Lifelong Learning UK (LLUK), alongside the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), the London Strategic Unit (LSU) and consultants SWQ have produced the first of two stages of research into the Skills for Life workforce in England.
The project provides information on the levels of qualified and unqualified staff among specialist Skills for Life providers; and identifies areas of need and training priorities to underpin a workforce development strategy.
The data summarises the size, qualifications, socio-demographic profile and employment characteristics of the specialist Skills for Life workforce as a whole. It also offers regional snapshots of the size and qualification levels of the Skills for Life workforce throughout England.
From data collected in October and November 2006, approximately 18800 people were working as teachers, tutors and trainers of Literacy, Numeracy and ESOL in England in 2004/2005. These staff members account for the Full Time Equivalent (FTE) of 9489. Literacy accounts for the most staff time, FTE 4411, ESOL has an FTE of 4127 and Numeracy an FTE of 3339.
In 2004/2005 13% were ‘fully qualified’ according to DfES standards, which increased to an estimated 35% of the workforce, nearly three times the percentage of the previous year.
The South West and North East had the highest proportion of ‘fully qualified’ staff, whereas the East Midlands had the lowest. National-level organisations had higher levels of ‘fully qualified’ staff than did any of the regions.
The project, commissioned by the Department for Education and Skills (DfES), will inform the workforce development strategy to define the high level strategic objectives to work towards professionalising the workforce by 2010. A similar survey will take place in 2009 to demonstrate progress.’
The National Literacy Trust have created a digital map of Black and Black British authors, illustrators, publishers and bookshops from all over the UK.
The next meeting of the Essential Skills and Inclusion Network will be held online on the 11th of November. All Practitioners of English, Maths, ESOL, SEND and digital skills working in the prison sector are welcome.
New resources mapping the Professional Standards for Teachers and Trainers to the career development of practitioners have been released by the Education and Training Foundation.
Check out the Skills for Life Network E-News Update September 2022 for a round up of what’s new and what’s happening in maths, English, ESOL and digital skills in the FE and Training sector.
Skills for life Workforce Data Published
Skills for Life Workforce Data Published
Lifelong Learning UK (LLUK), alongside the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), the London Strategic Unit (LSU) and consultants SWQ have produced the first of two stages of research into the Skills for Life workforce in England.
The project provides information on the levels of qualified and unqualified staff among specialist Skills for Life providers; and identifies areas of need and training priorities to underpin a workforce development strategy.
The data summarises the size, qualifications, socio-demographic profile and employment characteristics of the specialist Skills for Life workforce as a whole. It also offers regional snapshots of the size and qualification levels of the Skills for Life workforce throughout England.
From data collected in October and November 2006, approximately 18800 people were working as teachers, tutors and trainers of Literacy, Numeracy and ESOL in England in 2004/2005. These staff members account for the Full Time Equivalent (FTE) of 9489. Literacy accounts for the most staff time, FTE 4411, ESOL has an FTE of 4127 and Numeracy an FTE of 3339.
In 2004/2005 13% were ‘fully qualified’ according to DfES standards, which increased to an estimated 35% of the workforce, nearly three times the percentage of the previous year.
The South West and North East had the highest proportion of ‘fully qualified’ staff, whereas the East Midlands had the lowest. National-level organisations had higher levels of ‘fully qualified’ staff than did any of the regions.
The project, commissioned by the Department for Education and Skills (DfES), will inform the workforce development strategy to define the high level strategic objectives to work towards professionalising the workforce by 2010. A similar survey will take place in 2009 to demonstrate progress.’
Source: LLUK
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