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Increasing the engagement and achievement of Skills for Life within Train to Gain – broker workshop

Increasing the engagement and achievement of Skills for Life within Train to Gain – broker workshop. The workshop aims. To explore the knowledge and strategies needed for the effective promotion of Skills for Life within the Train to Gain Service.

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Increasing the engagement and achievement of Skills for Life within Train to Gain – broker workshop

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  1. Increasing the engagement and achievement of Skills for Life within Train to Gain – broker workshop

  2. The workshop aims • To explore the knowledge and strategies needed for the effective promotion of Skills for Life within the Train to Gain Service. • To develop and share strategies for overcoming barriers and building partnerships for the effective engagement of employers and achievement of employees within Train to Gain. • Provide information and strategies which will support Brokers in their achievement of elements within the Skills Broker Standard

  3. This workshop and the broker standards • In terms of what you need to know: • advice, learning and development solutions for clients: including Skills for Life (b1) • The training provider infrastructure: FE/independent training providers (b2) • The framework of training and development delivery: funding packages, eligibility of employers and individuals (b3)

  4. In terms of what you need to show: • Make the linkages between improved business performance and the contribution of skills (a1) • Identify specific skills solutions in relation to business goals (a2) • Proactively network and search new solutions (a3) • Be the catalyst for action: act as interpreter between client’s needs and the “language” of qualifications (a6)

  5. Brokers will have the opportunity to: • understand SfL levels, content and qualifications and the likely scale of “need” • recognise the importance and benefits of SfL as part of the whole business organisational planning process and for vocational achievement within Train to Gain • consider how this is presented to employers and employees as an integral part of Train to Gain – a positive opportunity for many, rather than a deficit ‘additional support’ model • share materials to make the business case • understand the range of delivery options for SfL within Train to Gain and consider how to develop knowledge of their provider offer and match this to employer expectations.

  6. Skills for Life – clarifying definitions • Sorting out the terminology: basic skills, key skills, Skills for Life - literacy, numeracy and language • The functional English and maths skills used in every day life and work at all levels up to and including Level 2 • ESOL – English as a Second Language (language and literacy)

  7. National Qualifications Framework

  8. Level 2 – the benchmark for a modern society 44% 14.1 m adults 25% 8 m adults 20% 6.4 m adults Level 2 Level 2 56% 17.8 m adults 75% 23.9 m adults 80% 25.5 m adults Literacy Numeracy Literacy/numeracy

  9. Supporting achievement of the national drivers World Class Skills World Class Skills Get On At Get On At The UK to become a world leader in skills The UK to become a world leader in skills Work Work Develop basic functional skills Develop basic functional skills Full Level 2 Full Level 2 Positive Positive of literacy and numeracy of literacy and numeracy (e.g. 5 (e.g. 5 GCSE GCSE ’ s s A A - - C) C) promotion and promotion and enabling of enabling of The Skills Pledge The Skills Pledge workplace SfL workplace SfL development development Employer commitment to raising the skills of Employer commitment to raising the skills of the workforce the workforce PROMOTE PROMOTE A shift in the balance of A shift in the balance of More than 40 per cent More than 40 per cent intermediate skills from intermediate skills from of adults qualified to of adults qualified to ENGAGE ENGAGE Level 2 to Level 3 Level 2 to Level 3 Level 4 and above Level 4 and above TRAIN TRAIN The Training Quality Standard The New Standard Best organisations delivering training Best organisations delivering training FLEXIBLE RELEVANT RESPONSIVE FLEXIBLE RELEVANT RESPONSIVE

  10. The Level 2 Challenge • NVQ level 2 Performing Engineering Operations • 100% of units require reading skills at level 2 • 65% of employees in this sector are estimated to • have literacy skills at Level 2+ • 83% of units require numeracy skills at level 2 • 40% of employees in this sector are estimated to • have numeracy skills at level 2+

  11. Challenges for you? • Making the business case for SfL to employers • Referring to providers who can meet employer needs for SfL delivery • Engagement and achievement of learners in SfL once referrals made • Follow up, trouble shooting, evaluation, evidence of success. • Any others?

