Education â Alternatives To Teaching
Millennium House
30 Junction Road
Sheffield S11 8XB
www.agcas.org.uk
Education –
Alternatives to Teaching
Teaching and Related Professions Task Group
Published May 2007
© Content copyright of or licensed to AGCAS (www.agcas.org.uk)
Written by Stephanie Darking, Brunel University; Carmel Davies, University of
Northampton; and Ellen O’Brien, Birmingham College of Food, Tourism and
Creative Studies. Spring 2007.
Edited by Sarah Nichols, AGCAS, Spring 2007.
AGCAS would like to thank Andrew Taylor and Paul Gaunt, the original
editors of this publication. The work of all previous writers and contributors is
gratefully acknowledged.
Disclaimer
1. The views expressed in this material are primarily those of the respective
authors and not necessarily those of AGCAS.
2. Although AGCAS has made every effort to ensure that the information
contained in this material is accurate at the time of going to press, it gives no
warranties and makes no representations, express or limited, as to the
accuracy, quality, validity or completeness of any information.
3. AGCAS shall be under no obligation to notify any person of any error.
4. AGCAS and its staff accept no responsibility for any use which is made of
advice or information contained in this material and shall not be liable to any
person for any direct or indirect loss or damage, including loss of profits, loss
of revenue, loss of data or any third party claims which may arise from the use
of the information contained in this material.
Fourth edition: Spring 2007
(First edition published 1997)
Education – Alternatives to Teaching: Contents
Introduction
3
Tutoring
6
Communitybased learning and youth work
8
Special educational needs
11
Therapy roles
16
Alternative education
19
Teaching sick children
21
Teaching travellers
22
Teaching English as a foreign or second language
23
Counselling and student welfare
24
Careers and educational guidance
29
Working with offenders
32
Visual and performing arts
35
Museum education
39
Environmental education
40
Sports, leisure and outdoor education
42
Learning holidays
44
Sure Start
46
Out of school learning
47
Playwork
48
Training
50
Learning resources
51
Health education and promotion
53
Teaching laboratory technician work
54
School support and assessment
55
Education administration
56
Schools liaison
57
Introduction
About Education – Alternatives to Teaching
This publication seeks to meet the demand for more information about educationrelated
careers other than mainstream teaching. It is a particularly useful resource for:
·
undergraduates and recent graduates who are drawn towards a role in which they
can help people learn, but who are not necessarily sure that mainstream teaching is
for them;
·
undergraduates and graduates who have commenced mainstream teacher training
but who have found it necessary to discontinue that training;
·
established school teachers who are seeking to move to a different sort of
educational role.
How to use this publication
Each chapter aims to draw together career areas by learner need or service rather than by
qualifications. This means that readers with, for example, qualifications or skills in visual and
performing arts or sports and outdoor pursuits will find relevant jobs in many different
sections.
The authors have attempted to use job titles that are recognised throughout the UK but there
is tremendous variability in titles and availability of posts. Typically, job titles such as
‘Education officer’, ‘Community worker’, ‘Adviser’ and ‘Tutor’ are used in more than one
setting, so the reader is advised to study the specifics of the job before making any
assumption about job tasks or qualifications.
The publication aims to signpost readers to appropriate contacts and resources to enable
them to explore the career paths in more detail, rather than to provide comprehensive
descriptions of the job or career prospects. Each chapter, therefore, contains a ‘Further
information’ section signposting additional resources that readers should consult before
making any significant career decisions.
Additional resources
The AGCAS Education Sector Briefing, available on the Prospects website,
www.prospects.ac.uk/links/educationsb, focuses in detail on current and future developments
in education and includes a number of job profiles.
The AGCAS Occupational Profiles, also available on the Prospects website,
www.prospects.ac.uk/links/occupations, provide detailed information on a range of education
related job profiles. Relevant job profiles are referred to throughout this publication.
The value of volunteering
For many of the career areas covered in this booklet, it may be necessary to demonstrate
commitment to your specialism by gaining voluntary experience. Educational charities,
community arts groups and museums, for example, have a history of relying on the
commitment of volunteers.
Useful resources
The AGCAS Voluntary Sector Briefing, also available on the Prospects website,
www.prospects.ac.uk/links/voluntarysb, provides an excellent range of links to information
sources relating to voluntary work.
Futurebuilders, www.futurebuildersengland.org.uk, is a £125 million government investment
fund, led by people from the voluntary sector, which aims to develop the role that the
voluntary and community sector plays in the delivery of services to the public.
3
The National Association for Voluntary and Community Action (NAVCA), www.navca.org.uk,
represents the local voluntary and community sector infrastructure in England. Its purpose is
to promote local voluntary and community action nationally.
The National Council for Voluntary Organisations (NCVO), www.ncvovol.org.uk, is an
umbrella organisation for the voluntary and community sector in England, with sister councils
in Scotland, Wales and Northern Ireland. Its scope covers lobbying government, research and
analysis of the voluntary sector and campaigning activities.
Developments in education
The Labour government was elected in 1997 with the memorable mantra ‘Education,
Education, Education’ and has since produced a plethora of reports, consultative documents,
Green and White Papers and development plans. These have resulted in significant changes
in educational provision. Some of the organisations covered in this publication have arisen
from government initiatives, particularly in relation to ‘social inclusion’. The following are
significant examples:
·
Connexions, www.connexions.gov.uk;
·
Sure Start, www.surestart.gov.uk;
·
CAFCASS (Children and Family Court Advisory and Support Service),
www.cafcass.gov.uk.
The authors recommend that interested readers keep in touch with current developments via
the educational media (see below). For more details, see www.dfes.gov.uk/everychildmatters.
Another significant development has been a major review of the curriculum for 1419 year
olds, led by Mike Tomlinson of the Department for Education and Skills (DfES). The proposals
arising from this review represent one of the biggest change programmes ever carried out in
UK education. The proposals involve a significant blurring of the boundaries between, for
example, schools and further education colleges, and this will inevitably impact on training
and career patterns in both sectors. More details can be found at www.1419reform.gov.uk.
Jobs in education
It is worth bearing in mind that many new posts in nonmainstream education are supported
by one, two or threeyear grants won by local authorities (LAs), Learning and Skills Councils
and their ‘partners’ in competitive bidding rounds. ‘Tenure’ is therefore shortlived with no
guarantee of continuity once the money has run out. Seconded employees will fill some posts,
but the majority are advertised as shortterm contracts.
It is also worth noting that some of the jobs described in this publication may be available to
those with limited experience (e.g. advocacy workers, camp counsellors) while others may
require substantial previous experience in schools or other educational settings (e.g. Ofsted
inspector) and/or professional qualifications in addition to a degree (e.g. educational
psychologist, careers adviser).
Finally, it is important to bear in mind that some of the specialist sectors covered here, such
as hospital teaching or alternative education, are small in comparison to the mainstream
teaching profession.
Keeping up with developments in education and finding job vacancies
The Times Educational Supplement (TES) on Fridays and the Guardian Education
Supplement on Tuesdays are probably the best sources of comprehensive news coverage.
They are also a prime source for most jobs in the education services.
4
The DfES, www.dfes.gov.uk, and the Scottish Executive, www.scotland.gov.uk, have
comprehensive websites, with wideranging reports and documents giving details of
development plans and initiatives that will influence future education provision.
The Campaign for Learning, www.campaignforlearning.org.uk, operates as a partnership of
public, private and voluntary sector organisations, dedicated to developing a learning society.
They are campaigning to create an inclusive society in which learning is valued, understood,
wanted and widely available to every individual.
Some other useful websites include:
·
TES Jobs, www.jobs.tes.co.uk;
·
The Times Higher Educational Supplement, www.thes.co.uk;
·
EducationGuardian.co.uk, http://education.guardian.co.uk;
·
Jobs.ac.uk (university appointments), www.jobs.ac.uk;
·
public sector vacancies, www.jobsgopublic.com and www.getalife.org.uk.
Many regional and local newspapers now publish their jobs pages online. The
Fish4jobs website, www.fish4.co.uk/iad/jobs, has details of local vacancies.
Local council websites also carry information about educational services in their area as well
as details of teaching and nonteaching education vacancies.
Contacts
Yearbooks and directories are useful for identifying contacts for gaining work experience and
for speculative job applications. The two main ones are:
·
Education Yearbook, Pearson Education, Annual;
·
The Education Authorities Directory and Annual, The School Government Publishing
Company Limited, Annual.
Courses
This is also a wide range of information on educationrelated courses available:
·
accredited vocational qualifications in the UK, www.ucas.com/candq/ukquals/index.html;
·
accredited ‘Access’ courses to higher education, www.ucas.com/access/index.html;
·
first degree programmes, see UCAS Handbook or website, www.ucas.com;
·
postgraduate programmes, see the Prospects website,
www.prospects.ac.uk/links/postgradstudy;
·
Learndirect, the national learning information helpline, telephone 0800 100 901.
Learndirect offers a wide range of qualifications on a distance learning basis. Information
on courses, including local provision, can also be found on their website,
www.learndirect.co.uk.
5
Tutoring
The term tutor is widely used and occurs in various contexts in this publication. Tutoring as a
onetoone or small group activity may be appealing to those who wish to teach but who are
not keen on large classes in schools.
Onetoone tutoring work is common in situations where individuals have to work intensively
to acquire skills and knowledge, where learners need support in addition to class teaching,
and also where learners are excluded from accessing classes due to illness or behavioural
issues.
Private tuition
Learners normally seek private tuition because they need extra help with their current studies
or want coaching for private school entry tests. With the increase in class sizes in primary
schools, private tuition agencies have seen an increase in this sector of students. Private
tutors work from home and many use their own, or their student’s, home for onetoone or,
occasionally, smallgroup teaching. Most private tutors work part time.
Many private tutors are qualified teachers, familiar with the specific subject they are tutoring
in, but some agencies employ undergraduates or graduates without any previous teaching
experience. Maths, science and modern foreign languages are probably the school subjects
in most demand, plus special learning needs and, in some areas, English as a second
language. Some agencies advertise in the Times Educational Supplement (TES), but you
should also apply speculatively to local agencies.
Open and distance learning
Open learning describes education or training schemes that are learner centred, where the
learner rather than the tutor decides on what is learned. Distance learning indicates a
geographical distance between learner and tutor. The Open University (OU) provides both
open and distance learning tuition but it is important to realise that the two are not
synonymous. Many workbased learning training schemes are learner centred but not
separated by distance from the trainer.
Correspondence schools
Correspondence schools are a common distancelearning medium, with the learner working
with prepared learning materials and submitting written assignments to their tutor. Tutors’
responsibilities involve marking assignments and providing telephone counselling to answer
queries about assignments, problems with study skills and revision. The OU and some further
education (FE) colleges provide facetoface tutorials, summer schools and library resources.
Online tutors
Online tutors deliver tutorials by video conferencing, offer learning resources via the internet
or CDROM and set assignments by email. This area of work is expanding rapidly. The work
of online or etutors can include being a point of contact for study queries, helping students
set up discussion forums and chat rooms, and conducting ‘virtual classes’, as well as
assessing students’ work and giving feedback. Working hours may involve evening and
weekend work. Tutors will usually work from home and will need an internet connection,
preferably broadband. Online tutors may be selfemployed or employed by training providers.
An online tutor will need good IT skills together with indepth subject knowledge and teaching,
training or tutoring experience and qualifications. An elearning qualification, such as LeTTOL
(Learning to Teach Online) or the NetTrainers qualification, though not essential, can be
useful in gaining work. The LeTTOL qualification is accepted by Learndirect for applicants
who wish to join its national tutor database, run by the University for Industry (Ufi).
6
Distancelearning tutors
Distancelearning tutors will need to have academic proof of their subject knowledge.
Experience of distance learning as a student or tutor is also useful. Some companies, such as
Oxford Open Learning, also ask for previous teaching experience. Access to fax and email is
essential. Correspondence schools do not normally advertise for tutors, perhaps because
they receive so many speculative approaches.
OU associate lecturers
OU associate lecturers are employed for parttime work by regional OU offices. A relevant
degree is essential, with adult teaching experience a useful addition. The ability to use ICT in
teaching and supporting students is essential, as is access to a computer. Jobs are
advertised nationally but a speculative application to a local regional OU office might be
worthwhile.
Residential school tutors and demonstrators
Tutors and demonstrators are recruited by the OU for one or twoweek residential courses in
the Easter or summer vacation. Tutors need to have a relevant first degree and experience or
interest in adult learning. Demonstrators must have a relevant (usually scientific or applied
science) degree. National advertisements appear in the TES in January of each year.
Further information
Publications
How to Start and Run Your Own Home Tutoring Service, Gillian Stellman and Vivienne
Howse, How To Books Ltd, 2007
Websites
Hobsons, www.distancelearning.hobsons.com (online directory of distance learning courses)
Internet Homeworking Directory, www.homeworkinguk.com/teaching.html (for information on
home tutoring opportunities)
Learndirect, www.learndirect.co.uk
LeTTOL (Learning to Teach Online), http://weblearn.sheffcol.ac.uk/lettol
NetTrainers, www.nettrainers.org
Open University, www.open.ac.uk
Oxford Open Learning, www.ool.co.uk
Times Educational Supplement (TES), www.tes.co.uk
Ufi (University for Industry), www.ufi.com
Yellow Pages, www.yell.com (search under ‘Tutoring’ or ‘Educational Services’ for local
private tuition agencies)
7
Communitybased learning and youth work
Community and adult education
Communitybased learning is voluntary and available to all members of the community. It can
be split into the following occupational strands:
·
communitybased adult learning;
·
community education;
·
youth work;
·
parenting education/support (see ‘Sure Start’ chapter).
About half the workforce is employed by local authorities, almost all of which support or work
alongside community or voluntary organisations. A number of local authorities (LAs) in
England provide their own adult education service and others contract local further education
(FE) colleges. There are many other local providers, notably the Workers’ Education
Association (WEA). The WEA regularly recruits for its pool of parttime tutors across a wide
range of subjects.
Classes on offer in this sector range from recreational, basic skills, vocational training to
foundation courses for degree entry. Many universities have continuing education
departments or units that offer a wide range of parttime courses, some of which may be
credited towards a degree qualification or entry to a degree course.
Most adult education in Scotland is provided by Community Education Services.
EGSA (the Educational Guidance Service for Adults, Northern Ireland) is the main contact for
adult basic education in Northern Ireland.
