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Progression Routes after the Training the Trainers Programme For further information contact:- Exeter Council for Voluntary Service, Wat Tyler House, King William Street, Exeter, EX4 6PD Tel: 01392 202055 Fax: 01392 202054 E mail: email@example.com Progression Routes for Trainers ENTRY PROGRESSION OR EXIT Level 3 NVQ Mini-Awards in Training the Training the Learning & Trainers Trainers Development Part A Seminars City & Guilds 7318 OCNSW Certificate Level 3, 2 Credits Level 3 Certificate in Delivering Learning: An Introduction City & Guilds 7302 Training the Trainers Level 4 Certificate in Further Education Part B Teaching Stage One OCNSW Certificate Level 3, 1 Credit City & Guilds 7407 Interim Certificate EXIT Exeter Council for Voluntary Service - 26 February 2004 Training and Accreditation Opportunities after the Training the Trainers Programme After successfully completing the Training the Trainers programme there are a number of different progression routes. All the qualifications available through Exeter CVS and Exeter College are linked to the Further Education National Training Organisation (FENTO) Standards. Many learners want to continue with further learning and there are a number of different routes available through ECVS in partnership with Exeter College. Once you have attended the taught programme of the Training the Trainers Part A, gaining 2 credits at Level 3, there are a number of routes for progression. You can complete the written and practical parts of the Training the Trainers Part B and gain an additional credit at Level 3. This has now been recognised as an ‘Interim Certificate’ by the Further Education National Training Organisation (FENTO). From there you can move into the C+G 740 Stage 1. If you are interested in teaching and lecturing in the context of community or adult education or in a FE college the Further Education Teaching Certificates might be the right route for you. Exeter College with Exeter CVS provide 2 courses. The C&G 7302 Level 3 will be an alternative to doing the Part B of the Training the Trainers award. This offers you a nationally recognised qualification to teach in the voluntary and private sector but does not qualify you to teach in a College. For this you need the Level 4 C&G 7407. This is a professional qualification for teaching in Further Education, Community and Adult Education and Basic Skills. If training and development in the context of workplace training, development and management is of interest, the NVQ in Learning and Development is probably the preferred route. Exeter CVS in conjunction with Exeter College provide the NVQ Mini Awards in Learning and Development. The following awards will be offered: - Certificate in Initial Assessment and Support of Learners Certificate in Coaching Learners in the Workplace Certificate in Training and Presenting in the Workplace These awards are units from the full NVQ Level 3 & 4 in Learning and Development and Managing Learning and Development. Units gained through NVQ Mini Awards can be transferred to the full NVQ at Level 3 or Level 4. If you are interested in teaching Basic Skills there are additional qualifications. There are a number of Certificates in Teaching Basic Skills at Levels 2, 3 & 4 for delivering Basic Skills courses in a community or adult education context. There are also 2 NVQ Mini Awards in Basic Skills Development and Support in the Workplace. Case Studies Student 1 - Richard enrolled on Part A of this programme with mixed feelings. His work involved recruiting and supporting tutors for the training programme delivered by his organisation. He himself did not do any teaching. His motivation for coming was to learn more about teaching and learning in order to be more effective in finding good tutors for his work and to understand their support needs, rather than train as a tutor himself. Richard was very unsure initially about being on the course, needed a lot of encouragement to participate and made it clear that he might not want to complete the assessment tasks. However, he discovered that he enjoyed learning. The group was very supportive and positive. He got caught up in the process of the course but dreaded the teaching practice session at the end. He did it and received honest and supportive feedback, which reassured him that he was able to deliver a session effectively, He surprised himself and his tutors when he enrolled for Part B of the course, which involved delivering 5 hours of actual training as well as research on an aspect of training. He chose to look into evaluation and learnt a great deal from his practical experience and the additional study. Not only did he complete this part successfully, but he also went on to gain the City & Guilds Teaching Certificate (7307 Stage 1) and is now a fully- fledged trainer himself. He continues to participate in Continuing Professional Development seminars for trainers. Student 2-Wilma had lost her sight as an adult and had to make major adjustments in her life as a result of this. Returning to study was a real challenge, as she had to find strategies for coping in the classroom, in carrying out the course work, and in finding ways of overcoming her disability when delivering a teaching session. Having discussed strategies with her tutor before she started Part A of the course and having made appropriate arrangements for her chosen support, she discovered that the strategies did not work for her. (For example, she wanted to work with a scribe in the classroom and use e-mail to receive course handouts before the session and to deal with course work between sessions). She was determined to succeed and she re-started the course after considering alternative