How this might work, and who it will affect, is to be revealed in a prospectus scheduled for publication this month.
Work on the common core has been progressing since last year's Green Paper, Every Child Matters, highlighted the need for a common foundation of training and knowledge. Since then the Children's Workforce Unit has run a series of practitioner 'design groups' to identify key areas and appointed a steering council to oversee the strategic development of the initiative.
The core is underpinned by six themes - child and young person development; safeguarding children and promoting welfare; effective communication and engagement; supporting transitions; multi-agency working; and sharing information.
The information contained under these headings is designed to provide a training framework and minimum learning outcomes for all those who work with children and young people. In the long term it is meant to promote a child-centred approach based on access, honesty, trust and respect.
Exactly how this will impact on training in practical terms has yet to be outlined. Recently commissioned DfES research for the 'mapping of qualifications and training development across the children and young people's workforce' aims to determine how existing training and qualifications fit within the core framework. While many in the work- force already have the required range of skills, others will need additional training and support to reach the baseline level.
However, the common core will not herald a whole new series of training courses. A DfES spokesperson said, 'We want to see it gradually built into the induction of new entrants and into existing arrangements for employer-based training and staff development. It is not an outcome in itself, but a means of providing better services for clients.'
The next key task is to bring together a range of partners to develop the detailed technical work needed to establish a relationship between the common core and job-specific skills.
The Teacher Training Agency will assist in the development of the school workforce and it is expected that the core's learning outcomes will be embraced by the National Qualifications Framework, which could result in more flexible qualifications and expanded career opportunities for practitioners.
For example, early years practitioners' training could complement the careers framework for the school workforce, with those working in childcare going on to become teachers if they wish.
The draft can be viewed at www.dfes.gov.uk/commoncore.