Community education officers
A community education officer works to promote and facilitate access to a wide range of
voluntary educational activities by all members of the community, regardless of age. The work
involves: liaising with local groups to identify community interests and needs; planning
programmes to meet these needs by cooperating with other adult education providers;
encouraging participation in both recreational and assessed courses; and making efficient use
of resources.
The aim is to enable individuals and communities to take control of their learning and to help
break down barriers; the role is, therefore, closely linked to current widening participation and
lifelong learning initiatives.
See the AGCAS Occupational Profile Community education officer on the Prospects website
for more information about this role, www.prospects.ac.uk/links/commeduofficer.
Adult education officer and WEA development officer posts have many tasks in common with
community education officer. Duties may include:
·
setting out and monitoring annual budgets;
·
developing the curriculum;
·
recruiting and training parttime tutors;
·
liaising with other providers of adult education;
·
monitoring and evaluating the courses;
·
organising and reporting to meetings with advisory committees.
Some community education officer posts specialise in youth work, organising and managing
youth workers rather than tutors, and may require a youth and community qualification in
addition, or as an alternative, to teaching experience. Specialisation in other client groups will
normally influence specific entry requirements.
8
Adult education lecturers/tutors
Adult education lecturers/tutors teach on a vast array of courses. Definitions of adult
education vary but it typically covers programmes specially designed for the 16 to 85 plus age
group. These may include:
·
assessed information technology courses;
·
courses in personal development, such as assertiveness;
·
creative arts;
·
courses designed to implement ‘Skills for Life’, the national strategy for improving
adult literacy and numeracy skills.
The work is based in a variety of settings: adult education institutions run by local authorities;
community colleges (and a range of outreach centres); FE colleges; and, occasionally,
universities. Employment on a parttime sessional basis is common.
All adult education is now regulated by the new Ofsted (renamed the Office for Standards in
Education, Children’s Services and Skills). Its role is to inspect and regulate care for children
and young people, and education and training for learners of all ages. As a consequence,
there has been an expansion in training.
See the AGCAS Occupational Profile Adult education lecturer/tutor on the Prospects website
for more information about this role, www.prospects.ac.uk/links/aelecture.
Revised qualifications framework for the lifelong learning sector in England
Teaching qualifications in the FE sector have been streamlined and from September 2007 it
will be mandatory for all new entrants to this sector to complete a new entrylevel award which
will prepare them to teach. Those for whom teaching, tutoring or training forms a major part of
their role will be required to progress to a further qualification in the new qualifications
framework, appropriate to their role. Further details can be found through Lifelong Learning
UK (LLUK).
Youth work
Youth workers
A youth worker promotes the personal, political, educational and social development of young
people aged between 11 and 25 (though more usually between 13 and 19). Programmes aim
to redress inequalities and empower individuals to take action on issues affecting their lives,
including health, education, unemployment and the environment.
Youth workers respond to the needs and interests of young people and work in a range of
environments, including youth centres, clubs, schools, churches, and youth offending teams
(YOTs), using many methods, ranging from organising recreational activities to providing
informal guidance and counselling. Some work in outreach, making contact with young people
outside organised youth activities. School youth workers may teach personal and social
education classes within the school curriculum. Detached youth workers engage in outreach
work in pubs and cafes and on the street to make contact with alienated and ‘at risk’ groups
who reject formal activities. Youth workers in the public sector in England and Wales may
have responsibility for a youth centre, plus involvement in outreach and detached youth work.
This is less likely in Scotland.
See the AGCAS Occupational Profile Youth worker on the Prospects website for more
information about this role, www.prospects.ac.uk/links/youthworker.
Youth and community work in Scotland
YouthLink Scotland is the national youth agency for Scotland. They work in partnership with
national and local government, the voluntary sector and the business community. Information
on training opportunities and qualifications required for a career in the field of youth and
community work is available from their website.
9
Advocacy programmes
Volunteer/Citizen advocates
A volunteer advocate or citizen advocate acts as a ‘buddy’ with a person who is vulnerable
due to age, physical disability, mental health or a learning difficulty. Their role is to help the
individual to speak up for their rights and services.
Advocacy development/empowerment workers
Advocacy development workers or empowerment workers are fulltime post holders who
recruit and train the volunteers, liaise with other caring professions and organise meetings of
those needing support. The National Coalition of Citizen Advocacy Schemes coordinates
groups that match and support informal volunteer citizen advocacy partnerships in a national
network. There is a helpline run in partnership by the Advocacy Resource Exchange and local
advocacy schemes where you can find details of schemes in your area. Fulltime vacancies
are advertised in The Guardian (Wednesdays).
Further information
Publications
The Adult Learning Yearbook, NIACE, Annual
Getting a Teaching Job in Further Education, CAS: University of Greenwich, Annual
The Guardian, Guardian Newspapers Ltd, Daily
Websites
Action for Advocacy, www.actionforadvocacy.org.uk
Communities Scotland, www.communitiesscotland.gov.uk
EGSA (the Educational Guidance Service for Adults, Northern Ireland), www.egsa.org.uk
Learning and Skills Council (LSC), www.lsc.gov.uk
Lifelong Learning UK (LLUK), www.lifelonglearninguk.org
National Coalition of Citizen Advocacy Schemes, www.cacoalition.org.uk
National Literacy Trust (NLT), www.literacytrust.org.uk
NIACE (The National Institute of Adult Continuing Education – England and Wales),
www.niace.org.uk
Ofsted, www.ofsted.gov.uk
Skills for Life Improvement Programme, www.sflip.org.uk
The UK National Occupational Standards for Youth Work,
www.lifelonglearninguk.org/standards/standards_index.html (currently under revision, April
2007)
University and College Union (UCU), www.ucu.org.uk
Workers’ Educational Association (WEA), www.wea.org.uk
Youth Justice Board (YJB) for England and Wales, www.yjb.gov.uk/engb
YouthLink Scotland, www.youthlink.co.uk
Telephone helpline
Advocacy Resource Exchange Helpline, 08451 228633
10
Special educational needs
Teaching children with special needs
There are many reasons why some children need additional support. Some suffer from
various degrees of visual or hearing impairment, others from physical and medical conditions
such as cerebral palsy or Down's syndrome. An inability to learn may stem from emotional or
behavioural problems (EBP), which may be short or long term. There are children who are
dyslexic, hyperactive or who have speech problems. Difficulties may be described within a
range from mild learning difficulty through to profound and multiple learning difficulties; this
last group consisting of a combination of severe physical, sensory, learning or emotional
difficulties.
Types of teachers
Special educational needs teachers
Special educational needs (SEN) teachers teach children with emotional, behavioural or
learning difficulties at one or more stages in the SEN Code of Practice. They are also involved
in identifying all levels of need.
The role of SEN teachers can be diverse. Responsibilities can range from teaching entire
classes, working with children on an individual basis and developing plans of action and
materials to support such pupils' progress within the curriculum. The needs of gifted children
can also be within the remit of the SEN teacher. It is the teacher's role to create a safe,
stimulating and supportive environment for special needs pupils.
SEN teachers are usually classroom teachers with several years of classroom experience.
Further postgraduate training is possible and many local authorities provide special needs
courses for teachers working in the field.
See the AGCAS Occupational Profile Special educational needs teacher on the Prospects
website for more information about this role, www.prospects.ac.uk/links/speceduteach.
Special educational needs coordinators (SENCOs)
SENCOs are class teachers with extra responsibilities for overseeing mainstream school
provision for pupils with special needs. They will liaise with support service teachers and
support teachers and with an educational psychologist to draw up a statement of special
needs to ensure the child receives extra educational provision within the school or at a special
school.
Support service teachers
Support service teachers are specialist, peripatetic teachers advising class teachers and
parents, observing and assessing individual pupils and providing inservice training.
Mainstream and special school teaching experience is required as well as qualifications for
specific special needs (see below).
Support teachers
Support teachers are usually based in mainstream schools or further education (FE) colleges,
providing onetoone assistance to pupils, either within the classroom setting or by
withdrawing them to teach specific skills such as literacy or numeracy. Support teachers do
not usually specialise in one particular area of special need (except for sensory impaired, see
below) so study for a generic special needs course after gaining class teaching experience.
Special needs teaching assistants
Special needs teaching assistants support SEN teachers and pupils in the classroom. SEN
teaching assistants work in a variety of settings, such as special schools, mainstream schools
with special units or in mainstream classes with individual pupils.
11
There may be requirements in some schools for SEN teaching assistants to have training and
qualifications in specific areas, such as sign language for pupils with auditory impairment.
See the AGCAS minor Occupational Profile Special needs teaching assistant on the
Prospects website for more information about this role,
www.prospects.ac.uk/links/eduspecedu.
Teachers in state special schools
These are usually class or subject teachers. The majority have had mainstream teaching
experience but newly qualified teachers (NQTs) may be accepted if they have substantial
skills or qualifications with special needs groups, for example, as a social worker or therapy
assistant (see below).
Teachers employed by social services
A few teachers in each local authority will work with children who have been referred by social
services for a variety of reasons. They act as a ‘stopgap’ service and aim to place children
back into the mainstream or special school system, where possible. Mainstream and special
needs teaching experience is essential.
Conductors
Conductors work at the National Institute of Conductive Education (NICE) and for other
centres providing special education for children with neurologicallybased motor impairment,
such as cerebral palsy and spina bifida, and are responsible for all aspects of the child’s
development.
Wolverhampton University and NICE offer a degree programme in conductive education. The
single honours course confers Qualified Conductor Status (QCS).
Vacancies are advertised on the Foundation for Conductive Education website (see ‘Further
information’). Some centres, however, recruit team members/teachers where a recognised
teaching qualification is desirable if not essential.
Portage workers
Portage workers provide a homevisiting educational support service that trains parents to
teach their own preschool children who have developmental or learning difficulties, physical
disabilities or other special needs. In many parts of the UK, portage schemes are staffed by a
mixture of teachers, nursery nurses and social workers. The portage worker in these schemes
also contributes to the Statutory Assessment of Special Educational Needs. Extensive
experience of working with children under the age of five is essential, together with an
understanding of child development and a relevant professional qualification in teaching,
nursery nursing, social work or nursing. Inservice training and training via the National
Portage Association is available. Vacancies are advertised in local newspapers, local
authority job bulletins and the local government recruitment website.
Curative education professionals
There are over 40 Camphill Communities in the British Isles providing training centres and
communities for adults and children with special needs. Curative education professionals
combine the work of teacher, doctor, therapist and artist (see the chapter on 'Alternative
education').
Specific special educational needs
Training
There is a variety of courses available for teachers working within specific areas of special
educational needs, varying in length, and run by voluntary bodies, universities and local
authorities (LAs) as INSET training. Selffunding is often necessary.
For teachers in England and Wales, there is no requirement to take a specialised training
course before entering special needs teaching, except for with sensory impaired children (see
below). In Scotland, all teachers of deaf or mentally disabled children, and primary teachers of
12
blind or physically disabled children are required to have special qualifications. These are
gained through fulltime and parttime courses taken after a normal teachertraining course
and after the teacher has completed a twoyear probationary period, one year of which must
have been in a mainstream school. A recognised teaching qualification is essential to teach in
both residential (approved) and hospital schools.
Sensory impaired children
This includes children who are visually and hearing impaired. Some may have multisensory
impairment; others may have additional moderate learning difficulties. Education support is
vital and this may continue into further education. Specialist class teachers are employed in
special needs units attached to mainstream schools or special schools funded by LAs or
charities such as SENSE, the RNIB (Royal National Institute of the Blind) and the RNID
(Royal National Institute for Deaf and Hard of Hearing People).
All grades of teachers working with sensory impaired children must hold a recognised
qualification, studied either full, parttime or via distance learning, preferably acquired before
entering employment but mandatory within three years of starting the job. Addresses of
training institutions are available from the RNIB and RNID.
Children with emotional and behavioural problems
This includes children who display severe behavioural problems, are emotionally disturbed
and very withdrawn. There continues to be widespread debate as to whether these children
should be educated within mainstream or special education.
Pupil referral units operated by LAs offer National Curriculum teaching to pupils temporarily
excluded from mainstream schools. Children with severe and persistent problems will receive
their education in special schools on a dayattendance or residential basis, funded by LAs or
therapeutic communities such as the NCH Cotswold Community.
Parttime and distancelearning courses are offered by the University of Birmingham, SEBDA
(the Social, Emotional and Behavioural Difficulties Association) and the Forum for the
Advancement of Educational Therapy and Therapeutic Teaching. Opportunities as therapy
assistants with therapeutic communities can provide invaluable work experience for the
professionally unqualified.
Children with general learning difficulties
These children are educated in mainstream and special schools, depending on the severity of
their difficulties.
A postgraduate course in Severe, Profound and Complex Learning Difficulties is offered at the
University of Birmingham.
Children with physical disabilities
These children are more likely to be educated in special schools rather than mainstream ones
because their condition requires specialist equipment. Physical impairments should not affect
intellectual development, but some children have additional sensory impairment or other
learning difficulties. Class teachers are supported by physiotherapists, occupational therapists
and speech therapists.
Children with ASD (autistic spectrum disorders)
Children with ASD may be educated and supported within mainstream or in special schools
run by the LAs or in one of the five residential schools run by The National Autistic Society. In
common with many other disabilities, there may be a crossover with other problems. Children
on the autistic spectrum range from ‘high functioning autism’ (e.g. Asperger syndrome) to
more severe forms of autism.
Postgraduate courses in autism (children and adults) are available at the University of
Birmingham. The LOVAAS method is currently a popular method of learning intervention with
severely autistic children. Parents of autistic children may specifically ask for a LOVAAS
13
trained worker to work intensively with their child. Details can be found through The National
Autistic Society.
Children with Specific Learning Difficulties (SpLD)
Dyslexia is the most common example of SpLD and can affect two or three children in each
class to varying degrees of severity. Unlike many other disabilities, it may only be recognised
as a problem when the pupils fail to develop literacy or numeracy skills in their early school
career.
Dyslexia Action (a merger of the Dyslexia Institute and the Hornsby International Dyslexia
Centre) offers a wide and flexible range of courses including specialist programmes for
teachers and school special needs coordinators up to postgraduate level. There are also
courses for teaching assistants and parents. Many trained dyslexia teachers work from home
as private tutors.
Teaching adults with special needs
Provision for adults with disabilities is guided by a general philosophy towards developing
skills appropriate to each individual’s abilities and to contribute to their feelings of selfworth.