strategies in the light of her previous experience. She now had all the course materials in Braille and only used a scribe when there was individual work on the course, e.g. for completing a reflective diary. She did not want to read course handouts in advance but preferred to do this at the same time as others students. Having completed the course successfully, she reflected on the many different aspects of learning, in terms of delivering training but more especially in relation to her own learning experience. She had now achieved her own objectives, namely to gain the OCN qualification (2 credits at Level 3) as a trainer and to find strategies for taking part in learning after having lost her sight. Student 3 – Sonia worked four days a week for an ‘Advocacy and Service User Involvement’ project for people with learning disabilities, hosted by her local CVS. Sonia had become aware that people with learning disabilities who attended public meetings needed a range of knowledge and skills to be able to participate and to make their voice heard. She enrolled on the Training the Trainer programme and worked with the CVS Basic Skills tutor to develop a course called ‘Speaking Up’. This has now been accredited through the local Open College Network. Sonia now co-delivers this programme to the service users she supports on her spare day, and has gone onto take the C+G 740 Stage 1. Once that is complete, Sonia would like to enrol on the new Level 4 Basic Skills qualification. Student 4 - Barbara worked for a charity, which ran four day nurseries for children aged 3 months – 5 years. She was the initially the supervisor and then the manager of one of the nurseries. Part of her role was to develop the skills of the young nursery nurses in her team. She attended the Training the Trainers course as she wanted to develop instruction skills to enable her to supervise her staff more effectively. After successfully completing the Training the Trainer programme she completed the Assessor Award, which enabled her to assess NVQ’s in the workplace. Barbara then went on to gain an NVQ Coaching Skills award. Both these awards are comprised of Units from the NVQ in Learning and Development. Barbara gained promotion to become training officer of all four nurseries and used the 5 units already gained to work towards the NVQ Level 4 in the Management of Learning and Development, which consists of 10 units. After 10 years working for the day nursery charity she gained employment as regional training and development manager for a charity delivering childcare services. Student 5 - Simon taught classes in vegetarian cookery in a community centre in Exeter. He was required to attend the City and Guilds 7407, Certificate in Further Education Teaching Stage 1. He enrolled on the stage 1 & 2 course. He learned a lot about the initial assessment of learners, how to plan training schemes and the use of different teaching techniques and resources. By the end of the first stage he felt he had improved his skills sufficiently for his purpose and decided not to continue with Stage 2. He continues to teach these popular classes on a part time basis. Student 6 - Julie, with a degree in English and Maths, taught ‘Computers for the Terrified’, an introductory computer course aimed at adults, in a community centre in Winkleigh. She attended the City & Guilds 7407 Stage 1 course as it was a requirement for the post. She enjoyed the course and became more involved in teaching. She decided to increase the amount of teaching she was doing and applied for other jobs in adult education. She started teaching in other centres on a variety of introductory computer courses. The following year she attended the City & Guilds 7407 Stage 2 course, learning much more about planning for teaching, about how students learn, how to assess them and more about resources and teaching techniques. She continued to expand the range of teaching she was involved in and applied to join the Post Graduate Certificate in Education course. This gave her the full professional qualification. She was able to apply for a full time lecturing post at a local college and was appointed. Overview of Training and Development Qualifications Training the Trainers Part A Understand the fundamental concepts of training Planning training Delivering training Evaluating training Training the Trainers Part B (and Interim Cert.) Critically evaluate own teaching/training practice Develop and apply increased knowledge and understanding of one aspect of teaching/training practice. Further Education Teaching Certificates City & Guilds 7302 Level 3 Key principles of delivering learning Planning and preparing sessions Deliver a micro teaching session Learning programmes Learning journals and summative profiles City and Guilds 7407 Level 4 Stage 1 Assessing learners needs Planning learning programmes Developing teaching and learning techniques Managing the learning process Maintaining quality Providing learners with support Assessing the outcomes of learning and learning achievements Continuing professional development Professional practice NVQ Mini Awards Certificate in Initial assessment and Support of Learners Evaluate and Develop own Practice Identify and agree individual learning aims and programmes Support and advise individual learners Monitor and review progress with learners Certificate in Coaching in the Work place Evaluate and Develop own Practice Enable Individual learning through coaching Support and advise individual learners Monitor and review progress with learners Certificate in Training and Presenting in the Workplace Evaluate and Develop own Practice Design Learning Programmes Develop training sessions Enable group learning
"Case Studies – Learning and Deve"