  12. The Move On approach • A positive opportunity for everyone – part of the training offer, not extra help with a problem • Focus on relevance to job role/NVQ • Added value of an additional national qualification • Clear identification of where LLN occurs in NVQ/ job role to ensure relevant skills are developed effectively

  13. Skills for Life in Yorkshire and the Humber Hilary Cocking

  14. Skills for Life Targets • Skills for Life Targets • Improve the basic skills of 2.25 million individual learners by 2010 • 250,00 individuals improved literacy, language or numeracy by 1 level in Y & H since 2001 • Following Leitch review by 2020 - 95% working age population E3 Numeracy - 95% working age population L1 Literacy • This represents a fourfold increase in delivery. • Estimated number of adult population in Y & H at Numeracy Entry Level 2 or below 665,680 • Estimated number of adult population in Y & H at Literacy Entry Level 3 or below 383,146

  15. Leitch Milestones • Yorkshire and the Humber Numeracy and LiteracyMilestones Aims • Level trajectory to 2011 then huge increase in numeracy growth to 2020

  16. Priorities for Yorkshire and the Humber • Priorities • Leitch numeracy and literacy aspirations • Numeracy provision development and promotion • Ensuring sufficient qualified teachers to meet demand • Train to Gain – Integrated and stand alone SfL provision • Integration of literacy and numeracy learning as and when needed by learners and employers • Learner progression routeways • Meeting learner and employer needs and requirements • Whole Organisational Approach • Learning and Skills Improvement Services (QIA) Quality Improvement Programme

  17. HOW WE FUND BASIC SKILLS IN TRAIN TO GAIN

  18. ELIGIBILITY WITHIN TRAIN TO GAIN • Can be funded as a stand-alone qualification or to support achievement of a first full Level 2 • Basic Skills provision can precede or run concurrently with a Train to Gain qualification • Approved Basic Skills qualifications = • Certificates in Adult Literacy and Numeracy, and; • Certificate in ESOL Skills for Life All available at entry Level (e1, e2, e3), level 1, level 2 • ESOL for work (available at entry level 3 and level 1) • Both Literacy and Numeracy needs are fully funded • Progression now eligible (from August 2008) to meet learner need – all progression is funded • Prior qualifications will not be taken into consideration where a basic skills need or ‘refresher’ has been identified.

  19. FUNDING METHODS New for August 1st 2008 Train to Gain funding (i.e. Types B and C) • Fixed rate payment (£772) for Certificates in Adult Literacy and Numeracy. • Certificate in ESOL Skills for Life and Certificate in ESOL for Work has a fixed rate payment but less an employer contribution. • Payments in two instalments • 75% paid over the months related to planned end date • 25% on achievement • No achievement means • No achievement funding • No wage compensation (where appropriate)

  20. TRAIN TO GAIN FUNDING Eligible Basic Skills qualifications: Certificate in Adult Literacy (Entry level, Level1, Level 2) Certificate in Adult Numeracy (Entry level, Level1, Level 2) Certificate in ESOL Skills for Lifeat Entry Level (E1,E2,E3), Level 1, Level 2 Certificate in ESOL for Workat Entry Level 3, Level 1 Discrete Train to Gain Funding (80%) using new funding rates and arrangements Type B Type C Discrete Train to Gain funding (20%) for in year regional response

  21. Train to Gain/ Basic Skills – the current position • Brokerage - 07/08 (financial year) – 2167 referrals (.4 per employer) - 08/09 (so far) – 1412 referrals to September (.8 per employer) • Learners 07/08 – (academic year) - 4668 starts (70% in last four months) - 1657 achievements • Skills for Life – an integral part of Train to Gain