Vocational preparation may be relevant for some, whilst others may continue to develop their
social and basic literacy skills. Residential colleges and centres are provided by charities such
as the RNIB, RNID, Scope, Sense, The National Autistic Society and the Camphill
Community.
Tutors
Tutors are contracted from community education centres, FE colleges and private training
providers to teach specific subjects, such as basic skills programmes (see chapter on
‘Communitybased learning and youth work’), cookery, horticulture and woodwork.
Relevant industrial experience is normally required, together with a recognised FE teaching
qualification.
Instructors or daycentre officers
Instructors/Daycentre officers are employed by day centres or colleges and provide a oneto
one programme of support and encouragement, developed in conjunction with other
professionals such as physiotherapists or psychologists. The work varies according to the
client group but opportunities to develop particular areas of interest are possible, e.g. running
drama or art therapy sessions.
Entry requirements vary according to different local authorities but, generally, experience in a
healthcare setting is needed together with a relevant qualification, such as a nursing diploma
or psychology degree. However, interpersonal and communication skills are more important
than academic qualifications. Knowledge of food hygiene and health and safety issues may
be an advantage. A professional qualification such as social work or nursing is necessary in
order to progress into management of a daycare centre.
An online directory of post16 specialist colleges and residential and day courses is available
from The Association of National Specialist Colleges.
Further information
Publications
The Special Education Directory, The School Government Publishing Company Ltd, Annual
Websites
The Association of Camphill Communities in Great Britain, www.camphill.org.uk
The Association of National Specialist Colleges, www.natspec.org.uk/directory.htm
Community Care, www.communitycare.co.uk (for vacancies)
Disability Now, www.disabilitynow.org.uk (includes details of vacancies)
14
Dyslexia Action, www.dyslexiaaction.org.uk
Foundation for Conductive Education, www.conductiveeducation.org.uk
LGjobs.com, www.lgjobs.com (local government recruitment site)
The National Autistic Society, www.nas.org.uk
National Portage Association, www.portage.org.uk
RNIB (Royal National Institute of the Blind), www.rnib.org.uk
RNID (Royal National Institute for Deaf and Hard of Hearing People), www.rnid.org.uk
Scope, www.scope.org.uk
SEBDA (Social, Emotional and Behavioural Difficulties Association), www.sebda.org
Sense, www.sense.org.uk
University of Birmingham, School of Education, www.education.bham.ac.uk
15
Therapy roles
The previous chapter emphasised that special needs teaching involves working in teams with
other professionals. These professionals include therapists with specialisms in areas such as
art, dance, drama, music, play, riding, hearing, speech and language, physiotherapy,
occupational and child psychotherapy.
Although these therapists have a role within the ‘education industry’, it is not appropriate to
describe them all in this publication because their client needs extend beyond learning
support. They are described in the context of other therapies in the AGCAS Occupational
Profiles on the Prospects website (www.prospects.ac.uk/links/occupations). Play therapy is,
however, included in the chapter on ‘Playwork’, and riding therapy and child psychotherapy
are described in this chapter.
Riding therapy
A love of horses and riding is used as a way to help young people with mild or moderate
learning difficulties who have experienced problems in conventional schools. Learning to
control a horse increases the pupils’ selfconfidence and makes them easier to communicate
with. The desire to find out more about horses also provides a vehicle for literacy and
numeracy teaching.
The UK’s longestestablished training centre, The Fortune Centre of Riding Therapy, requires
a teaching qualification, experience in special educational needs and, preferably, the BHSAI
qualification in horse management (The British Horse Society). Familiarity with NVQs and
delivering City and Guilds Wordpower and Numberpower courses is an advantage.
Child psychotherapy
A child psychotherapist works with children from birth to the age of 18. They use a
psychoanalytical approach to treat children who are experiencing difficulties with behaviour,
thoughts or feelings. These difficulties may include depression, anxiety, development delay,
phobias, aggression, gender dysphoria, child abuse, selfharm, learning difficulties, eating
disorders and psychosomatic disorders.
Child psychotherapists help children to understand some of their inner conflicts and to
manage difficult feelings. Work with parents/carers is an important component of the role as
they can often be involved in therapy sessions. Child psychotherapists also work closely with
other professionals in health, education and social services.
An honours degree in a relevant subject (e.g. psychology, education, nursing, sociology) is an
essential prerequisite as the training is offered at postgraduate level. Personal suitability is
extremely important. This is judged on experience: a minimum of two years' work with
children of varying ages or families in a voluntary or professional capacity is needed. It is also
essential to show at least one year's satisfactory progress in personal analysis with an
approved analyst prior to the commencement of training.
See the AGCAS Occupational Profile Child psychotherapist on the Prospects website for
more information about this role, www.prospects.ac.uk/links/psychchild.
Educational psychology
An educational psychologist is concerned with helping children or young people who are
experiencing problems within an educational setting with the aim of enhancing their learning.
These may include learning difficulties and social or emotional problems. They work with the
individual child and also advise teachers, parents and other professionals who are involved.
16
Their work with individual children involves an assessment of the child using observation,
interviews and test materials. Educational psychologists also provide inservice training for
teachers and other professionals on issues such as:
·
behaviour management;
·
stress management;
·
assessment.
The work can also involve advising on educational provisions and policies and carrying out
research.
A new training route for educational psychologists in England and Wales was announced in
2005. To become an educational psychologist you need to:
·
qualify for Graduate Basis for Registration (GBR). This is obtained by completing an
honours degree in psychology or equivalent conversion course that is accredited by
The British Psychological Society (BPS). A conversion course list is available from the
BPS.
·
undertake a threeyear doctorate training programme that is accredited by the BPS.
This will include at least 300 days of professional placement work under supervision.
The Local Government Employers group offers a grant scheme which is open to permanent
UK residents who meet the entry criteria and who intend to seek employment as an
educational psychologist with a local authority (LA) in England or Wales after completion.
Funded trainees who do not take up employment as an educational psychologist in England
or Wales will be required to reimburse the full grant. This grant is available for training at 13
institutions which are listed on their website.
See the AGCAS Occupational Profile Educational psychologist on the Prospects website for
more information about this role, www.prospects.ac.uk/links/edupsych.
Educational therapy
Educational therapy is a way of working with children who have learning difficulties that
combines teaching with the therapeutic exploration of the emotional factors that may impede
their learning. It uses stories, drawings, educational activities and play to provide experiences
which help the child make sense of their difficulties and gain the confidence necessary to
become a learner. Educational therapy can take place in onetoone or group sessions.
In order to train as an educational therapist it is necessary to be a qualified educational
psychologist (see above) or teacher. Training is available through the Caspari Foundation,
which offers a fouryear, parttime MA in Educational Therapy validated by Middlesex
University.
Parent partnership services
The Education Act 1996 places a duty on LAs to make arrangements for all parents whose
children have special educational needs (SEN) to have access to a parent partnership
service.
Parent partnership officers
Parent partnership officers (PPOs) can help parents make informed decisions about their
children’s education and support arrangements. They offer information and advice about SEN
and, for all parents who want one, access to an independent parental supporter (a trained
volunteer). The service offers advocacy to parents in situations where there is disagreement
with the school or LA about catering for a child’s particular needs. PPOs work mainly for LAs
but may work for independent bodies such as Mencap or Barnado’s, or for a steering or
advisory group made up of such bodies.
17
Prior knowledge and experience of educational legislation and programmes for children with
SEN is essential for most LAbased posts. Entry as an assistant PPO requires, as a minimum,
an HND, and PPO posts require an honours degree. Educational social worker (parent
partnership) posts require a BA or MA in Social Work. Posts are advertised in the national
educational press, local press and on LA websites.
Further information
Websites
The Association of Child Psychotherapists, www.acp.uk.net
Association of Educational Psychologists (AEP), www.aep.org.uk
The British Psychological Society (BPS), www.bps.org.uk
Caspari Foundation, www.caspari.org.uk
The Fortune Centre of Riding Therapy, www.fortunecentre.org
Local Government Employers, www.lge.gov.uk
National Parent Partnership Network, www.parentpartnership.org.uk
RDA (Riding for the Disabled Association), www.ridingfordisabled.org.uk
18
Alternative education
Alternative education includes: progressive education; deschooling; free schools; human
scale education; Montessori; and Steiner Waldorf.
Common themes running through all these alternatives to ‘traditional’ schooling are the desire
to democratise the organisation of the school and to move from teachercentred to child
centred learning. Most alternative teaching is in small groups and usually involves the
parents.
Progressive education
Perhaps the most famous example of progressive education is Summerhill in Suffolk, founded
by A.S. Neill in 1921 with the aim of making the school fit the child, so allowing children to be
themselves, choose what they want to learn and decide which lessons to attend.
Deschooling
Supporters of deschooling believe that schools frequently do children far more harm than
good, and actually teach them how to fail. Deschoolers want education to be broad based,
integrated with society in general, more in harmony with the real needs of the planet and
based more upon what young people want to learn.
Free schools
Free schools historically did not charge fees but in the l970s, in the wake of the deschooling
movement, the term was used to describe schools that aimed to provide nonauthoritarian,
nonhierarchical, voluntary and participatory learning situations. Many schools were
established; a few have survived, normally with the help of the local authority (LA), and cater
for children who habitually truant.
Human scale education
Human scale education, as its name implies, is based on the belief that teaching should take
place in groups small enough for pupils and teachers to get to know each other well. It
supports the restructuring of large schools into smaller learning communities. There are
currently 33 small alternative schools associated with human scale education, which stand
outside the state sector. They vary according to the priorities of the people who have set them
up but hold the same common values and are linked by the key characteristic of small size,
varying from 660 pupils.
Training
For entry to this field, consider gaining a PGCE at some stage (as you are more likely to find
financially viable openings in alternative education with this qualification) plus some
experience of the state system.
There is no umbrella organisation or association that covers this diverse range of alternative
teaching methods but LIB ED produces a monthly magazine and a doityourself guide with
useful contacts.
Montessori education
The Montessori method of education developed from the work of Dr. Maria Montessori in the
early 1900s. Its emphasis is on stimulating a child’s individual creative potential by providing
suitable learning materials in a free environment (‘directed play’), in which children are
encouraged to develop a social and wellrounded personality at their own pace. The
19
philosophy of teaching is to ‘control the environment, not the child’ with the role of the teacher
as observer and provider of carefully designed equipment and exercises. The Montessori
method is best known in the UK for preschool and primary education.
There is no single Montessori association or teacher training accreditation body, and none of
the state education authorities in the UK will recognise any of the Montessori qualifications
alone as sufficient to teach in state schools.
Steiner Waldorf schools
Parents generally send their children to a Steiner Waldorf school because more importance is
placed on a child’s moral and personal development than on their academic performance.
Continuity in the pupilteacher relationship is maintained over several years of the curriculum
(one teacher from ages 714). The Steiner Waldorf schools movement comprises the largest
independent schools movement in the world: there are over 900 Steiner Waldorf schools
worldwide – around 30 of which are in Britain and Ireland.
A degree in Steiner Waldorf Education, covering the National Curriculum for ages 714, is
offered by the University of Plymouth. A PGCE is required for professional preentry training
for teaching in state schools in the UK.
A fulltime teacher education course – The Art of Education – is offered by Emerson College.
It is a threeyear course: the first two years are based at the college and the majority of the
third year consists of working as a teaching assistant with an experienced Steiner Waldorf
teacher.
The Camphill Diploma in Curative Education is a threeyear training course for students
working in family units within a Camphill Community. Volunteer 'coworkers' who commit
themselves to a year at a Camphill Community receive onthejob training and a Foundation
Certificate, which acts as an introduction to the Curative Education Diploma.
Curative education is a multidisciplinary professional activity dedicated to the care and
education of, and use of therapeutic activities and crafts with, children and adults with
complex needs. The University of Aberdeen, in conjunction with Camphill Rudolph Steiner
Schools, offers coworkers a BA degree in Curative Education.
Further information
Publications
Alternative Approaches to Education: a guide for parents and teachers, Fiona Carnie,
Routledge Falmer, 2003
Websites
Association of Camphill Communities in Great Britain, www.camphill.org.uk
The Centre for Personalised Education Trust, http://c.person.ed.gn.apc.org
Emerson College, www.emerson.org.uk
Freedom in Education, www.freedomineducation.co.uk
Home Education Advisory Service, www.heas.org.uk (represents the interests of those
educating their children at home, whether through choice or as a result of exclusion from
mainstream schooling, providing legal and practical advice)
Human Scale Education, www.hse.org.uk
LIB ED, www.libed.org.uk
Montessori Centre International, www.montessori.uk.com (training section gives details of
accredited training courses in various UK colleges)
Steiner Waldorf Schools Fellowship, www.steinerwaldorf.org.uk
University of Aberdeen, www.abdn.ac.uk
University of Plymouth, www.plymouth.ac.uk
20
Teaching sick children
Local authorities (LAs) have a statutory duty to provide a ‘suitable education’ for children out
of school for reasons of sickness, thus covering children in hospitals and those convalescing
at home. Provision varies between LAs: in some cases there are two distinct teams of staff
who teach either in hospital or with a home tuition service; in others teachers will cover both
areas.
Hospital
Hospital schools are governed by the same regulations as any other LA school. The National
Curriculum is followed, Standard Assessment Tests may be administered to longterm
patients and establishments are inspected in the normal way. There are many differences,
however, between the role of a hospital teacher and of a mainstream teacher. For example,
all teaching is done on a onetoone basis. Each pupil has a separate work programme so
adaptability and flexibility are essential qualities for this type of teacher. The teaching may be
carried out in a classroom but the majority is by the bedside. A larger hospital school may be
able to cover the main subject areas by recruiting specialist teachers but other teachers may
have to be employed on a sessional basis. In smaller hospital schools, teachers may have to
teach a wide variety of subjects.
Hospital teachers work as part of a multidisciplinary team. Daily reports are exchanged
between nursing staff and teachers at the beginning and end of a day. There is liaison too
with the pupil’s mainstream school to establish the child’s educational needs.
Home teaching
A tuition service is available to look after children who return home on leaving hospital, and
who cannot yet go back to their own school. It may also cover other groups such as pregnant
schoolgirls, children just coming into the country and statemented children waiting for a
placement. Sometimes the tuition service and hospital teaching service may be run as one.
Both fulltime and sessional teachers will visit sick children at home to teach for around an
hour, so organisational skills are most important in order to make sense of varied timetables
and journeys. Each teacher is also head of subject and has other responsibilities such as
careers, records of achievement or examination secretary. Although a lot of work is done
independently, they have to be able to work in a team and keep records for schools and other
professionals.
