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Support to establish the starting point.

Skills for Life, the Move On approach – resources and support for Train to Gain providers Presented by – Jenny Pearman. Support to establish the starting point. Does everyone in your organisation see Skills for Life as an integral part of Train to Gain?

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Support to establish the starting point.

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  1. Skills for Life, the Move On approach – resources and support for Train to Gain providersPresented by – Jenny Pearman

  2. Support to establish the starting point. • Does everyone in your organisation see Skills for Life as an integral part of Train to Gain? • Acceptance of this as a goal influences every part of the Skills for Life process. • Making the business case to employers. • Positively engaging employees and using initial assessment and induction positively as part of this. • Thinking through staffing and the way you deliver. • Approaches to raising achievement.

  3. Why workplace English and maths up to Level 2? 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

  4. National Qualifications Framework

  5. The NVQ Level 2 challenge • Level 2 Performing Engineering Operations - 83% of units require numeracy skills at Level 2 • NVQ Level 2 Food Preparation and Catering - 84% of units require numeracy skills at Level 1 • NVQ Level 2 Trowel Occupations - 70% of units require numeracy at Level 2 • NVQ Level 2 Food and Drink Manufacturing - 70% require numeracy at Level 1.

  6. 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.

  7. Move On – free national resources.

  8. 1. Making the business case • Building on your knowledge of the requirements of your sector and the types of business. • Supporting the organisation’s particular development needs and linked to the vocational offer. • Health and safety, accuracy, efficiency, customer care. • Prompt completion of other training. • Flexibility, confidence, reduced staff turnover. • Prepared for progression and change.

  9. Cue questions for employers • Would your staff/business benefit from ...? • What are the skills and tasks your employees find difficult/need to improve? • What skills are needed to improve your business performance? • What skills/tasks do you want included in your Skills for Life training?

  10. Useful Tools • Cue questions / sector specific Skills for Life checklists. • Information on Skills for Life requirements for NVQs. • Case studies. • Statistics and examples of bottom line benefits. • Successful evaluations from previous work.

  11. 2. Engaging employees with SfL • A positive part of the training offer. • Show it’s relevant to job role and NVQ. • Show it’s needed. • Bonus of additional national qualifications. • Presented to employee by knowledgeable, confident and enthusiastic person – vocational assessor, ULR, supervisor, manager, successful learner/learner champion .

  12. Interactive awareness raising for your staff.

  13. 3. Your Skills for Life offer • Flexible delivery. What can your SfL team offer? What are the financial /practical constraints? • How do they link delivery to business needs and vocational training? • Flexible opportunities for accreditation - on screen on paper - on site - on demand? • What are the lines of communication between your team(s) - and with employers?

  14. Examples of models of delivery • Up front/pre-NVQ • Within NVQ training • Alongside NVQ training • Within NVQ + top up to ensure curriculum coverage • Delivery could be: • Regular • Variable or periodic to fit work and NVQ assessment requirements • Intensive – e.g. as part of an extended induction • All of these could include elements of: • Face-to-face training – 1:1, in twos or threes, in a small group • Independent/distance learning – supported by a tutor through email and telephone contact • Blended learning – a mix of taught and independent learning

  15. 4. Move On Learner Route – raising achievement

  16. Move On Hot Topics

  17. Example of national test question - literacy

  18. Example of national test question - numeracy

  19. Taking Stock: areas of development • Making the business case to employers. • Positively engaging employees • Using initial assessment and induction positively • Thinking through staffing and the way you deliver • Approaches to raising achievement

  20. Move On contacts • Jenny Pearman - Move On Adviser • Yorkshire and Humberside • tel. 07748 982743 • web site www.move-on.org.uk • e-mailjenny.pearman@tribalgroup.co.uk

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