  22. Why the broker role is key • To ensure we deliver the regions sector based approach to brokerage • Meeting the needs of your sector/sectors • To raise the profile of Basic Skills with employers • To raise the importance of addressing workforce Basic Skills needs • Be familiar with the barriers to take up and prepare to challenge • A role to play in ensuring Basic Skills is integrated into Train to Gain • To understand the link between Basic Skills and successful progression Your role is key

  23. Making the whole organisation business case • Promotion Engagement Training • Get On At Work is a practical approach that offers an • effective solution to meeting organisational improvements • and business objectives such as: • meeting health and safety requirements • increasing productivity and improving quality • achievement of mandatory training, e.g. NVQ • reducing absenteeism • reducing errors/wastage • contributing to an Investors in People award • improving customer relations • being seen as a learning organisation.

  24. Making the business case sector by sector • Building on your knowledge of the requirements of your sector and the types of business. • Linked with the organisation’s particular development needs and linked to the vocational offer.

  25. A sector example The Site Safety Certificate • Reading for meaning. • Finding the key point in a sentence or paragraph. • Using contents and index to locate sections. • Decoding unfamiliar words. • Familiarity with multiple choice questions.

  26. Engaging employers • Cue questions to show relevance of Skills for Life to job roles and NVQs and overcoming objections. • Likely levels of “need” and what that means for the employer’s business. • Possible delivery models. • Case studies and examples to show benefits.

  27. Knowing how employers can make a positive offer to their staff Learning at work Workplace English Workplace Maths Skills MOT Not like school Do a skills check Feel more confident Need a qualification? Gain an advantage A great opportunity . . . Enhance your prospects Your chance . . . Would you like the opportunity to . . .

  28. Identifying the range of employees who would benefit from English and maths training.

  29. Resources to support you.

  30. Introducing the intermediary route

  31. Accessed by you – introduced to others

  32. Move On Learner Route – numeracy

  33. Knowing about the Skills for Life Offer • What do providers offer? What are the financial/practical constraints to their flexibility? • How do they link SfL delivery to business needs and vocational training? • Do they offer SfL accreditation on screen – on paper- on site – on demand • Achievement rates/success stories/case studies to share?

  34. Key messages Training should be: • relevant – programme developed in agreed context • flexible – delivery model negotiable • accessible – can be delivered on site, times negotiable • Integrated within NVQs, where relevant • evaluated - benefits to employer demonstrated

  35. A good Basic Skills provider will be: • One which has achieved good quality OFSTED grades • Responsive to both employer and employee requirements • Able to carry out a thorough initial assessment including identification of the workplace Skills for Life development needed. • Able to understand the workplace context • Able to develop a clear learning plan for each learner based on his/her skills profile • Able to contextualise and embed literacy and numeracy into the delivery of a qualification and deliver success in the national certificates

  36. Possible delivery models • ‘Stand alone’ contextualised SfL training • Linked, alongside, or integrated into NVQ or other training • Partly within NVQ with some ’top up’ SfL sessions • Regular sessions- 1hr, 3 hrs, whole day……. • In a block, weekly, at specific point within a training • programme, flexibly according to need…… • Blended learning – a mixture of face to face teaching and independent study…… • By a SfL tutor • By a SfL tutor and vocational assessor working in partnership…..

  37. Knowing something about models of Embedding • Pre-course or ‘upfront’ development of LLN skills related to/required for vocational context • LLN skills developed in the same session as vocational skills. • LLN skills in separate sessions, closely linked to vocational skills. • LLN skills developed in vocational sessions. Preparation for testing delivered along side or as follow on short course

  38. What actions can you take ? • For everyone in the team to sell SfL effectively as an integral part of the Train to Gain service. • To know enough about the SfL delivery offer of providers to refer appropriately. • To make sure SfL referrals are followed up and lead to engagement. • To gather evidence of the benefits of SfL to job performance and NVQ achievement?

  39. Move On contacts Jenny.pearman@tribalgroup.co.uk • tel. (07748) 982743 • web site www.move-on.org.uk

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