It is unlikely that a newly qualified teacher would be able to enter this area. Mainstream
teaching experience is usually required and special needs experience useful as it
demonstrates the ability to modify the curriculum for each child. Hospitals, LAs and the
National Standing Conference of Hospital Teachers provide short courses in inservice
training. Vacancies are advertised locally and in the Times Educational Supplement (TES),
according to the LA policy. Hospitalbased services advise interested teachers to visit to see
the work firsthand.
Further information
Websites
Access to Education for Children and Young People with Medical Needs,
www.dfes.gov.uk/sickchildren
TES Jobs, www.jobs.tes.co.uk
21
Teaching travellers
The term ‘traveller’ encompasses a number of different groups, including:
·
gypsies;
·
fairground families;
·
circus or show people;
·
New Age travellers.
There may be as many as 50,000 schoolage traveller children in England alone and over 150
UK local authorities (LAs) have Traveller Education Services comprising support teachers,
classroom assistants and education welfare officers. Every LA is part of a national Traveller
Education Network, whereby each child has a green card that authorises the passing of their
school record from school to school. The LA in which a fairground establishes a winter quarter
may provide a distance learning pack for the travelling pupil, but most fairs have an education
liaison officer who contacts the Traveller Education Service when it arrives on site.
The duties of a peripatetic support teacher are likely to include:
·
teaching traveller pupils in a number of schools or perhaps a bus converted to a
travelling classroom;
·
providing support and advice to class teachers involved with the education of
traveller children;
·
liaising with traveller parents on site;
·
providing information and advice to schools which the pupils transfer to.
Learning support teachers are normally seconded from a school for a period of three years.
Further information
Websites
ACERT (Advisory Council for the Education of Romany and other Travellers),
www.acertuk.org
ACERT works with gypsies and travellers and concerned organisations towards equal access
for gypsies and travellers to safe and secure accommodation, education, health and other
community services.
National Association of Teachers of Travellers (NATT), www.natt.org.uk
NATT works to improve continuity of educational support for traveller children in the UK.
22
Teaching English as a foreign or second language
Teaching English as a foreign language (TEFL)
Teaching English as a foreign language (TEFL) – also referred to as teaching English to
speakers of other languages (TESOL) or English language teaching (ELT) – involves
teaching English to those whose first language is not English.
TEFL teachers can work in both the UK and overseas. They work in:
·
commercial language schools;
·
schools and institutions of further and higher education;
·
industry.
Teaching takes place with small groups, typically no larger than 12 students. Classes are
usually taught in English even with beginners. Knowledge of a foreign language is not
essential but can be useful.
Although many foreign students attend hundreds of language schools throughout the UK,
most TEFL work takes place in countries around the world. Employers include commercial
language schools, education and development organisations, volunteer organisations, large
companies and the British Council.
TEFL is an increasingly graduateorientated occupation, although entry to private language
school work is sometimes possible for those with a good basic education and an excellent
command of English. It is worth noting that in some countries a work permit will only be
granted to graduates.
See the AGCAS Occupational Profiles English as a foreign language teacher on the
Prospects website for more information about this role, www.prospects.ac.uk/links/engforlan.
Teaching English as a second language
Teachers of English as a second language work with adults and children whose first language
is not English and who live (or are seeking to live) on a longterm or permanent basis in the
UK. They work in a range of locations to help learners develop linguistic and cultural
competence to participate fully in British education, work and cultural environments.
ESL and E2L are common abbreviations for English as a second language. The abbreviation
EAL (English as an additional language) is current in schools, as is ESOL (English for
speakers of other languages) within adult education.
ESL posts in schools normally require qualified teacher status (QTS). Posts in further and
adult education normally require either QTS or an alternative postgraduate qualification.
See the AGCAS Occupational Profile English as a second language teacher on the Prospects
website for more information about this role, www.prospects.ac.uk/links/engseclan.
Further information
Websites
British Council, www.britishcouncil.org
English UK, www.englishuk.com
23
Counselling and student welfare
Counselling
Schools
The school counsellor’s main responsibility is to help children with personal, social,
developmental and academic problems, primarily on a onetoone basis, although group
counselling is also used. In some schools, counsellors will be involved in a range of
preventive activities such as personal and social development groups. In Scotland, pupil
counselling, covering personal, curricular and vocational areas, is undertaken by guidance
teachers who are part of the promoted staff of secondary schools and who train by way of in
service courses. These guidance staff retain a teaching commitment to their own subject but
class contact hours are reduced. In addition to undertaking counselling and coordinating the
guidance work of the schools, guidance teachers are closely involved with other agencies,
e.g. in vocational guidance, they liaise closely with careers officers.
Counselling jobs are usually promoted posts, and three to five years’ teaching experience at
secondary level is usually essential. Experience in pastoral care, for example as a form
teacher, assistant house parent or year tutor, is useful. Training in counselling is becoming
increasingly important to secure a post and to do the work effectively.
The Place2Be offers therapeutic and emotional support to primary age children in schools.
Trained and trainee counsellors and therapists work with children to help them deal with
problems in their lives, enabling them to settle more easily in school and to learn. The
Place2Be is working directly with schools across the UK and is also training school staff in
more effective communication with young children. Paid positions are advertised on the Jobs
in Charities website (see ‘Further information’ section).
Volunteer counsellors are central to the work of The Place2Be. They receive inhouse training
structured over an academic year designed to complement previous training and/or
experience. The Place2Be also offers placements for trainee counsellors/therapists seeking
experience of working with young children.
Further education (FE)
The extent and nature of counselling provision in FE varies and can take the form of:
·
a formal counselling service;
·
a counsellor/lecturer role;
·
course tutorascounsellor role.
The boundary between counselling and welfare in FE is more blurred than in higher
education. There is frequently greater emphasis on practical matters such as grants, visa
difficulties and accommodation than ‘personal problems’. Government training schemes have
increased the demand for guidance and counselling.
Higher education (HE)
The majority of universities, colleges and institutes of HE employ at least one counsellor, and
many have wellestablished counselling services. Student counsellors are involved primarily
in onetoone counselling, helping students' cope more effectively with a wide range of
academic and personal issues. Presenting problems are very diverse but commonly relate to
study difficulties, decisions about one’s choice of course, examination stress, homesickness,
crosscultural issues, relationships, identity, sexuality, depression and anxiety.
In addition to individual counselling, most counsellors also work with students on a group
basis. Such group work ranges from a ‘oneoff’ or series of developmental workshops in
areas such as assertiveness, study techniques or stress management, to ongoing remedial
groups for those with specifically identified problems, e.g. depression or eating disorders.
Increasingly, counselling services also provide a training and consultancy role within the
24
institution. They may contribute to relevant courses or provide training in basic helping skills
for tutors, other staff members and student organisations such as Nightline. Liaison with other
groups, within and outside the institution, is another important part of the job.
It is virtually impossible to enter counselling in this sector without a degree and professional
training in counselling and/or psychotherapy. A substantial amount of postqualification
experience is preferred.
See the AGCAS Occupational Profile Counsellor on the Prospects website for more
information about this role, www.prospects.ac.uk/links/counsel.
Student welfare
Welfare officers/Student advisers
Many large FE colleges and most universities and HE colleges employ staff to provide advice
and assistance to students on welfare issues related to their studies. This could include
advice on:
·
grant and financial problems;
·
welfare benefits;
·
child care;
·
disability;
·
visa requirements for overseas students;
·
disciplinary matters;
·
academic and study difficulties.
These staff may be part of a student services department, working closely with other staff
involved with counselling, careers work, accommodation, health, etc., or may be employed
by the students’ union. Unlike other advice workers, student advisers/welfare officers do not
provide a service to the general public. They may vary widely in terms of qualifications,
experience and training and may not necessarily be graduates. Advisers need to be able to
convey a great deal of legal information in an easy to understand way. Work experience of
some kind, voluntary or paid, is very important. Students could also consider gaining
experience by taking on responsibilities with a welfare remit within their students’ union.
See the AGCAS Occupational Profile Advice worker on the Prospects website for more
information about this role, www.prospects.ac.uk/links/advworker.
Education welfare/social work
Education welfare service
Although the range of activities varies among different local authorities (LAs), the main
responsibility of the education welfare service is in enforcing school attendance. Other related
duties may include:
·
regulating child employment;
·
preparing reports on pupils with special educational needs as part of the statementing
process;
·
advising on child protection issues;
·
helping to arrange alternative educational provision for excluded pupils;
·
providing a link between schools, families and other agencies such as social services.
Education welfare officers/social workers
Most education welfare departments employ education welfare officers (EWOs) and/or
education social workers. They are responsible for all or most of the tasks listed above or are
designated for specific roles or responsibilities. A few departments employ specialists such as
child employment officers, exclusion officers and homeschool liaison officers. The job of
education social worker usually requires a diploma or degree in social work but this is not
always necessary for the role of education welfare officer.
25
EWOs work with the whole family, dealing with problems and addressing the issues that may
prevent children from attending school. The focus of the work is helping children to get the
most out of their education.
Responsibilities include:
·
meeting with school staff, pupils and parents to identify problems and possible
solutions;
·
advising parents about their legal responsibility to ensure their children attend school;
·
making referrals to other agencies such as social services or educational
psychologists;
·
administrative tasks such as writing up case notes or preparing court reports.
EWOs work with schools, pupils, parents, social services and other agencies. There is
currently increased emphasis on encouraging school attendance, especially in areas where
children are considered to be at risk of social and educational exclusion.
EWOs are based within LAs in England and Wales. In Scotland, social work departments are
responsible for social work services in education settings. However, most education
authorities employ attendance officers. In Northern Ireland, this responsibility lies with
education and library boards.
You will usually need a recognised social work qualification for these posts. Job titles may
vary and include ‘project worker’ or ‘home school partnership officer’.
See the AGCAS Occupational Profile Social worker on the Prospects website for more
information about this role, www.prospects.ac.uk/links/socworker.
Learning mentors
Learning mentors provide a complementary service to teachers and other staff, addressing
the needs of children who require assistance in overcoming barriers to learning in order to
achieve their full potential.
They work with a range of pupils, but give priority to those who need the most help, especially
those experiencing multiple disadvantages. The variety of issues covered is vast, ranging
from punctuality, absence, bullying, challenging behaviour and abuse, to working with able
and gifted pupils who are experiencing difficulties.
Learning mentors are predominantly education based (in primary, secondary and FE settings)
but have a wider remit including families and the wider community. They are now established
as an important new occupational group through the National Occupational Standards for
Learning, Development and Support Services (NOS LDSS).
Opportunities for learning mentors are likely to increase as part of the government’s Every
Child Matters initiative.
See the AGCAS Occupational profile Learning mentor on the Prospects website for more
information about this role, www.prospects.ac.uk/links/learnmentor.
Connexions service
Connexions is a ‘joinedup’ service for young people, providing universal advice, guidance,
support and personal development for all 1319 year olds. It also provides a targeted service
with a large proportion of resources channelled towards young people with multiple problems
(e.g. problems with drugs, alcohol, depression or homelessness). Young people are primarily
served by a Connexions PA (personal adviser). This role is covered in more detail in the
chapter on ‘Careers and educational guidance’.
26
The Connexions service is currently going through a process of transition and children’s trusts
are being established in each local authority area. More uptodate information can be found
on the Every Child Matters website (see ‘Further information’ section).
CAFCASS (Children and Family Court Advisory and Support Service)
CAFCASS (the Children and Family Court Advisory and Support Service) is a non
departmental government body, which is sponsored by the Department for Education and
Skills (DfES). CAFCASS works to:
·
support children’s interests in family proceedings and ensure that their views are
heard;
·
ensure that the decisions made about them by courts are in their best interests;
·
ensure that they and their families are given appropriate support throughout the
process.
There are regional offices throughout the UK. The operation in Wales has devolved to the
National Assembly for Wales and is now CAFCASS Cymru.
There are four main roles for CAFCASS officers. These depend upon the kind of case and
also what the court asks officers to do:
·
children and family reporters who become involved when divorcing or separating
parents have not been able to reach agreement about arrangements for their
children;
·
children’s guardians who represent the interests of a child during cases in which
social services have become involved and in contested adoptions;
·
reporting officers who ensure parents understand what adoption means for them and
their child and whether or not they consent to it;
·
guardians ad litem who are occasionally appointed by the court in cases when
parents who are divorcing or separating have not been able to reach agreement.
The qualifications required depend on the position applied for. For practitioner positions, a
degree in social work (or a DipSW or CQSW) and three years’ postqualifying experience in
social work practice with children and families are required. Vacancies are advertised on the
CAFCASS website.
Racial equality councils
The Commission for Racial Equality (CRE) funds more than 80 racial equality councils
(RECs) in England, Scotland and Wales as part of its ‘Getting Results’ programme for racial
equality work. In addition to supporting individuals with information and advice about their
rights, many provide training to local businesses on race equality, organise local workshops
and cultural events, and work with local service providers, including councils, police and
schools, to help ensure that the needs of all sections of the local community are taken into
account in local decision making.
The network of RECs is becoming an important focus for fulltime posts as race relations
workers. Other roles vary across RECs, ranging from racial equality officer to administrative or
project officer.
It is unusual to obtain a specialist race relations post immediately after graduating, and many
staff in posts with RECs have previous experience working with advice agencies (e.g. citizens
advice bureaux).
Although the number of posts within RECs has grown in recent years, race units still tend to
be relatively small and opportunities for promotion may be limited. Vacancies are often
publicised on local REC websites.
27
See the AGCAS Occupational Profile Race relations worker on the Prospects website for
more information about this role, www.prospects.ac.uk/links/racerelworker.
Further information
Websites
British Association for Counselling and Psychotherapy, www.bacp.co.uk
CAFCASS (the Children and Family Court Advisory and Support Service),
www.cafcass.gov.uk
Commission for Racial Equality (CRE), www.cre.gov.uk The CRE will be replaced by the
Commission for Equality and Human Rights (CEHR) in October 2007, www.cehr.org.uk.
