Developing a professional development

framework for adult literacies workers

Daniel Sellers

Adult Literacies in Scotland 2020: Strategic Implementation Group

Working Group A: Employability and

Workplace

Working Group B: Professional Development

Working Group C: Measuring Impact

Working Group B: professional development

The framework will detail:

• Six typical professional roles in adult literacies work

• Role profiles

• Qualifications currently available to adult literacies workers in the six roles, credit-rated in Scotland

• Recommendations for preferred minimum qualifications for the six roles

• Illustrations of how individuals and their employers might use the framework

Six typical professional roles in adult literacies work

Competencies against those roles to develop ‘role profiles’

Community Development NOS

Learning Delivery NOS

Professional Standards for Lecturersin Scotland's Colleges

Learning and Development NOS

Learning Support NOS

Competences for Community Learningand Development

Career Development NOS

Management and Leadership NOS

Information about current qualifications available to adult literacies workers in the six roles

3 tables:

• Qualifications in adult literacies delivery• One-to-one “tutor assistant” qualification (SCQF level 6)• Professional Development Award – group tutoring (level 8)• Professional Graduate Diploma in Education (level 10)

• Specialist qualifications in adult literacies delivery and the development of provision• Dyslexia • English for speakers of other languages• Financial capability• BRITE training• Developing programmes for workplaces

• Qualfications that might have potential relevance for adult literacies delivery• HNC Working with Communities• Community Learning and Development degree• SQV in Learning and Development

Recommendations for preferred minimum qualifications for the six roles

Illustrations of how individuals and their employers might use the framework

identify role from across the profiles

identify professional development recommendations

employer and employee identify professional development priorities

based on circumstances

Challenges:

• Legitimacy• non-statutory• “shaky” employment status at best

• Linking:• other frameworks: Community Learning and Development,

Colleges, Careers IAG• competencies galore

• Language, language, language:• “skills”, “capacities”, “capabilities” ...• nuance and implication• tablets of stone

www.educationscotland.gov.uk