The context of 'Best Practice'

1. It is clear from a wide range of evidence that Key Skills have a major role to play in

preparing the young and middle-aged unemployed for employment; and
their re-entry into the world of work.

However, if these needs are to be met there must be a planned, coherent programme to bring together the wide range of good practice available. The ideal vehicle for this process could well be the 'TEPs'. In the case of the UK part of this KeyNet Project this means the North Wales TEP and, more generally, Wales. Such a process will require links at the macro level (for example, the North Wales TEP, and its associated TECs), at an intermediate level (the regional FE colleges, the unitary authorities) and locally (in schools and colleges), and a range of employers across all these scales. The aim should be to achieve the introduction and integration of good practices and key skills through a combination of:

Raising student/trainee/employee awareness and understanding of the importance of acquiring and using Key Skills.

Providing a support system for the unemployed, e.g. opportunities to practise Key Skills as they acquire them, even if they have not yet found employment.

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

Ensuring that the trainers/skill providers are aware of the employment situation and job opportunities.

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

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2. At a more practical level, the 'Key Skills Best Practice Project' suggests that Key Skills empower people in their attempts to enter/re-enter the world of work. They further indicate that Key Skills are best delivered if the following are achieved:

the trainee, trainer and employer are clear about the nature and purpose of Key Skills.

When they are employer-led, that is, where an employer (a) takes on an unemployed person or an apprentice, (b) utilises a 'provider' to deliver the training as necessary, and (c) confirms this through a 'contract' between the two, often facilitated by a local FE college.

Where there are links with the local FE college, or other provider, to supply assessor training.

When funding is made available so as to maximise the personal and skill development of the unemployed person by allowing her/him to undertake appropriate whole training programmes

The qualifications are understood and accepted by trainee and employer.

There is appropriate funding for the training-qualification programme.

To these should be added the opportunity to develop a 'networking' system and its use in dissemination and linking the various players in the process.

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Examples of best practice

3. There are a number of areas of potential difficulty in the delivery and assessment of Key Skills; however, a number of examples of 'good practice' are already evident within Wales generally, and in the North Wales TEP in particular. The detailed examples that follow highlight the ways in which four particular issues are being addressed:

The use of a 'portfolio' of student/trainee evidence.

The development of a teaching-learning-assessment strategy that targets under-achieving students and, through the development of a basic/key skills programme, helps prepare them for entry into the world of work and employment.

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 very important in the context of those over 40 years of age in rural areas, where they are often isolated.

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.

In each case, the principles and practices are equally applicable to the 17-23 year old unemployed and those 40+.

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  4. A word of caution, however. Analysis of a range of 'good practice' points to the conclusion that it is not feasible to define one all-embracing example of 'best practice' that would address all contexts. Nevertheless, the 'Key Skills Best Practice Project' already referred to, suggests that it is possible to isolate a number of 'common ingredients' which appear to figure in most successful projects. Taken together they could become a 'template' which indicates a number of principles by which successful strategies could be developed. Most 'successful' examples of good practice appear to address the following issues:

The need to have available suitably experienced staff, in sufficient numbers, dedicated to the design, delivery and assessment of Key Skills.

It is essential that adequate planning and preparation are carried out before the commencement of a Key Skills programme, e.g. evidence mapping and linking documentation should be devised together with the associated assessment and recording - in 'user friendly' format. Also, the development of complementary strategies for assessment in the work place.

A system that facilitates regular communication between student/trainers and employers.

At the commencement of a course, students/trainers should be introduced to the concept of Key Skills. Ideally, this is done through an 'induction programme'. This can lead to students/trainers accepting responsibility for finding opportunities themselves for evidence collection and for carrying out their own mapping, linking and tracking, wherever possible. In practical terms, students/trainees see are able to see Key Skills as an integral and important part of their training and future employability.

Assessment is made relevant and important to the students/trainers themselves i.e. they see that assessment both highlights the skills they possess and allows them to identify the gaps in their skills 'portfolio'.

The development of effective and manageable recording systems that show progress. They can be used by the assessor, are understood by the employer and can be developed by the student/trainee.

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5. The four detailed examples that follow illustrate a number of important facets of any Key Skills training programmes aimed at the young and older unemployed. They highlight the importance of involving a range of providers in the delivery programme, the active involvement of employers and, critically, the high status attached to training, assessment and qualifications. All too often in practice, training programmes have been identified with a continuation of education and training strategies which have already 'failed' the student or trainer. The examples show different, but equally successful approaches.

 

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