Connexions, www.connexions.gov.uk
Every Child Matters (DfES), www.everychildmatters.gov.uk
Jobs in Charities, www.jobsincharities.co.uk
National Association of Citizens Advice Bureaux (NACAB), www.citizensadvice.org.uk
The Place2Be, www.theplace2be.org.uk
28
Careers and educational guidance
Careers advisers/Personal advisers (careers)
The role of careers adviser in the 1319 age group in England has been largely subsumed
into that of personal adviser within the Connexions service. A careers or personal adviser
provides information, advice and guidance (IAG) inside and outside education. Tasks typically
involve:
·
assisting clients with planning for employment, education and training;
·
running group sessions on all aspects of careers work;
·
liaising with employers and building the occupational and labour market knowledge
which underpins the role.
Jobs are primarily in the Connexions service in England, and Careers Scotland in Scotland, or
with networks that deliver learning, advice and guidance to young people and adults. In
England these are known as IAG partnerships. Further education (FE) and sixthform
colleges and some schools employ their own careers advisers as staff members.
See the AGCAS Occupational Profile Careers adviser/personal adviser (careers) on the
Prospects website for more information about this role, www.prospects.ac.uk/links/caradviser.
Personal advisers
Personal advisers generally work for Connexions in England, providing information, advice
and guidance to 1319 year olds. They may also work with young people up to the age of 25
who need extra support due to physical, medical or learning disabilities. Scotland, Wales and
Northern Ireland have their own separate support services for young people.
Personal advisers give young people the support they need to help them achieve their
potential. They offer advice and guidance on a variety of issues, including education, careers,
homelessness, relationships and money. A young person needing support will usually have
one personal adviser, who will refer to or bring in specialist support as necessary.
The work of a personal adviser may vary according to how their employing Connexions
partnership is structured. It may also depend upon their qualifications and work experience.
For example, personal advisers who originally trained as careers advisers, social or youth
workers, and special educational needs teachers may provide more specialist help; others
may fulfil a more generic role, regardless of their background.
The work may also differ according to:
·
the number of young people they work with;
·
the level of support they can offer;
·
the setting that they work in.
For example, some personal advisers may spend all their time working with young people
who are not in education, employment or training, whereas others may work with a wider
caseload in a school. Despite this variation, all personal advisers have a common aim to
support young people and deal with any issues that concern them.
Following the publication of Every Child Matters, Change for Children and Youth Matters,
Connexions is currently going through a process of transition and children’s trusts are being
established in each local authority area.
See the Occupational Profile Personal adviser on the Prospects website for more information
about this role, www.prospects.ac.uk/links/personaladviser.
29
Higher education (HE) careers advisers
A careers adviser in HE provides information, advice and guidance to undergraduates,
graduates and postgraduates through individual interviews and group work. They help clients
to:
·
assess their values, interests, abilities and skills (and relate these to opportunities for
employment, further study and training);
·
make decisions, develop strategies and carry out career plans;
·
present themselves effectively in applications and at interviews;
·
cope with the transition from higher education to employment.
Increasingly, careers advisers work with academic colleagues to negotiate careers education
within the curriculum and liaise with employers regarding effective recruitment practices. They
also work with staff from other careers services to carry out research on postgraduate
opportunities and staff development. Many are also involved in writing for internal and
external publications.
See the AGCAS Occupational Profile Higher education careers adviser on the Prospects
website for more information about this role, www.prospects.ac.uk/links/hecaradviser.
Careers information officers
A careers information officer identifies, analyses and assesses the suitability and value of
information relevant to a careers service or careers information unit. They develop strategies
for information planning, procurement, provision and management to meet current and
anticipated needs, while considering budgeting constraints. Often providing a service both
internally to service users, such as current and former students and work colleagues, and
externally to other organisations and clients, they may also be responsible for other areas
within the service, not necessarily informationrelated, such as:
·
overseeing quality standards issues;
·
coordinating and administering general training;
·
planning and hosting events for the service’s users.
Individual tasks tend to vary between post holders, depending on the size and the type of the
employing service. However, there is common ground and typical activities will usually include
maintaining and updating the careers library, assisting students with information queries and
helping them to use information sources. The job may also include researching and writing
careers information and newsletters, vacancy bulletins or publicity materials, and compiling
statistics on graduate employment.
A substantial proportion of information officers working in HE are graduates or qualified
librarians.
See the AGCAS Occupational Profile Careers information officer on the Prospects website for
more information about this role, www.prospects.ac.uk/links/carinfoofficer.
Adult guidance workers
Adult guidance workers advise clients on employment, training and educational opportunities
in order to help them make wellinformed and realistic decisions about their future. To do this,
the guidance practitioner may use a variety of methods: individual discussions with the client
are most common, but other methods include using ability and personality tests, computer
based interest guides and group work.
Clients include adults of all ages and levels of ability. They may be employed, unemployed or
in education and, depending on the policy of individual guidance services, may have to pay
for the service provided.
30
Guidance workers in a college setting will also work closely with academic staff and other
student support services to provide ongoing support and advice on welfare, finance and
accommodation issues. Others may undertake a marketing function on behalf of their college
or centre in the form of organising open days and information evenings.
Many adult guidance workers are graduates although an HND or a relevant professional
qualification and/or experience is also accepted.
See the AGCAS Occupational Profile Adult guidance worker on the Prospects website for
more information about this role, www.prospects.ac.uk/links/adultguiwork.
Further information
Websites
AGCAS, Association of Graduate Careers Advisory Services, www.agcas.org.uk
Careers Scotland, www.careersscotland.org.uk
Connexions, www.connexions.gov.uk
Every Child Matters (Department for Education and Skills (DfES)),
www.everychildmatters.gov.uk
Institute of Career Guidance (ICG), www.icguk.org
NAEGA (National Association for Educational Guidance for Adults), www.naega.org.uk
National Institute for Careers Education and Counselling (NICEC),
www.crac.org.uk/nicec/nicec.htm
31
Working with offenders
Prisons
In prisons, education provision aims to:
·
enhance prisoners’ educational levels of achievement (the levels of basic literacy and
numeracy of prisoners are on average significantly lower than those of the general
population);
·
provide vocational skills to increase prisoners’ employment prospects on their
release;
·
provide a challenge to offending behaviour.
Cognitive skills training, consisting of problem solving, interpersonal skills, moral reasoning
and negative emotion management, has been introduced recently as a way to challenge the
thinking which is associated with offending behaviour. Access to adult learning is a crucial
step towards the integration and rehabilitation of prisoners.
Prison instructors/tutors
Prison instructors/tutors provide education and training to help prison inmates and young
offenders to prepare effectively for rehabilitation. Much of the training offered is in vocational
and practical skills, such as building or IT, but it may also cover skills for life and creative
activities, such as art and drama. The environment is much harsher than a college classroom
and inmates’ attitudes to their training can vary from negative to highly enthusiastic.
Prison teachers
Prison teachers are employed by educational contractors, the majority of which are further
education (FE) colleges. Entry requirements and training are, therefore, the same or similar to
those for further education lecturers. A high percentage of staff are employed part time,
working 1215 hours a week, and may well have the chance to work overtime to make up the
48week prison education year. Many prisons organise summer schools, which may need
extra temporary teachers, a potential way of gaining experience and getting yourself known.
Apply directly to individual prisons’ education coordinators.
See the AGCAS Occupational Profile Further education lecturer on the Prospects website for
more information about this role, www.prospects.ac.uk/links/felecture, and also the minor
profile Prisons instructor/tutor.
Instructional officers
Instructional officers are employed by the Home Office and teach craft skills such as
construction, engineering, catering and tailoring. They require at least NVQ Level 3 or
equivalent in their trade but graduates in vocational subjects, such as catering management
and fashion, have been recruited in the past. In England and Wales there are approximately
1,000 civilian instructors.
Further details on training to become an instructional officer are available from HM Prison
Service and Scottish Prison Service websites.
Secure training centres
Secure training centres (STCs) are purposebuilt centres for young offenders up to the age of
17. They are run by private operators. There are four STCs in England:
·
Oakhill in Milton Keynes, Bedfordshire;
·
Hassockfield in Consett, County Durham;
·
Rainsbrook in Rugby, Northamptonshire;
·
Medway in Rochester, Kent.
32
STCs house vulnerable young people who are sentenced to custody or remanded to secure
accommodation. They provide a secure environment where they can be educated and
rehabilitated. The regimes in STCs are constructive and education focused. They provide
tailored programmes for young offenders that give them the opportunity to develop as
individuals, which in turn will stop them from reoffending. Trainees are provided with formal
education 25 hours a week, 52 weeks of the year. All services related to the operation of an
STC are provided on site.
Teaching in this area can be very stressful and you should have several years’ teaching
experience before applying for posts. Specialist qualifications are desirable and all staff are
required to complete a nineweek training programme specified by the Youth Justice Board
(YJB).
Youth offending teams
Youth offending teams (YOTs) work with young offenders aged 1017. They have the remit to
prevent and reduce offending by children and young people. Reintegration into education and
training is actively promoted and young people in custody receive compulsory education and
training, which is monitored by Ofsted like all other schools. The YJB has set a target for
YOTs to ensure that 90% of young offenders they supervise are in suitable education, training
or employment during and at the end of their sentence. There are 155 YOTs in England and
Wales, made up of representatives from the police, probation, social services, health,
education, drugs and alcohol misuse and housing agencies. As YOTs incorporate
representatives from a wide range of partner services, they can respond to the needs of
young offenders in a comprehensive way.
Teachers and educational specialists based in YOTs work in a multiagency, multidisciplinary
setting. A teacher will work within or for a YOT in a number of ways:
·
Teachers may be involved through mainstream provision by providing a school
based link for a young person.
·
They may be called upon on a supply basis to provide ad hoc educational provision
to meet specific needs for individuals and groups.
·
Increasingly, teachers are actually based in YOTs themselves. In this case, a
teacher would need to be extremely flexible and adaptable.
·
They might provide the link between the YOT, school and the local authority (LA).
·
They may work directly with the young person, their family and the victims of crime.
The work may take place in a variety of settings: office; school; home; and secure settings.
The teacher may be required to attend court to provide information that will enable the courts
to pass appropriate sentences. They will need to liaise closely with other staff and agencies
involved with the young person. They will also be involved in the design and delivery of
individual educational packages to young offenders, working out the logistics of the
programme, using local resources and support workers, and negotiating access to resources
in their local authority. The teacher will be able to refer young people to other services and act
as a mentor and mediator for young people experiencing difficulties with an educational
programme. They will also be required to monitor the young person’s progress throughout the
educational programme.
Although education is the teacher’s primary role, they may also be required to take on a
broader role, for example:
·
coworking with other specialists to deliver offencerelated work, victim work and
other topics that have an educational bias, for example sexual health, drug and
alcohol use;
·
acting as an appropriate adult in police stations;
·
supporting a ‘duty’ system, both inoffice and outofoffice hours;
·
any supporting role that is specific to a young person’s needs.
33
What is important for a teacher working with this group of children and young people is a
broad based experience, rather than their specialist curriculum subject. A teacher in a YOT
must be:
·
able to deliver education in intensive small group and onetoone situations;
·
comfortable negotiating resources with other professionals and organisations;
·
very good at communicating;
·
able to work in imaginative and innovative ways outside of the National Curriculum;
·
able to deliver/develop alternative educational programmes for individual children and
small groups to complement the action plan for the young person’s entire needs;
·
a good team player;
·
willing to participate in professional development provided by the YJB to improve and
refine skills in working with young people who have committed offences.
Further information
Websites
Department for Education and Skills (DfES), Offenders' Learning & Skills,
www.dfes.gov.uk/offenderlearning
HM Prison Service, www.hmprisonservice.gov.uk
Offender Learning and Skills Service (OLASS), http://olass.lsc.gov.uk
From July 2006, the Learning and Skills Council (LSC) has taken responsibility for offender
learning and skills across England. The LSC will manage planning, funding and delivery of the
new integrated OLASS across all nine English regions, having already had responsibility for
three development regions in the North West, North East and South West since 1 August
2005.
Scottish Prison Service, www.sps.gov.uk
Youth Justice Board, www.yjb.gov.uk
34
Visual and performing arts
Most of the educational roles discussed in this chapter aim to increase a community’s
participation in one or more art forms. An education officer, for example, works for an
established arts company or venue with the aim of encouraging the public to make greater
use of the facilities. A community arts worker, on the other hand, encourages local people to
make their own art. Some of the other jobs discussed fall somewhere between these two
roles. Skills in visual and performing arts are also useful for jobs described in other parts of
this publication (e.g. youth work and play work).
Education officers
Most major theatres, orchestras, opera, ballet and dance companies, major art galleries and
some arthouse cinemas employ education officers/managers (or school projects
manager/officer, education events manager or education assistant/officer). The aim of most
education officer posts is to develop initiatives to open the artistic resource involved to the
community which uses it.
Tasks will include the planning, organising, marketing and administration of ‘educational’
programmes and projects for the public. These programmes might include participatory
workshops, festivals and outreach work in schools. Some education officers may be heavily
involved with writing resource packs for pupils, training teachers, teaching children and
leading workshops and discussion groups for children and adults. Some devise and run
training programmes for performers. The work of all officers involves a great deal of liaison
with schools, societies and organisations in the community.
Relevant qualifications and experience as an artist/performer or in arts administration are
usually required. An understanding of the work of educators would be an asset for officers
working with schools. IT skills are often listed as essential and experience of fundraising is
desirable.
Community arts workers
Community arts workers collaborate with a wide variety of different groups, encouraging the
use of artistic activities to support their development and improve their quality of life.
Generally, they work in areas where there are social, cultural or environmental issues. Project
work may fall into such categories as race, gender, disability, health and the environment and
may focus on the following groups: drug users; the elderly; young offenders; mentally ill
patients; ethnic minorities; and people with disabilities.
In some cases, the work can be mainly artistic and creative in nature, particularly if the role is
as an 'artist in residence' for a specific project or initiative. Generally, however, community
arts workers will have a more administrative, strategic and managerial role, particularly those
working within local government, for arts companies, agencies or charities as project officers
or coordinators
Most community arts workers are qualified or trained in a particular arts discipline, although a
good overall knowledge of the arts in general is of benefit. More recently, specific community
arts qualifications have been introduced. With the increasing importance of community arts as
a regeneration tool, local government has become a prominent employer.
See the AGCAS Occupational Profile Community arts worker on the Prospects website for
more information about this role, www.prospects.ac.uk/links/commarts.
