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BASIC SKILLS WORKSHOP

BASIC SKILLS WORKSHOP. Version 2 (June 2008). WELCOME. WORKSHOP OBJECTIVES. Build on information on Basic Skills from the induction workshop in order to deliver the Train to Gain Service more confidently

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BASIC SKILLS WORKSHOP

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  1. BASIC SKILLS WORKSHOP Version 2 (June 2008)

  2. WELCOME

  3. WORKSHOP OBJECTIVES • Build on information on Basic Skills from the induction workshop in order to deliver the Train to Gain Service more confidently • Provide knowledge input which will support Brokers in their achievement of elements within the Skills Broker Standard The workshop aims to address the following standards: In terms of what you need to know: • Advice, learning and development solutions for clients: including Basic Skills (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. WORKSHOP OBJECTIVES 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. WORKSHOP OUTCOMES • Understand what Basic Skills are • Be able to identify and raise any potential workforce Basic Skills needs with employers • Be equipped to broker appropriate provision based on knowledge and understanding of learner and Basic Skills eligibility criteria • Understand the regional and local provider network for Basic Skills • Be able to ensure that employee needs are met appropriately

  6. AGENDA • Welcome • Warmer session: What is it like to have a Basic Skills need? • Basic Skills Definitions and the Impact of Basic Skills Needs on the Workplace • How to Identify Basic Skills Needs: The Employer Visit (group listening exercise) • How We Fund Basic Skills Needs in Train to Gain • Basic Skills in the Region • How to Broker Appropriate Provision: business scenarios group analysis • Closing session: questions and evaluation

  7. FACILITATORS

  8. SESSION 2: WARMER Presented by

  9. WHAT IS IT LIKE TO HAVE A BASIC SKILLS NEED? • How did it make you feel on hearing the person speaking an “unknown” language? • How did doing the activity make you feel?

  10. SESSION 3: BASIC SKILLS DEFINITIONS AND THE IMPACT OF BASIC SKILLS NEEDS ON THE WORKPLACE Presented by

  11. BASIC SKILLS DEFINITIONS 1) What do we mean by “Skills Needs” in: • Literacy • Numeracy • ESOL

  12. WHAT DO WE MEAN BY SKILLS NEEDS IN LITERACY, NUMERACY AND ESOL? • Literacy: mainly native English speakers, might have difficulty in writing down phone messages • Numeracy: Generally practical application of ‘maths’ skills. Might be shown by not being able to budget, or have poor time keeping • ESOL: English for Speakers of Other Languages, or just language. Someone with an ESOL need might also have literacy problems

  13. BASIC SKILLS - BARRIERS In your groups: Discuss what barriers a Basic Skills need might cause in the workplace and write notes. Also consider what the benefits are to the business in improving them. Consider: • Literacy • Numeracy • ESOL Choose one person to feedback in your group.

  14. BASIC SKILLS - BARRIERS Literacy: poor communication (written, verbal) affects levels of customer service, degree of professionalism, image of companyunable to listen to caller on telephone/take messages, or give accurate instructions,unable to read health and safety/warning notices; could result in error in production /procedures or inefficiency ESOL: (all of above)poor communication as result of incorrect pronunciation, incorrect/inappropriate use of languagecultural and social misunderstandings based on difference in beliefs, morals and attitudes Numeracy:incur a loss of time/money: unable to make any calculations accurately (incorrect invoicing/payments, quotations, discounts)Miscalculation of working hours on timesheetnot being able to make time plans (inefficiency)unable to weigh or measure quantities

  15. SESSION 4: IDENTIFYING BASIC SKILLS NEEDS - THE EMPLOYER VISIT (MERCHEM) Presenter Date

  16. THE EMPLOYER VISIT Read the handout Listen carefully to the recorded interview between a Skills Brokerand an employer Consider: • What might the Basic Skills needs be? 2) You are the line manager for the Skills Broker; • How you would you assess his performance? • what you would you have done differently?

  17. THE EMPLOYER INTERVIEW • Basic Skills needs:combination of needs possible; Marylin may have numeracy or literacy needs, unclear what qualifications staff have - so there may be potential for embedded Basic Skills training 2) Skills Broker performance:unprofessional, does not follow up each line of thought, insufficient solutions/specifics (like timescales), inappropriate introduction, approach to engagement defensive, doesn’t listen to the employer, little management of expectations, makes assumptions about staff

  18. SESSION 5:HOW WE FUND BASIC SKILLS NEEDS IN TRAIN TO GAIN Presenter Date

  19. ELIGIBILITY WITHIN TRAIN TO GAIN • Can be funded as a stand-alone qualification or to support achievement of a first full Level 2 • 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) • Basic Skills provision can precede or run concurrently with a first full Level 2 programme • Both Literacy and Numeracy needs are fully funded – in 2008/09 expect all learners to be assessed for numeracy needs • Achievement of only one level of qualification per subject is eligible for funding through discrete Train to Gain budget

  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. OTHER FUNDING OPTIONS • This funding can be used to fund learners progression for additional levels in: • Certificate in Adult Literacy • Certificate in Adult Numeracy • Certificate in ESOL Skills for Life • - Certificate in ESOL for Work Type A Mainstream Further Education (FE) allocations through the Adult Learning budget

  22. DIFFERENCES IN FUNDING METHODS • Mainstream Further Education funding (i.e. Type A) • Based on guided learning hours (glh) • Includes a 10% achievement element • Payment for partial achievement • Monthly payments on profile

  23. DIFFERENCES IN FUNDING METHODS New for August 1st 2008 Train to Gain funding (i.e. Types B and C) • Fixed rate payment 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 assured 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)

  24. BASIC SKILLS IN THE REGION Presented by Date

  25. KEY INFORMATION FROM REGION

  26. REGION’S LEVEL OF NEED

  27. OVERVIEW OF PROVISION

  28. REGION SKILLS FOR LIFE ACTION PLAN

  29. WHAT MAKES A GOOD TRAIN TO GAIN PROVIDER?

  30. A GOOD PROVIDER WILL BE:

  31. PROVIDERS

  32. SESSION 7: HOW TO BROKER APPROPRIATE PROVISION - BUSINESS SCENARIOS

  33. BUSINESS SCENARIOS 1) In your group read through the business scenario allocated 2) Write some notes focusing on the questions: • The possible Basic Skills needs (or other training needs) • What funding stream you’d access monies from • The questions you’d raise or the solutions you may propose to the employer (including where you’d use to source training provision) 3) Discuss your ideas with your colleagues 4) Now discuss and compare your solutions with one person from the group that has the same scenario as you 5) Choose one person in each group to feedback to everyone

  34. SESSION 8: CLOSING SESSION

  35. QUESTIONS

  36. WORKSHOP OUTCOMES • Understand what Basic Skills are • Be able to identify and raise any potential workforce Basic Skills needs with employers • Be equipped to broker appropriate provision based on knowledge and understanding of learner and Basic Skills eligibility criteria • Understand the regional and local provider network for Basic Skills • Be able to ensure that employee needs are met appropriately

  37. EVALUATION

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