'Best Practice' - a problem

There is no ONE example of good practice in the re-integration of the target groups in the labour market.

Rather, there are a number of examples of good practice in specific parts of the overall programme. Some parts of the programme have more examples than others (are they easier to address?)

In order to try to get an overall coverage we need to divide the whole KeyNet programme into its component parts.

This has been attempted and gives 5 distinct but inter-connected parts.

 

The Components

Strategies to raise student/trainee awareness of the importance of key skills.

The provision of a support system for the unemployed as they acquire a range of key skills.

Raising employer awareness of the importance of key skills in developing job-specific skills, enhancing transferable skills and raising trainee confidence levels.

Ensuring that trainee/skill providers are aware of the employment situation and opportunities locally, regionally, nationally.

Developing appropriate accepted qualifications, especially those that recognise positive achievement.

 

The Context of 'Best Practice'

Key skills are best delivered if the following underpin all strategies:

Those involved are clear about the nature and purpose of key skills.

Programmes are employer-led or influenced.

Where there are links between the provider, the local college and the employer.

Where there is adequate funding of the trainee.

When the qualifications are understood and accepted by trainee AND employer.

Where there is appropriate funding for the training-qualification programme.

 

Examples of 'Best Practice'

The examples highlight the ways in which three particular issues are being successfully addressed.

1. The development of a teaching-learning-assessment strategy that targets under-achieving students, aged 16-19, through a basic/key skills programme. It aims to prepare them for entry into the world of work.

2. The integration of local key skills training within an overall vocational programme being followed by trainees in widely scattered and/or small firms. This is an important strategy for those over 40 years of age in rural areas.

3. The involvement of employers in key skills training programmes in such a way that they feel they have a 'stake' in it, do not feel that they are merely an adjunct to the formal educational and training system, and believe that they are contributing to the targeting of potential employees.

 

What makes for a 'successful' example of 'Best Practice'

Suitable experienced staff.

Adequate planning and preparation before beginning any key skills programme.

Regular communication between students/trainees and employers.

A key skills induction programme.

Relevant and meaningful assessment programmes.

The use of simple, effective and manageable recording systems.

Adequate funding for the trainee/student.

 

Examples of 'Best Practice'

1. The WJEC's FIRST SKILLS AWARD

2. University of Wales, Bangor's programme to enhance working relationships between trainees, trainers and employers in ensuring the full integration of key skills within vocational training.

3. STC Treforest's strategy aimed at developing a programme for the evaluation of appropriate prior learning, the use of well-qualified trainers, and workplace-based training programmes.

 

THE FIRST SKILLS AWARD

A competency-based qualification aimed at students, trainers and adults with a wide range of learning needs for whom current learning and training programmes are either unrealistic or inappropriate, or who are risk of being excluded from the wider educational and training opportunities.

It is designed to ensure progression from basic skills into key skills through conextualised learning and to prepare learners for transition and progression into other families of training and qualifications.

It aims to motivate and reduce drop-out rates.

The focus of learning is a combination of life and key skills within a vocational and employability context.

Evidence generation is based on the principle of 'fitness for purpose'. Tasks have been designed that are sensitive to the ability and needs of the learner and which allow progression.

 

UNIVERSITY OF WALES, BANGOR: THE INTEGRATION OF KEY SKILLS WITHIN TRAINING PROGRAMMES

Aimed at trainees and the recently unemployed on a Modern Apprenticeship Programme in Care and Child /Care.

Designed to enhance the working relationships between trainees, trainers and employers so as to ensure the FULL integration of key skills within vocational training.

In the process, train 'mentors' in the workplace, allowing them to gain qualifications themselves.

Allow trainees to gain an overall qualification, NVQ level 3, of which key skills form an important part.

'The tasks enhance the trainee's contribution to the workplace and give her/him a sense of achievement in producing studies and documents that make everybody's work easier. It also provides a good trainee with evidence to show the care and inspiration s/he has received from both the training centre and the workplace and the personal commitment needed to produce a portfolio of a very high standard.' (Evaluation Report)

 

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