Learning and Skills Council Skills for Life Quality Initiative 2005-06

1. Learning and Skills Council Skills for Life Quality Initiative 2005-06 Leading Work Based Learning Providers to deliver successful Skills for Life

2. Structure of the day • Where are we now? • issues for the sector • Where do we want to be? • features of outstanding practice • How do we get there? • learning from the best • managing the change

3. Aims of the day The day will enable participants to: • share experience in leading Skills for Life and managing a whole organisation approach • compare these experiences with outstanding and/or beacon colleges • identify achievable improvements to participants’ own systems and procedures • action plan to improve.

4. LSC funded Skills for Life

5. Targets and needs • 750k by 2004 • 1.5 million by 2007 • 2.25 million by 2010 • 5.2 million adults (16%) below literacy Level 1 • 14.9 million adults (46%) below numeracy Level 1

6. Progress against targets2001-2005 • 300% growth in provision • 7.8 million learning opportunities • … delivered to 3.7 million adults • … gaining 1.1 million qualifications • 2005 milestone exceeded by over 10%

7. Progress againstexpectations ‘The Skills for Life strategy has been highly successful’ LSC: Priorities for Success ‘one of our most successful strategies’ DfES: Stephen Marston, SfL Conference 2005 ‘a qualified success’ Ofsted: Skills for Life – One Year On ‘much of the foundation provision is going nowhere fast’ ALI CIAR 04-05

8. Towards 2010 What stays the same? • ‘remains top priority’ ‘no quick fix’ Phil Hope • ‘where economic and social policies best align’ Stephen Marston What changes? • Skills for Life Functional Skills • discrete  embedded • success for all  priorities for success • growth  impact

9. Functional skills: the 14–19 White Paper • ‘Achieving functional skills in English and maths must be at the heart of the 14–19 phase. These skills are essential to support learning in other subjects and they are essential for employment.’ • ‘Functional skills are those core elements of English, mathematics and ICT that provide an individual with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and at work.’

10. Functional skills: the Skills White Paper • ‘Too many adults lack the basics in literacy, language and numeracy, and do not have the platform of wider skills and qualifications to support sustained productive employability.’ • ‘Individuals of whatever age who possess these skills will be able to participate and progress in education, training and employment as well as develop and secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive contribution to the communities in which they live and work.’

11. Embedding … functional skills through GCSEs, diplomas, apprenticeships workplace delivery: • NETP roll-out • TU links • building on success (Sainsbury’s, Walkers) • flexible and responsive delivery extending access and reach: • different settings: extended schools • different agencies: BBC RAW • different experiences: e-learning

12. Priorities for success ‘Progress on Skills for Life must be sustained’ in the context of: • 14–19 reform, employer engagement, raising standards • reduction in funded adult provision • no growth planned in Skills for Life target outputs 06/07, 07/08 • increased contribution of employers and individuals in line with benefits received.

13. Priorities for success • Funding rate and eligibility unchanged • Review balance and mix • Shift funding from short programmes • Remove funding for standalone tests • ‘Council to review the basis for future funding of ESOL’ • ESOL change in 2007–08?

14. Impact Focus funds where they will … have most effect … and contribute to target Priorities for Success Comprehensive Spending Review … concerned with what works

15. ALI CIAR 2004-05 • ‘Foundation programmes should be the basis for success in other programmes of learning’ • ‘little improvement…failure to overcome critical weaknesses… situation continues’ • ‘work-based learning is the area where most progress has been made’

16. WBL 38% good or outstanding 19% unsatisfactory Two grade 1s Clear improvement ALI CIAR 2004/05 Colleges 40% good or outstanding 9% unsatisfactory Six grade 1s Worse grade profile than 2002 Foundation performance 2004/05

17. 2003 Joint review: continuing themes • Poor management of LLN, especially around quality • Management responsibility not clearly allocated • Weak links between LLN and vocational curricula • Underdeveloped and poorly skilled tutors • Rigorous, learner-centred delivery • Inadequate quality assurance

18. Fundamental weaknesses • Rates of progression – L&N ‘significant barrier’ • Support for learners with L&N problems – despite improved initial assessment • Learner understanding of IA outcomes in terms of employability or work tasks • Staff qualifications and expertise, including L&N • Assessment rather than learning • Use of practical and learner-focused contexts ALI CIAR 2004/05

19. Teaching teams need to… • treat core curricula as framework not straitjacket • use cc flexibly not rigidly • set meaningful learner targets • use and adapt learning materials well • use real situations and tasks to develop skills • recognise and address specific learning difficulties. ALI CIAR 2004/05

20. Managers need to… • recognise the ‘wide-ranging impact of LLN’ • evaluate foundation programmes more critically • ensure making it better is given higher priority • ‘identify clear improvement measures’. ALI CIAR 2004/05

21. Recent inspection strengths • Very good teaching and learning • Very good progression and achievement • Responsive and flexible provision to meet individual needs • Wide range of learning activities • Effective partnership work with external agencies and employers to enhance learning • Highly innovative methods to engage learners • Very good advice, guidance and support for learners • Very good vocational and personal support for learners

22. What do successful WBL providers share? 1. Recognise the Skills for Life achievement and progression bonus 2. Keep everyone informed, involved and interested 3. Start with the individual learner 4. Keep Skills for Life relevant and real 5. Find people with the right approach, build the skills 6. Fit delivery around each employer 7. Check quality all the time • Use systems that everyone understands • Share what works 10. Don’t settle for less than best