35
Music
Music Manifesto
The Music Manifesto was launched on 6 July 2004. It is the result of a collaboration between
two government departments and is a shared strategy and set of priorities for young people's
music education. It is supported by music organisations, musicians, teachers and composers,
the music industry, broadcasting, teachers’ and musicians' unions, and arts and education
charities and trusts. The Music Manifesto’s main aims are to:
·
act as a statement of common intent that helps align currently disparate activity;
·
set out a shared agenda for future planning across the music education sector;
·
make it easier for more organisations and individuals to contribute to music
education;
·
guide the government’s commitment to music education;
·
engage the public, private and community sectors to contribute to the development of
music education in schools.
Three ‘pathfinder’ centres have received £2 million funding for the development of innovative
projects designed to inspire more young people to access high quality music provision and to
create models for providing access to music teaching and learning that can be replicated
across the country.
The Manifesto commits to encouraging the involvement of musicians who are not mainstream
school teachers in collaborative music education activities in schools and the wider
community. Anyone interested in this area of work should keep up to date with developments
in this initiative.
Community music
The term ‘community music’ covers a wide range of activities and involves musicians working
outside formal settings like the concert hall. Settings include schools, prisons, hospitals, youth
clubs and community centres. It also covers the development of music in underresourced
areas and with disadvantaged groups, together with the development of creative partnerships
between people of different skills and cultures.
Even though job titles vary (ranging from musician in residence and outreach worker to,
occasionally, community musician), performance, teaching and administration are certainly
features. Employment may be funded by local authorities, charitable trusts, voluntary
organisations and commercial sponsorship or as an offshoot of other arts organisations such
as regional arts boards, orchestras, opera and theatre companies.
The jobs require high standards of performance on one if not a number of instruments plus
other music skills such as conducting or arranging. In addition, workers need:
·
a wideranging knowledge and experience of many kinds of music (and sometimes
new technology);
·
good teaching and communication skills;
·
organising ability;
·
personal enthusiasm, sensitivity and imagination.
Musicians with appropriate skills and experience gained through professional or voluntary
involvement in community work may compete directly for advertised posts in community
music. Others may seek funding or sponsorship for projects in community music, perhaps
consisting of commissioning and performing a new piece, and giving workshops to explain
and illustrate its creation. Others may begin their careers as school teachers, arts
administrators or performers. Singers or instrumentalists may participate in their orchestra’s
or company’s outreach programme.
36
Formal training for community musicians is not widely available. The MA course in
Community Music, pioneered by the Music Department at the University of York, may be an
option.
Private music teachers
In theory, anyone can set up as a private music teacher but, in practice, most will have
obtained one of the recognised qualifications offered by the music colleges or have taken the
Incorporated Society of Musicians’ Diploma Course in Music Teaching for Private Practice. A
private teaching practice is usually built up through personal recommendation and local
advertising. Most private music teachers are selfemployed and must, therefore, undertake
the accounts and publicity for the business. Successful teachers can earn a comfortable living
but much of their work has to be done at weekends and in the evenings when school and
normal working hours are over.
See the AGCAS Occupational Profile Music teacher, private/peripatetic on the Prospects
website for more information about this role, www.prospects.ac.uk/links/musteach.
Theatre
The following areas of employment are all essentially performercumtutor/facilitator and most
artists will take more than one role at a time and switch roles as grantfunding dictates. The
educational roles are found in:
·
young people’s theatre (YPT);
·
theatre in education (TIE);
·
youth theatre (YT).
Young people’s theatre
Young people’s theatre (YPT) is about theatre for young people, where the work is specifically
created for them. Many provincial repertory theatres and arts and community centres show
productions prepared specifically for young people. YPT in the UK has developed an
increasingly high profile: of the Independent Theatre Council’s members, 25% reported that
they work specifically in the YPT sector.
YPT includes what is known as theatre in education (TIE). These companies tend to work in
schools and link their work to the National Curriculum. Although there are some dedicated TIE
companies, many theatre groups provide both YPT and TIE. A members’ directory and
information about the development of YPT in the UK can be found on the ASSITEJ UK (UK
Centre of the International Association of Theatre for Children and Young People) website
(see ‘Further information’ section).
Theatre in education
Theatre in education is outreach drama in schools, using drama to educate children.
Productions offer varying degrees of audience participation. Topics covered often include the
examination set plays and ‘youth at risk’ issues, such as AIDS, drink and drugs.
Youth theatre
Youth theatre provides young people with the opportunity to gain practical experience in the
theatre. Besides the National Youth Theatre, there are now some 400 regional youth theatres.
They generally operate outside the formal education system
It is generally recognised that the majority of working actors have trained at a professional
drama school. In choosing a school, it is important to check that it is a member of the
Conference of Drama Schools and is accredited by the National Council for Drama Training.
There are no drama school courses specific to TIE or YPT. Although some youth theatres
employ fulltime staff, the majority of performertutors are volunteers; they may have amateur
acting experience rather than drama school training.
See the AGCAS Occupational Profile Actor on the Prospects website for more information
about this role, www.prospects.ac.uk/links/actor.
37
Art
Artists in residence
Artists in residence are normally on shortterm contracts in schools (usually independent
schools), universities, community centres, art galleries or hospitals. These posts provide two
or threedimensional artists the space, time and money to develop their own work. Free board
and lodging may be offered by boarding schools. Strictly speaking, artistsinresidence posts
should not involve residential or teaching duties, although some recent adverts have included
the latter. Vacancies are advertised in the Times Educational Supplement (TES) and The
Artists Information Company website (need to subscribe). Applicants should be qualified in
two or threedimensional art. No previous teaching experience is required.
Creative programmers
Creative Partnerships is a governmentfunded national initiative, established to develop
schoolchildren's potential, ambition, creativity and imagination. They employ creative
programmers to work with the creative director and other key partners to build and support
partnerships with schools, local communities and other creative and educational
organisations within their region.
Further information
Websites
The Artists Information Company, www.an.co.uk, includes the an Magazine (Vacancies and
case studies of residencies (for visual artists) are available on the website – you need to
subscribe)
Arts Council England, www.artscouncil.org.uk
Arts Council of Northern Ireland, www.artscouncilni.org
Artscape – the national directory for arts in education, www.artscape.org.uk
ArtsWales, www.artswales.org (the website for the Arts Council of Wales)
ASSITEJ UK (UK Centre of the International Association of Theatre for Children and Young
People), www.assitejuk.org
The Conference of Drama Schools (CDS), www.drama.ac.uk
Creative Partnerships, www.creativepartnerships.com
Drama – the journal of National Drama, www.nationaldrama.co.uk
Incorporated Society of Musicians, www.ism.org (information sheet: A career in private
teaching)
Independent Theatre Council, www.itcarts.org
The Leverhulme Trust, www.leverhulme.ac.uk (the Trust runs a grant scheme to support
artistsinresidence projects)
Music Manifesto, www.musicmanifesto.co.uk
National Association of Youth Theatres, www.nayt.org.uk
National Council for Drama Training (NCDT), www.ncdt.co.uk
National Youth Theatre, www.nyt.org.uk
Scottish Arts Council, www.scottisharts.org.uk
TES Jobs, www.jobs.tes.co.uk
University of York, Department of Music, http://music.york.ac.uk
38
Museum education
Museum education officers
Museum education officers are responsible for realising the potential of museum collections
as learning resources for visitors and the wider community. They develop learning
opportunities, which can be either informal or curriculum based.
Visitors can vary from people with a passing awareness of the work of the museum, to
specialists with detailed knowledge about particular areas of the collection.
Community or outreach work is becoming an increasingly important aspect of the job. This
may be in schools or with community groups. In this case, the role may be known as
community outreach officer. Collaborative projects introduce multidisciplinary activities such
as art, music and theatre. The job involves working with people of all ages and cultural
backgrounds.
The role may also be called education and interpretation officer or presenter.
See the AGCAS Occupational Profile Museum education officer on the Prospects website for
more information about this role, www.prospects.ac.uk/links/museduoff.
39
Environmental education
The increased public interest in the environment and the inclusion of environmental cross
curricular themes in the National Curriculum has led to a growth in the number of
environmental jobs that are specifically concerned with education. This area of environmental
work encompasses a huge variety of job titles, including ecologist, environmental officer,
environmental planning officer, community development officer and field study officer, as well
as education officer. The largest number of employers is in the voluntary sector.
Environmental education officers
Large commercial companies, such as gas and oil companies, are increasingly employing
environmental education officers as part of their corporate social responsibility agendas. Local
authorities employ environmental education officers in the planning, amenity, leisure and
recreation, and education departments of local government.
An environmental education officer may work in a variety of settings and the job description
will vary from post to post, depending largely on the employing organisation. These range
from local authorities to environmental charities, educational institutions and national parks.
People employed in this area of environmental work are generally responsible for promoting
environmental conservation and sustainable development. This may be done through visiting
schools and working on inschool projects; working with businesses and community groups;
giving talks; producing educational resources and websites; leading guided nature walks;
providing training courses on relevant issues; and helping with volunteer activities and
conservation projects.
See the AGCAS Occupational Profile Environmental education officer on the Prospects
website for more information about this role, www.prospects.ac.uk/links/envadofficer.
Other roles and areas of opportunity
Groundwork UK
Groundwork UK, a leading nongovernmental organisation (NGO), has around 50 local trusts
in England, Wales and Northern Ireland. It runs schoolbased programmes, through its
business/education partnerships, involving 100,000 children in projects based on the major
issues of energy, food production, consumer products, landscapes and waste. Each local
Groundwork trust has an education project officer, supported and trained by a national co
ordinator. There are many opportunities for voluntary involvement at a local level.
Environmental education centres
Environmental education centres are run by local authorities, the Field Studies Council and
the private sector. Local authorities run day and residential environmental education centres,
which offer courses (for primary and secondary school children and teachers) that are geared
to the environmental content of the National Curriculum. Centres are typically staffed by a
permanent environmental education coordinator and seconded teachers. For local authority
environmental centres, qualified teacher status (QTS) is essential.
Field Studies Council
The Field Studies Council (FSC) manages 17 centres for field studies and research in
localities across the UK carefully chosen for the richness and interest of their environments
and the opportunities they provide for field teaching. They offer residential and day field
courses for ages 714, 1416 and 16+ in a wide variety of subjects. Courses are also provided
for teachers both in training and inservice, for university students and, increasingly, for the
leisure market. Each centre has a head of studies. New graduates may be appointed as
tutors or research assistants. Some centres may offer postgraduate placements of one year.
40
Farms for City Children
The Countryside Movement believes that ‘rural education’ should be part of environmental
education and should be included within the National Curriculum. Several ‘educational’ farms
already exist, most of which are run by exteachers.
City farms are communitymanaged projects working with people, animals and plants. The
Federation of City Farms and Community Gardens incorporates more than 60 school farm
members and coordinates the School Farms Network with the Department for Education and
Skills (DfES).
Further information
Websites
Farms for City Children, www.farmsforcitychildren.org.uk
Federation of City Farms and Community Gardens, www.farmgarden.org.uk
Field Studies Council (FSC), www.fieldstudiescouncil.org
Groundwork UK, www.groundwork.org.uk
41
Sports, leisure and outdoor education
Sports
Sports coaches/instructors
Sports coaches help people participating in sports to work towards achieving their full
potential. They may support professional sportspeople, sports teams, community teams or
school groups. Whatever the context, coaching involves ensuring the best physical,
psychological and practical conditions to allow participants to give their best performance.
Sports coaches work closely with individuals and groups, developing ability by identifying
needs and planning and implementing suitable training programmes. The role demands good
interpersonal skills, a strong interest in helping others to succeed, and an awareness of the
moral, ethical and legal obligations to the athlete. Many instructors/coaches combine
coaching with other, often fulltime, jobs.
See the AGCAS Occupational Profile Sports coach/instructor on the Prospects website for
more information about this role, www.prospects.ac.uk/links/sportscoach.
Leisure centres
Recreation assistants/Fitness centre managers
Recreations assistants work as part of a team under the general direction of a leisure centre
manager, organising, supervising and leading a range of leisure, fitness and health activities
and assisting in the promotion and development of these activities. Top priority is to ensure
the safety and security of users, staff and equipment. They may monitor the level and use of
equipment and activities and will set up and dismantle equipment and carry out cleaning and
basic maintenance duties. They can advise on fitness programmes and techniques for good
use of equipment. In the smaller leisure centre, the recreation assistant may cover as duty
manager when necessary. Specific fitness instructor qualifications may help recruitment and
promotion prospects. It is common for recreation assistants to gain promotion to duty
supervisor within the same organisation. This in turn can lead to fitness centre manager roles.
A fitness centre manager is responsible for managing a centre for the promotion of activities
relating to physical fitness. The centre or club typically contains a fitness suite, as well as
facilities for changing, and may include some or all of the following: swimming pool; spa;
sauna; bar or coffee shop.
Managerial responsibilities usually include: attracting new and retaining existing members;
generating revenue; ensuring the centre meets health and safety regulations; maintaining
equipment and premises; and supervising and training staff. A fitness centre manager is also
accountable to management for the overall profitability of the centre.
See the AGCAS Occupational Profile Fitness centre manager and the minor profile
Recreation assistant on the Prospects website for more information about these roles,
www.prospects.ac.uk/links/fitcenman.
Sports development
The aim of sports development is to encourage participation in and improve access to sports
and physical activity. The aim may be to promote sport and health in general or to a specific
group (e.g. those with a disability), or to promote a specific sport.
Sports development officers
Sports development officers aim to improve access to, and develop more public interest in,
sport and physical activity. They organise sportingrelated projects, programmes, information
and training for both the competitive and leisure user in all sections of society in order to
increase levels of participation.
42
The role involves working in partnership with a wide range of organisations to utilise local
resources and build on any regional or national initiatives. The nature of the role can vary and
may focus on: promoting sport and health in general; a specific sport (known as sports
specific development officers); or the development of disability awareness within sport.
See the AGCAS Occupational Profile Sports development officer on the Prospects website for
more information about this role, www.prospects.ac.uk/links/sportsdevoff.
The School Sport Coordinator Programme, launched to support the national PE strategy
aimed at increasing sport in and beyond the curriculum, Active Schools, the Scottish
equivalent, and the 2012 Olympics may all lead to increased roles within sports development
and coaching.
Outdoor education
Outdoor pursuits managers
Outdoor pursuits managers run centres that provide facilities for, and instruction in, a range of
outdoor activities, such as climbing, mountaineering, watersports, orienteering, horse riding
and cycling. They manage, train and monitor a team of staff, including instructors, ensuring
adherence to safety regulations at all times.
The nature of the role may be educational, particularly when working with certain client
groups, such as people with special needs or young offenders. Outdoor pursuits activities are
also offered to corporate groups in the field of management and personal development and,
increasingly, for pleasure and adventure holidays, for both children and adults.
