be observed in 8 observations. Following completion of CTLLS or DTTLS there is a period of professional formation before they gain QTLS or ATLS status. During this time the lecturer must demonstrate effective application of skills in practice.

It is a probationary period of practice and their professional qualification - and is different to any probationary period they may have with their employer. Specialist teachers of ESOL, Literacy and Numeracy must also obtain an appropriate qualification for their specialist subject as well as the above. From September 2007 all new entrance to FE teaching – whether part-time, full-time, sessional, temporary, or agency – will have to obtain:
A preparing to Teach in the Lifelong Learning Sector (PTLLS) award. This is the minimum requirement for the license to teach for everyone in a teaching role on courses funded by the LSC
After this – either a

Certificate in Teaching in the Lifelong Learning Sector (CTLLS)

this is for those in an Associate teaching role and leads to Associate Teacher Learning and Skills status (ATLS). This is the qualification for those whose responsibilities are significantly less than a full teaching role.
Or a:

Diploma in Teaching in the Lifelong Learning Sector (DTLLS)
this is for those who have a full teaching role, including specialist Skills for Life routes. It is at a minimum of level 5 and leads to Qualified Teacher Learning and Skills status (QTLS)
After obtaining PTLLS and either DTLLS or CTLLS there is a period of professional formation. A probationary period not for your employer but for the IfL. The teacher must be able to demonstrate through teaching that they meet the standards and can effectively apply the skills and knowledge they learnt whilst training.
Specialist Teachers of Literacy, ESOL and Numeracy must also gain an appropriate specialist subject qualification.
Registration with IfL and CPD

After completing either the Diploma or Certificate and successfully undertaken the period of professional formation all teachers in the learning and skills sector must register with the Institute for Learning (IlF).
Registration will grant a license to practice in the sector.
Once registered and licensed it will be necessary to ensure that standards are maintained and built on. This will take place from Continuing Professional Development.
All teachers will be required to complete a minimum of 30 hours CPD each academic year – pro-rata for part-timers.
They must keep a record of this and make it available to IfL and their employer or employers if they have more than one.
Rationale behind this is that

learning to teach doesn’t stop once you have qualified – it is a continuous process adding value throughout one’s teaching career. It enables every teacher to update their subject knowledge and further develop their teaching skills and be able to adapt to new resources and teaching methods – eg. E-learning or interactive whiteboards.
It should be reflective and based on the practitioners development needs whilst blend with the needs of the employer.
It will be the IfL who decides what can count for CPD and they will be the body who monitors it – not the employer.
So Does Cinderella Finally Get to Go to the Ball?

There are many benefits and I will just highlight some:
Certainly the reforms leading to a higher qualified and skilled teaching force has to be a good thing and will enable teachers in FE to finally gain real professional status by registration with IfL.
The scope of the reforms will mean that trainees can enjoy a much higher and standardised training experience with increased support by people specifically trained to do this.
CPD - The requirement for all teachers to gain formal and informal training to enhance their professional development will be a motivating force and enable them to advance in their career.
Everyone involved in the delivery of FE courses desires a sector where the teaching staff and those managing them are motivated professionals with good career prospects. The teachers want the status and respect that they feel school teachers get – and the reforms certainly address these issues. Furthermore, with such professionalisation it is hoped that more people of a higher calibre will be attracted to the job as a real career choice rather than falling into it by accident.

My own research found that nobody had made a conscious decision to be an FE teacher. The IfL plans to develop their website to incorporate facilities whereby teachers can share teaching resources, research and ideas of good practice as well as signposting CPD training and support services.

Such a service, in one place, will certainly make it easier for busy teachers to be able to access important information and advice. The reforms then certainly address the major problems found by Ofsted in 2003. If we consider, as an example, the delivery of embedded Key Skills. There will be huge benefits to a learner to be taught these in context of their vocational course, by a vocational teacher who is not just a competent, say brick layer, but also a skilled Key Skills teacher. Such teachers will now have training and be able to recognise that you need a different set of teaching skills to teach laying bricks than you do for Key Skills. So this is just a synopsis of some of the benefits of the changes.

So Will it Work?

Problems I think will revolve around the practicalities of implementing the reforms into the working life of colleges. Ofsted Inspectors who monitored ITT courses in 2004/5 found that although there had been some progress since 2003 it was limited in some areas.
They identified a big contrast between the taught element of ITT courses (which was good) and the practical elements (Which was less so). One criticism made was that the level of support that trainees received was still inadequate and often carried out by volunteers.
The mentoring schemes therefore were highlighted as in need of improvement as was the systematic support for the more experienced teachers. I can also see that there may be problems for mentors and tutors getting time off to take up mentoring training and also to carry out observations and tutorials with their trainees – having to fit it all around their own teaching commitments. Already there are problems filling these posts within FE colleges because it is felt that there hasn’t been enough time off given in order to do it properly.
In fact the problems that may be encountered revolve around 2 factors: Time off and financial support. – Both for the trainee, the experienced teacher undertaking CPD and the mentors and support people in the places where the trainee is employed.
There is no automatic or statutory entitlement to either of these things. An example:

Since 2002, my place of employment has had a system that links the entitlement of TPI to completion of an amount of continuing professional development/staff training.
The college offers around 5 days in-service training throughout the year – and it is possible to meet the minimum requirement by just doing these 5 days. Many people only do this minimum because attending external training courses will mean that either classes are not covered at all or covered by non-subject specialists.
So the reasons are not because of lack of will or motivation but due to lack of support systems within the college. Equally, there is no statutory right for time off for ITT. Whilst most colleges do give time off (my college gives 60 hours per year) there is a huge variety of local practices.
I can see also that problems could arise for people employed on an hourly rate or P/T contracts with 2 or more employers. The minimum CPD requirement for these people is 6 hours – at least 1 hour with each employer. The practicalities of getting this to run smoothly could be a concern. So there are still some things that need to be clarified and tightened up. It is a huge project – involving trainees and qualified teachers on different kinds of contracts, with a huge range of abilities and teaching in a variety of places.

Nevertheless – when I think back to when I first entered FE and the changes that have taken place I am amazed and proud that the sector has stuck in there and struggled through admirably.
It is only since 2001 that teacher training became a requirement and in that time FE colleges have climbed that steep learning curve and put everything in place over a very short space of time – so I have every faith they will do it again. So Cinderella should maybe begin polishing her tiara!!

Sum Up:

Seen that there was a definite gap in the skills of significant amount of FE teacher which will have an obvious impact on learners and the future workforce.
Outlined the main changes that the new teacher training reforms will make:
PTLLS
CTLLS
DTLLS
Registration and QTLS or ATLS status
CPD

Considered some of the benefits this will have on people working on the sector and some of the challenges still to face.

The Article was written by Sue, College lecturer