Models of delivery for Skills for Life within Train to Gain

1. Models of delivery for Skills for Life within Train to Gain

2. Aims: • To explore different models of delivery. • To develop effective models to respond to employer and employee needs.

3. Delivery needs to be: • accessible • directly relevant to NVQ/job role • responsive to candidates’ starting points and needs • successful in preparing candidates to achieve national qualifications • planned, guided, taught or supported by skilled and appropriately qualified staff • monitored and evaluated • affordable.

4. Key factors in developing delivery models • time available • staff release • shift patterns • operational priorities, e.g. peak time work activity • funding • competing with other priority training • appropriate training location • resources available, e.g. IT • availability of suitably qualified and experienced staff

5. Will it be offered: by yourself, or with a partner organisation? ‘up-front’ prior to NVQ or as extended induction? alongside the NVQ? embedded within the NVQ? as standalone training? as blended learning – a mixture of face-to-face and independent learning? The delivery offer

6. What model(s) of delivery do you/will you use? • What actions do you need to take to develop these? • What resources will you explore?

7. Move On Carefully literacy and numeracy • Delivery model – standalone/pre-NVQ • Key drivers: • increased paperwork and regulations requiring effective communication skills in the workplace • introduction of NVQ in Care Level 2 as mandatory training • Key factors informing chosen models: • staff perception and buy-in • staff release and cover • viable group numbers for small companies

8. Move On taxis – embedded NVQ-blended approach • Delivery model - embedded NVQ-blended approach • Key drivers: • commitment by stakeholder consortium to develop and promote professional development opportunities for taxi drivers • focus on health and safety, disability awareness and effective customer service • VRQ in Passenger Transport introduced as mandatory • Key factors informing chosen model: • resistance of drivers - fear of learning and time commitment - ’time means money’ • links and relevance to vocational training

9. Move On in the NHS – e-learning • Delivery model - e-learning • Key drivers: • to equip NHS staff with the confidence and skills to address the challenges of the Knowledge and Skills Framework • Skills Pledge commitment of trusts • Key factors informing chosen model: • time available to release staff • shift patterns • expertise available to support development of e-learning model