A strong interest, along with skills and experience, in at least one outdoor activity is usually
sought – the more activity skills you can offer the better. Experience of working as an
instructor is essential, along with a formal instructor's qualification from the appropriate
national governing body (NGB) in at least one main activity. You can find details of NGBs on
the UK Sport website (see ‘Further information’ section).
Postgraduate qualifications are available in outdoor education and recreation management. A
Postgraduate Certificate in Education (PGCE) specialising in outdoor education is available at
the University of Wales, Bangor. Teaching qualifications are an advantage as opportunities
are often in local authority centres.
Other useful qualifications that are not pursuit specific include first aid and life saving. It is
worth contacting your local sports development officer and your regional sports board for
details of local courses.
See the AGCAS Occupational Profile Outdoor pursuits manager on the Prospects website for
more information about this role, www.prospects.ac.uk/links/outdoorpursman.
Further information
Websites
Active Reviewing Guide (section on ‘Careers and Qualifications in Outdoor Learning in the
UK’), http://reviewing.co.uk/careers.htm
BASES (The British Association of Sport and Exercise Sciences), www.bases.org.uk
Institute for Outdoor Learning, www.outdoorlearning.org
Outward Bound, www.outwardbound.org.uk (includes information on outward bound instructor
courses)
Sport England, www.sportengland.org (includes details of regional sports boards and sports
national governing bodies)
Sports Council Northern Ireland, www.sportni.net
Sports Council Wales, www.sportscouncilwales.co.uk
sportscotland, www.sportscotland.org.uk
UK Sport, www.uksport.gov.uk
43
Learning holidays
This chapter describes the range of seasonal jobs available in the holiday ‘industry’ that have
an educational content. Not all ‘seasons’ coincide with university vacation periods, however. If
in doubt about closing dates, make enquiries no later than early spring. The experience, skills
and, possibly, qualifications gained in these seasonal jobs will be useful additions to your CV
for applications for more permanent educational posts.
Summer camps
Most undergraduates in Britain are familiar with organisations such as BUNAC (Summer
Camp USA) and Camp America. Hundreds of children in the USA spend at least part of the
summer vacation in a camp, so there is a need for suitable staff. Camp counsellors or
instructors organise and/or assist with specific activities such as arts and crafts, music, dance,
sports or outdoor pursuits. Specialist skills or qualifications in any of these areas are an
advantage. Contracts run between May/June and August. There is usually an opportunity to
travel in the USA after the contract has ended.
General counsellor posts normally require previous experience with children but some
specialist counsellor or instructor posts may require appropriate qualifications.
Language schools
Teaching English as a foreign language
Opportunities exist to teach English as a foreign language (TEFL) at specialist schools within
the UK or overseas. Contracts for TEFL teachers at summer language schools may include
board and lodging. You may be required to take part in and/or organise the outofclass social
and recreational activities, which may involve leading excursions to see the sights, coaching
sports activities, or supervising activities such as computer programming, arts and crafts.
See the AGCAS Occupation Profile English as a foreign language teacher on the Prospects
website for more information about this role, www.prospects.ac.uk/links/engforlan.
TEFL qualifications, although not always required, may enhance your employment chances.
Other opportunities
Some opportunities exist for people to work as activity leaders. Previous work experience with
young people is a distinct advantage and skills in other languages are useful. For sports
activities, relevant experience is essential and coaching or instructor level qualifications are
useful.
There are also opportunities to take part in teaching as a volunteer in a range of countries
overseas. You may need to pay to take part in these projects so check first before applying.
Ski resorts
Ski resorts, ski schools and tour companies employ ski instructors, ski teachers and ski
guides on a seasonal or partseasonal contract. Ski teachers are ski instructors that
accompany British school parties. Ski guides do not instruct beginners or children but show
experienced skiers around the slopes, take them on expeditions and may well help on après
ski events and meals.
Competent skiers may find work as a ski instructor or ski guide with a ski school but may
require good oral skills in the relevant language, if abroad. However, some schools and tour
companies will require national or internationally recognised qualifications. The British
Association of Snowsport Instructors (BASI) is the training and grading authority for the UK
and full details of training courses are available on their website.
44
Children’s representative with a tour operator
The job involves organising a varied programme of daytime and evening activities for large
groups of children between the ages of 3 and 12. Representatives are also responsible for
supervising early suppers, telling bedtime stories and always making sure that the children
remain safe, healthy and happy throughout their holiday. The activities range from fancy
dress parties, games and competitions to treasure hunts, walks and face painting.
A relevant qualification in childcare and experience of the age range is essential.
Cruise ships
You can work your passage on a cruise ship as a lecturer, counsellor or sports instructor.
Guest lecturers are unpaid but get a free or extremely cheap cruise. Areas covered are more
likely to be palmistry, contract bridge and selfimprovement rather than academic subjects.
Knowledge of your subject area and entertaining presentation skills are more important than
academic qualifications.
Children’s counsellors and youth counsellors work on cruise ships and devise and deliver an
activities programme for children and young people. A CACHE Diploma in Childcare and
Education (NNEB Nursery Assistant Diploma) and/or qualification in education or child
psychology is required.
An increasing number of luxury cruise ships include a spa with hydrotherapy, fitness and
sauna facilities. Gymnasium supervisors and fitness and/or aerobic instructors provide
individual health and fitness programmes. Relevant qualifications are required.
Further information
Publications
Teaching English Abroad, Susan Griffiths, Vacation Work Publications (an imprint of Crimson
Publishing), 2006
Summer Jobs in Britain, David Woodward and Guy Hobbs, Vacation Work Publications (an
imprint of Crimson Publishing), Annual
Summer Jobs Abroad, David Woodward and Victoria Pybus, Vacation Work Publications (an
imprint of Crimson Publishing), Annual
Working in Ski Resorts: Europe and North America, Victoria Pybus, Vacation Work
Publications (an imprint of Crimson Publishing), 2006
Working in Cruise Ships, Sandra Bow, Vacation Work Publications (an imprint of Crimson
Publishing), 2005
Websites
British Association of Snowsport Instructors (BASI), www.basi.org.uk
BUNAC, www.bunac.org.uk
Camp America, www.campamerica.co.uk
Free Radicals, www.freeradicals.co.uk (ski recruitment)
Ski Staff, www.skistaff.co.uk (ski recruitment)
45
Sure Start
The Sure Start initiative is the government’s programme that brings together early education,
childcare, health and family support. Sure Start children’s centres will build on existing
initiatives like Sure Start local programmes, neighbourhood nurseries and early excellence
centres. The intention is to have a network of up to 2,500 children’s centres by 2008 (3,500 by
2010). All young children and their families living in the most disadvantaged areas will have
access to one of these centres.
Children’s centres will include the following resources:
·
information about childminding and home child carers;
·
early learning and daycare provision;
·
child and family health services, including antenatal;
·
parental outreach;
·
family support services;
·
support for children with special needs and their families;
·
links with Jobcentre Plus for parents.
Early years professionals
The publication of Every Child Matters has provided the context for the Children’s Workforce
Strategy leading to the development of the early years professional role (EYP). It is intended
that there will be an EYP in every early years’ setting by 2015, and only those with EYP status
will be able to lead practice across the early years foundation stage. EYP will be equivalent in
level to qualified teacher status (QTS).
Training for EYP status will range from 3month, parttime courses to 12 months fulltime,
depending on the existing qualifications and experience that applicants have. All applicants
will be expected to be educated to degree level or equivalent.
Those with QTS status and substantial early years’ experience may be able to obtain EYP
status by undertaking a short, parttime course that allows them to meet all the standards set
for this programme.
Early years workers/Outreach workers
Early years workers or outreach workers work as part of multidisciplinary teams but with
differing responsibilities that reflect the variety of individual local project objectives. Some will
specialise in health promotion/childcare issues. Educational specialists may work on
educational improvement/inclusion issues with traveller education services, portage services,
nurseries, playgroups, primary schools, educational psychologists, speech and language
therapists, and voluntary services such as the Preschool Learning Alliance, MENCAP and
the Children’s Society. Some educationalists will work in children’s centres, extended schools
and neighbourhood nurseries delivering early years education.
Professional qualifications are desirable, relevant to the specific duties of the post (e.g.
education, health, social care and child care) as well as experience and knowledge of child
development and family support.
Further information
Websites
Children’s Workforce Development Council (CWDC), www.cwdcouncil.org.uk
Every Child Matters, www.everychildmatters.gov.uk
Sure Start, www.surestart.gov.uk
46
Out of school learning
Extended school activities
An extended school is one that provides a range of services and activities beyond the school
day to help meet the needs of its pupils, their families and the wider community. The
government’s target is that by 2010 all children should have access to a variety of activities
beyond the school day (between 8am and 6pm) all year round. This can include homework
clubs and breakfast clubs, weekend and summer schools, input from specialist services, and
parenting support programmes, all set up on school premises.
By 2008 around a half of all primary schools, and by 2010 all secondary schools should be
offering extended school activities, sometimes in liaison with another school.
This programme will provide opportunities for those with relevant experience to find suitable
roles, including the managing of these activities for suitably qualified and experienced people.
Opportunities are available for a wide range of professionals including qualified teachers,
early years graduates, people with youth work qualifications and experience, experienced
learning support assistants or those with managerial experience gained in other contexts.
Playing for Success initiative
The Department for Education and Skills (DfES) Playing for Success initiative is establishing
outofschoolhours study support centres at football clubs and other sports’ grounds. The
centres use the environment and medium of football, rugby and other sports as motivational
tools, and focus on raising literacy, numeracy and ICT standards amongst KS2 and KS3
pupils who are feeling demotivated.
In the majority of cases, activities will be lead by a teacher, supported, in varying degrees, by
a representative from the club. Volunteers are also used to support these activities and can
be a way of gaining experience.
ContinYou
ContinYou is a UK charity with a history of shaping and promoting the study support/outof
schoolhours learning agenda. Many of these outofschoolhours programmes will recruit
qualified teachers with classroom experience as scheme managers/coordinators. Tutoring
roles also exist for graduates and newly qualified teachers.
Further information
Jobs are advertised in the Times Educational Supplement (TES) (http://jobs.tes.co.uk), local
and regional newspapers and on local authority websites.
Websites
4Children, www.4children.org.uk (4Children is a national charity dedicated to creating
opportunities and building futures for children)
ChildcareLink, www.childcarelink.gov.uk (national database for local Children’s Information
Services)
ContinYou, www.continyou.org.uk
National Children’s Bureau, www.ncb.org.uk
NCH, the children’s charity, www.nch.org.uk
Playing for Success, www.dfes.gov.uk/playingforsuccess
Preschool Learning Alliance, www.preschool.org.uk (largest provider of preschool
playgroups)
Scottish Preschool Play Association (SPPA), www.sppa.org.uk
Teachernet (‘extended schools’ section),
www.teachernet.gov.uk/wholeschool/extendedschools
47
Playwork
Playwork facilitates children’s play outside the educational curriculum (for 416 yearolds). It
takes place where adults support children’s play in settings that include:
·
afterschool clubs;
·
holiday playschemes;
·
adventure playgrounds;
·
parks;
·
playbuses;
·
breakfast clubs.
Some settings offer open access provision where children can arrive and leave
unaccompanied; some will provide registration in and out; while others will incorporate both
open access and registration (for different age ranges). Many of these settings will be subject
to care standards and regulations appropriate to the UK country they operate in.
Play England is a new fiveyear project to promote strategies for free play and to create a
lasting support structure for play providers in England. It is funded by the Big Lottery Fund
and is an integral part of its Children's Play initiative.
Playwork roles
Most people interested in this type of work will start by gaining work experience as
playworkers on summer playschemes or afterschool provision.
Playwork leaders have the responsibility of organising playschemes and supervising the work
of playworkers. Play leader posts require significant work experience and also, often, a
relevant qualification in playwork, although teaching, social work or youth and community
work may be accepted. SkillsActive (the Sector Skills Council for Active Leisure and Learning)
provides a qualifications framework for this area of work, ranging from NVQs to foundation
degrees.
Play development officers may also be involved in developing playschemes and playgrounds
in a particular area, delivering playwork training as well as working closely with the voluntary
sector.
Playworkers and leaders are employed by local authorities (often, but by no means always,
within the education department) and by various bodies such as NCH the children’s charity.
Jobs are advertised locally and in The Guardian (Tuesday and Wednesday).
Play therapy
Play therapists work with children aged 311, and occasionally adolescents, who are suffering
from psychological difficulties and/or traumatic events in their lives such as severe illness, a
death in the family, divorce or sexual abuse. Therapists work closely with the parents and
occasionally undertake child/parent relationship interventions. They work predominantly with
individual children. All children need play but not all need play therapy and so this is quite a
distinct area from playwork. There is some overlap with the work of hospital play specialists
(see below) whose training may include an element of play therapy.
An honours degree in a relevant subject is an essential prerequisite for courses accredited by
the British Association of Play Therapists (BAPT). Training is at postgraduate level. Related
degree areas include psychology, teaching, social work, nursing and occupational therapy.
In addition, applicants normally need a minimum of two years’ work experience with children.
48
Courses are run at York University, Roehampton University, Liverpool Hope University and
the Notre Dame Centre (in association with the University of Strathclyde).
Play Therapy UK (PTUK) also accredits a range of certificate and diploma courses, as well as
some MAs. Completion of these leads to qualification as a Certified Play Therapist. More
training and experience is required, however, to become an Accredited Play Therapist.
The government is considering making it a requirement for all play therapists and related
professions to be registered.
Hospital play specialists
Hospital play specialists work with sick children in hospitals, child development units,
hospices or in the child’s home before and after hospitalisation. They help to minimise the
trauma a child may experience by being ill and separated from parents, by having to undergo
an operation and/or undertaking unpleasant medical procedures. Within one hospital the
hospital play specialist could work in a playroom, on an oncology or a bone marrow transplant
unit or on general children’s wards. The play staff may use play to welcome the children into
hospital to help them get used to an unfamiliar environment. Preparation play may involve
playing with nurses’ uniforms, anaesthetic masks, syringes, etc. Distraction play will be used
to reduce stress, anxiety and regain confidence. Much of the play specialist’s work involves
dealing with parents and siblings – preparing babies for surgery is really about preparing the
parents.
