Living in England

Higher education in the UK is post-compulsory education for students over the age of 18. Higher education offers a diverse range of courses and qualifications, such as PhDs, Post-graduate degrees, first degrees, higher national diplomas and foundation degrees. Many courses take place in universities, but plenty are also taught at higher education colleges, specialist art institutions and agricultural colleges. You can choose to study different courses depending on your preferences: there are thousands of options available that can complement your skills and interests.

Britain is a very cosmopolitan place to live. Over the years, many thousands of families from all over the world have made the British Isles their home. This has created a richly diverse, multicultural, open-minded society. Consequently, as a destination for international students wishing to study at a higher level, England and the United Kingdom generally, is a very popular choice. Statistics show that around 13% of the university population throughout the United Kingdom are international students and, at any one time in England, there are about a quarter of a million international students. In the UK last year there were 1.8 million full-time undergraduate students in higher education, which included over 104,000 international students.

As with all the UK, qualifications from an English university are recognised and respected throughout the world. The stringent quality standards that all English institutions have to meet are considered to be among the best in the world. This is because every university, college and school continually has to prove that their courses meet these strict criteria. Many other countries are now trying to follow the example of England and the rest of the UK. Thus, by studying in the United Kingdom you will gain recognised and respected qualifications.

Personal and Career Advantages
The adventure of studying abroad is, for the vast majority of international students, an enriching and eye-opening experience. Living and studying in a foreign country enables you to gain detailed knowledge of the customs, language and people of another culture. Studying abroad can broaden your intellectual horizons and deepen your knowledge and understanding of international, political, and economic issues.

In the fields of business, international affairs and government service your employment prospects are distinctly enhanced. Furthermore, English language skills will be important for your future career prospects. Where better to learn the international language of business, science, IT and the internet, than in the country of its birth? Studying English in England allows you to immerse yourself in the language and to live and think in English. Future employers are often very interested in students who have studied abroad because as well as possessing international knowledge and. in some cases, second language skills, they have also developed important skills and competencies such as independence, flexibility, personal growth, confidence, initiative and coping skills.

Employers want employees who can think effectively, creatively and independently. This is an essential part of the British learning experience. At a British educational
institution you will experience a variety of teaching and assessment methods which encourage independence, as well as mastery of the subject. At degree and postgraduate level in particular, students are encouraged to read widely, to question and analyse what they have read, and to discuss openly their own ideas in seminars and tutorials. Career-based courses are designed to equip you for specific roles in the modern world of work

Planning
Having considered the benefits it is important to be clear in your mind why you wish to study abroad. There are many different reasons that include wishing to learn or perfect a second language, experience another culture, have the opportunity to travel more or simply to diversify your studies. Whatever the reasons it is important that they are positive ones and not just because you wish to escape from problems at home. Moving to another country to live and study has its stressful moments and you need to have clear, positive goals to focus on to get you through these.

It is very important to plan carefully. There are hundreds of study opportunities in Britain and you need to consider many things before you apply. Such considerations should include the following: what and where you wish to study and why; are the qualifications you currently hold acceptable for the entry requirements of your chosen institution; is your English fluent enough to be accepted or will you have to take a preliminary English course before you can embark on your final programme. (See section on ILETS).  Furthermore, university courses throughout the United Kingdom vary in cost, duration and also structure, therefore you should make sure you look at all the different options available for the subject/s you wish to study. You need, too, to consider the how long you can afford to stay in England, both in academic time and economic resources.

With regard to cost, you should investigate whether you are eligible for financial assistance and if so, how you can obtain this. Even if you can obtain help with tuition fees you still need to think about how much money you must allow for food and accommodation as well as travel. The latter is very important for students wishing to come from countries outside the EU or EEA as such students will need to apply for a student visa where having adequate means of support are taken into account. .

Many universities run educational exchange programmes, for example Erasmus for European students or the Study Abroad Programmes for international students. In both instances these programmes are for students, currently studying in their home country and wishing to spend part of their Higher Education studying in another country. You should investigate this and other exchange programmes as funding is often available. However, you should also ensure that credits you receive from such exchanges are acceptable in your country of origin. English universities offer accommodation to first year students at a reduced cost, you should consider this and also be aware that subsequent years of your degree course will probably involve alternative sources of accommodation such as house sharing with other students.

Health Care
Anyone who comes to the UK to pursue a full-time course of study of not less than six months’ duration will be fully entitled to free NHS hospital treatment in England. This means that you can also take advantage of National Health Service (NHS) treatment, as well as reduced-cost medicines, dental treatment and eye tests.
Students studying in the UK for less than six months from countries with which the UK holds bilateral healthcare agreements will only be entitled to free NHS hospital treatment that is needed promptly for a condition that arose after your arrival in the UK. For further details and a list of bilateral healthcare agreement countries, see here
Leaflets explaining your rights to NHS health care are available from Social Security offices, hospitals, doctors, dentists and opticians and from the Department of Health website: www.dh.gov.uk
You can download the UKCOSA guidance note Keeping Healthy here

Because there is so much to consider it is important to begin planning at least one year before you leave home. This is especially important in England as applications to study at English universities are made during the autumn before the year you intend to study. Once you have been offered a place/places and accepted one it is advisable to contact the International Office of the chosen institution to organise accommodation and other services that the university may offer.

Making a University Application in the UK

If you intend to follow an undergraduate course at any university in the UK, you should make your application through UCAS (University and Colleges Admissions Service). Applications can be made online or application forms, known as UCAS forms can be obtained through your local British Council. Your local British Council office can be a great source of support, offering advice and information on choosing courses and will even help you with your application as will as giving you information about translating your qualifications into English.

If you intend to study at a post graduate level or at a Further Education College then you should apply to your intended educational institution directly. More information about applying to university can be found on the UCAS website www.ucas.com. Contact details for all British Council offices can be obtained from here. And further helpful information on applying to UK institutions is produced by the British Council Education Information sheets. Visit www.educationuk.org and check out the Subject Zone section.

Applications for the Study Abroad Programme should be made directly to the International Office of individual universities. Applications are considered on academic merit and, as a general guide applicants are expected to have at least a B average or equivalent. It is obviously important to fully discuss this option with your home university advisors as this programme is part and parcel of your degree in your own home country. It is usual for students embarking on this programme to be in the third year of a four-year degree scheme. In assessing your application evidence of a strong academic background are looked for. A full transcript and academic reference should be sent in with your application form. Most universities do not charge an application fee.

Applications for European students for a place on the Erasmus Exchange are made at the university where you are currently studying in your home country.
Most subject areas allocate their Erasmus places in January/February for exchanges taking place during the next academic year.
Some subjects (such as Business Studies) allocate their places earlier, so you may wish to contact your Departmental Erasmus Coordinator at the beginning of your second year.

Application procedures may vary from subject area to subject area. You may be required to complete an application or form to express your interest. Or you may simply be required to put your name on a list. Your application for an Erasmus place is made through your university’s Departmental Coordinator, not the International Office. Once your home university has nominated you as an official Erasmus candidate then you can apply to the British university where you wish to complete your exchange programme. It is important to understand however that you can only apply if your home University has an existing Erasmus agreement with the British University of your choice in the area of your study.

Read more about entry requirements for a British university,   how to choose a course in a British university , cost of living for students in the UK, student accommodation, student visas for non European  students.

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