The BTEC Professional Diploma in Specialised Play for Sick Children and Young People is
offered at Level 4. Entry to the course requires a professional childcare qualification and at
least three years’ experience working with children. The Diploma is part time and the
assignments reflect workplace experience. This qualification is recognised as a requirement
for professional registration with the Hospital Play Staff Educational Trust (HPSET). There are
currently eight colleges in the UK and Ireland offering the Diploma. (See the HPSET website
for details.) Many hospitals will offer opportunities to work as a volunteer. No specific
background is asked for but, in practice, most applicants will have experience of working with
children within education, health or social care. Nursery nurses, teachers, nurses and social
workers have come into this area as a second career.
Further information
Publications
The Guardian, Guardian Newspapers Ltd, Daily (Tuesday and Wednesday for playrelated
jobs)
Websites
British Association of Play Therapists (BAPT), www.bapt.info
Hospital Play Staff Education Trust (HPSET), www.hpset.org.uk
National Association of Hospital Play Staff, www.nahps.org.uk
Play England, www.playengland.org.uk
Play Therapy UK (PTUK), www.playtherapy.org.uk
SkillsActive (the Sector Skills Council for Active Leisure and Learning) Playwork Unit,
www.skillsactive.com/playwork (The website includes information on qualifications, addresses
of regional playwork training councils and links to other useful websites.)
49
Training
Training and development officers/managers
A training and development officer/manager manages the learning of an organisation's
workforce.
The training element gives staff the understanding, practical skills and motivation to carry out
particular workrelated tasks. The training officer/manager will either deliver training sessions
to participants or, alternatively, arrange for others to do so.
The development work relates to the ongoing, longterm improvement of employees' skills so
that they can fulfil their potential within their organisation.
The training and development manager is responsible for developing a comprehensive
training package that encompasses both these elements in order to maintain a motivated and
skilled workforce and to fulfil the needs of the organisation.
See the AGCAS Occupation Profiles Training and development officer/manager (
www.prospects.ac.uk/links/trainman) and IT trainer (www.prospects.ac.uk/links/ittrainer) on
the Prospects website for more information about these roles.
Training consultants
Training consultants may be employed to analyse business problems in terms of training
needs and recommending solutions. Some may work with senior management to solve major
performance or structural problems which involves working with individuals or small groups to
cope with change. Other consultants may deliver classbased training on specific issues, such
as stress or time management.
Training advisers for Youth Training Programmes or Modern Apprenticeships are responsible
for selecting the trainees, organising work placements and monitoring the students’ progress.
Training is one of the options available after initial personnel training. Training as a fulltime
job is, for many people, a second career, exploiting the skills and knowledge of specific jobs
or processes gained through the trainer’s first career. Line managers are responsible for the
training delivered to their staff and it is likely that an increasing number will be encouraged to
qualify as a workplace assessor as part of their job function.
The Chartered Institute of Personnel and Development offers a Certificate in Training Practice
and a range of short courses. Assessor Awards (NVQs in Learning and Development) are
essential for assessors and useful preentry qualifications for training advisers.
Further information
Publications
Everything you ever needed to know about training, K Thorne and D Mackey, Kogan Page,
July 2007
The Training Manager’s Yearbook, AP Information Services Ltd, Annual (contains lists of
training managers in all the major companies and a section on training providers)
Websites
Chartered Institute of Personnel and Development (CIPD) Training Directory,
www.cipd.co.uk/CMSTraining/Homepage.htm
People Management, www.peoplemanagement.co.uk/pm/jobs/ (job vacancies)
Training Pages, www.trainingpages.com (directory of training courses)
50
Learning resources
Libraries in education
Schools
School libraries range from the small, run by a teacher with the help of one or more interested
pupils, to the large and sophisticated with several thousand books and also nonprinted
material. Schools with larger libraries often employ a qualified librarian to manage the library
service. In order to perform this role effectively, you will need to enjoy working with children
and young people and have a genuine interest in encouraging them to read more widely at
school and in their leisure time.
Further education (FE)
The wide range of course provision means that students may vary in ability from those
undertaking degree level or postgraduate courses to those with moderate learning disabilities.
This means that college libraries have increasingly become resource centres which offer
computer software, audiovisual resources and learning packages, as well as more
conventional library resources. IT and management skills are, therefore, of increasing
significance in a sector where studentcentred, resourcebased learning is becoming a feature
of most courses.
Higher education (HE)
A librarian in a university or college of higher education supports members of an academic
community, such as students, researchers and lecturing staff, by managing, organising,
evaluating and disseminating the information they need. Often, they are responsible for a
specific academic subject area or function, such as resource ordering, loans service, special
collections or IT systems. They are increasingly involved in facilitating and supporting learning
by teaching information retrieval skills to students and staff, either within a classroom or
sometimes within a virtual learning environment. Much of the work involves electronic
resources and an increasing amount of time is spent on database and web page
development.
In order to gain professional employment in a first level post, applicants will be expected by
employers to have completed a course of study at degree or postgraduate level accredited by
the Chartered Institute of Library Information Professionals (CILIP). Full professional
qualifications are then gained by following one of the routes to Associateship offered by
CILIP. Candidates for the postgraduate courses should ideally have at least a second class
honours degree and up to one year’s practical experience of library work (paid or unpaid).
See the AGCAS Occupational Profile Academic librarian on the Prospects website for more
information about this role, www.prospects.ac.uk/links/acadlib.
Authorship
Textbooks, distance learning packs and educational computer software are written, by and
large, by teachers and lecturers. Experienced distance learning tutors and English as a
foreign language tutors write learning materials. The more successful authors might leave the
teaching profession to become fulltime authors or software publishers.
The wouldbe author should approach a suitable publisher with a synopsis of their book or
program. Perhaps the best way of identifying the most likely publisher is to examine their
current products at a local teacher resource centre or the publishers’ exhibitions arranged for
teachers throughout the country at the beginning of the educational financial year. A
background in teaching would also be invaluable experience for a sales representative
position in educational publications. See the publication Careers in Book Publishing for further
details.
51
Broadcasting
Professional scriptwriters, rather than teachers, normally write scripts for schools broadcasts.
Entry to the education officer grade in both radio and TV usually requires substantial teaching
experience (one recent advertisement specified at least five years’) with publishing
experience as an asset if the officer is required to write or edit the teacher’s notes that
accompany the broadcast. Typical activities will include:
·
defining the policy for the production unit (for a five year period, for example);
·
giving educational advice on scripts, e.g. language levels used, suitability of the
content and the educational progression;
·
evaluation of programmes by getting feedback from schools;
·
providing inservice training to teachers to use the programmes most effectively.
See the AGCAS Occupational Profile Writer on the Prospects website for more information
about this role, www.prospects.ac.uk/links/writer.
Further information
Publications
Careers in Book Publishing, The Publishers Association (available online at
www.publishers.org.uk)
Websites
Aslib, The Association for Information Management, www.aslib.co.uk,
Chartered Institute of Library and Information Professionals (CILIP), www.cilip.org.uk
National Association of Writers in Education, www.nawe.co.uk
The Reading Agency (TRA), www.readingagency.org.uk
Skillset (The Sector Skills Council for the Audio Visual Industries), www.skillset.org
52
Health education and promotion
Health promotion specialists
A health promotion specialist helps people to improve and increase control over their health.
They plan, ensure implementation of, and evaluate policies and strategies to promote health
within a specialist setting, relating to a specific issue, or within a particular population.
They are closely involved with delivering the prevention and promotion aspects of national
service frameworks and plans, and the development of community strategies, local strategic
partnerships, and health alliances.
They work to ensure effective practice is achieved by capacity building, supporting and
enabling a range of agencies to deliver health improvement programmes. They are committed
to tackling inequalities in health and promoting antidiscriminatory practice.
Health promotion specialists may work in a particular setting, such as the workplace,
community, schools or prisons, or with a particular issue, such as drugs, healthy eating or
tobacco control. They may also work with specific populations such as young men, the elderly
or people with disabilities. Some may have a more generic role.
A good degree and/or relevant professional qualifications such as social work, community and
youth work, nursing or teaching are common entry requirements. A relevant postgraduate
qualification (such as a postgraduate diploma or MSc in Public Health or Health
Development) is becoming increasingly desirable, but at present many people enter this type
of work without one.
See the AGCAS Occupational Profile Health promotion specialist on the Prospects website
for more information about this role, www.prospects.ac.uk/links/HealPromSpec.
Further information
Publications
Vacancies are advertised in specialist health and education publications such as the Health
Service Journal (www.hsj.co.uk) and the national press.
Websites
National Institute for Health and Clinical Excellence, www.nice.org.uk
NHS Careers, www.nhscareers.nhs.uk
Skills for Health, www.skillsforhealth.org.uk
Society of Health Education and Health Promotion Specialists (SHEPS), www.hj
web.co.uk/sheps/
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Teaching laboratory technician work
Teaching laboratory technicians
A teaching laboratory technician works in all kinds of educational institutions, from secondary
school upwards. Their work involves supporting the work of science teachers and their
students to ensure that they:
·
make the best use of the time they spend in the laboratory;
·
use equipment safely;
·
accurately record the results of their work.
The work mainly involves providing technical support, ensuring that equipment is functioning
properly and ready to use, and that the right materials are available for particular lessons.
Sometimes laboratory technicians will:
·
work closely with students demonstrating experiments;
·
help teachers with a class;
·
support individual students on research projects.
Entry without a degree or HND is possible. A science background is generally required for
entry. GCSEs, Alevels and Scottish Highers are also acceptable qualifications, as long as
they include sciences. In reality, entry requirements are likely to be more demanding for
universities with prestigious research departments, than for a small secondary school.
Some teaching laboratory technicians in higher education have postgraduate qualifications in
science, but this is not normally a requirement.
See the AGCAS Occupational Profile Teaching laboratory technician on the Prospects
website for more information about this role, www.prospects.ac.uk/links/teachlabtech.
Further information
Vacancies are advertised in the local press and at job centres. Some also appear in
magazines like New Scientist (www.sciencejobs.com) and Laboratory News (
www.labnews.co.uk).
Websites
The Association for Science Education (ASE), www.ase.org.uk
CLEAPSS (supporting practical science and technology in schools and colleges),
www.cleapss.org.uk
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School support and assessment
The local authority (LA) advisory and inspection services serve two functions:
·
to provide for the pastoral and training needs of teachers and school management
teams;
·
to assess and evaluate the performance of schools and individual members of staff.
Each LA will have its own mix of education advisers and inspectors. Schools increasingly
require advice and support before and especially after Ofsted inspection.
Advisory teachers
Advisory teachers provide advisory and inspection services to meet the training and
development needs of teachers and managers in schools, and help to raise standards. They
do this by:
·
arranging inservice training;
·
helping schools prepare for inspection by Ofsted;
·
identifying and disseminating good practice.
Primary ‘phase’ posts usually require experience as a head teacher, with curriculum strengths
in several subjects. Secondary ‘phase’ posts require experience as a head of
department/faculty or deputy head teacher with curriculum strengths in one or more subjects.
Other desirable qualifications for both phases are Ofsted qualifications and a higher degree.
Advisers are often experienced teachers who are seconded by LAs from classroom positions,
usually for two or three years. They are usually linked to specific groups of schools, and may
work on specific projects, such as truancy or special educational needs, or on particular
subject areas. They are normally based in the LA offices or a teachers' centre, and travel
round to different schools.
Advisers are required to keep up to date with the latest educational initiatives and help
schools to interpret and implement these. Job titles can vary: advisers also tend to be known
as consultants.
Numeracy and literacy consultants fulfil similar specialist roles to implement the National
Numeracy and Literacy Strategy, often on one to threeyear fixedterm contracts.
Office for Standards in Education (Ofsted) inspectors
Ofsted is an independent body that undertakes the inspection of schools. Ofsted inspectors
are recruited from LA advisory and inspection services and independent consultancies for the
duration of an inspection. Many head teachers become seconded from their school duties as
Ofsted additional inspectors. This experience as a member of an inspection team can lead to
becoming a registered (Ofsted) inspector.
Further information
Vacancies are advertised in the Times Educational Supplement (TES) (http://jobs.tes.co.uk)
and The Guardian (http://jobs.guardian.co.uk).
Websites
Ofsted, www.ofsted.gov.uk
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Education administration
Education administrators
Education administrators organise and oversee administrative activities and systems that
support and facilitate the smooth running of an education institution. The majority are based in
higher or further education (HE or FE), but opportunities are increasingly available in schools
and private colleges.
Likely areas of work include central administration (e.g. admissions, quality assurance and
examinations) or a particular faculty team or department, such as finance or careers, where
the role is likely to involve more direct and regular contact with students/pupils.
There is a huge number of possible job titles within education administration and job
descriptions are equally diverse.
A degree is increasingly desirable for entry into both HE and FE and is often essential for
entry to HE administration and for promotion to more senior roles. Degree subject and
classification are usually not as significant, particularly where some previous experience in
administration has been gained.
Entry is possible with an HND only, especially in FE, tertiary education and schools, or at
lower grades in university administration, although additional qualifications such as the
European Computer Driving Licence (ECDL) may also be required.
A preentry postgraduate qualification is not needed, although a professional qualification or
higher degree may help in progressing to the higher grades.
See the AGCAS Occupational Profile Education administrator on the Prospects website for
more information about this role, www.prospects.ac.uk/links/eduadmin.
Further information
Websites
Association of University Administrators (AUA), www.aua.ac.uk
Institute of Administrative Management (IAM), www.instam.org
Institute of Chartered Secretaries and Administrators (ICSA), www.icsa.org.uk
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Schools liaison
Schools liaison officers
Schools liaison officers promote the courses of a university to potential applicants by:
·
organising open days;
·
visiting careers conventions and schools;
·
writing publicity material.
These duties will probably be included within the role of marketing officer posts, but may also
be incorporated within Aimhigher.
Aimhigher is a national programme run by the Higher Education Funding Council for England
(HEFCE) with support from the Department for Education and Skills (DfES). It is intended to
raise aspirations amongst pupils who come from backgrounds which have no history of
attending higher education.
New graduates and those with an understanding of university programmes and the secondary
education system can be seen as desirable candidates because of their recent experience of
university life. Increasingly, marketing qualifications are desired. Teaching experience can be
useful for presentation skills.
Further information
Vacancies are advertised in the Times Educational Supplement (TES) (http://jobs.tes.co.uk)
and The Guardian (http://jobs.guardian.co.uk), but can also be found in the local press.
Websites
Aimhigher, www.aimhigher.ac.uk
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