(a) The conceptual context

Objectives
(a) To make the workplace the focus of the Key Skills training programme by placing an STC (the Trainers) assessor in each workplace, full-time, to take charge of the training of all employees, using the resources provided at the workplace.

(b)To organise the delivery of on-site training at the convenience of trainee and employer.

(c)To use prior learning as a pivotal point in the whole process, especially as a means of motivating trainees during the induction period;

(d) To make effective use of the principle of sharing training grants equally with a company in return for placing a full-time assessor in that company. This pattern of operation allows companies to save of a considerable sum of money that can be invested in training which, in turn, benefits the training provider.

Target Group
The programme is aimed at trainee electronic engineers and production operators on Training for Work, Training Credits and Modern Apprenticeship programmes, plus the training of employees who do not fall into any of these categories. However, the principles can be applied in a range of contexts involving the re-entry of the unemployed into the world of work.

Players involved
(a) The trainees.
(b) The 'lead player' is the training provider, STC. All centre staff have received training for the implementation of Key Skills by awarding and lead bodies and extensive 'in-house training'
(c) Other appropriate, complementary providers either as deliverers or providers of specialist advice.
(d) Local employers.
(e) The Certificating-Awarding Body.

Results
(a) The most important result has been a significant number of trainees successfully completing the programme. The Centre has found that many trainees who begin this type of programme give up for many different reasons. The strategy of Individual Action Planning adopted on this programme targeted such individuals successfully.

(b) Key Skills are seen as an integral part of the training at work since all resources and portfolios are at the on-site training centre. All players now regard Key Skills as a very important part of the trainee's programme to further his/her career. Success has been particularly marked in the areas of Communication and IT, both of which have, in many areas, been neglected but are of paramount importance for the future prospects of a young electronics engineer.

(c) The trainees obtain the appropriate NVQ, including the key skills component.

(d) The strategy encourages a genuine partnership between trainee, trainer and employer.

 

(b) Recruitment/Selection Criteria

The training provider plays no part in the recruitment and selection process because all trainees are already employed by each company participating in the project. However, the companies are very careful in their selection of trainees as the training programme for all employees means a very large financial investment. The assessor in the workplace is involved; he/she and the human resources department of the company need to select the most suitable programme for each trainee.

 

(c) Training Programme/Curricula

Pre-training
As in Example 1, the training programme is closely linked to one of accrediting prior learning or achievement through an Individual Action Plan. This is set in the context of the induction programme. During the induction programme time is set aside for an interview to deal with the accreditation of prior learning. All the evidence may not be accredited as in some instances it is easier to assess again, but the Centre feels that the process is a valuable one for the motivation of the trainees. It is significant that, very often, trainees do not acknowledge the Key Skills that they possess because no apparent use has been made of them previously. Having to write down all his/her qualifications to date, to discuss them on a one-to-one basis where the interviewer is able to pick up on matters that will be relevant to the training, gives the trainee confidence that he/she possesses skills that will be of use on the programme and in work.

Basic Skill development
The whole NVQ training programme is predicated on the principle that, as a result of the comprehensive mapping of (a) individual trainee prior learning, and (b) the relationship between this and the Key Skill components/threads of the vocational qualification, trainees can be targeted with appropriate basic/key skills 'menues'.

(d) Instructional design

Classroom setting
The greater part of the training programme takes place 'on-the-job', at the workplace; a minority of time is devoted to 'off-the-job' training that takes place at the Centre. The classroom setting is one that facilitates autonomous learning, and thus is structured to allow individual trainee-trainer contexts. An important feature of the work is that there is this very close link between on-and off-the job training.

Team projects
Running through the whole programme, especially the individual and group project work, is the concentration upon IT. Even though evidence for Information Technology is the most difficult to obtain through the vocational route, STC feels strongly that these skills should be obtained as part of their NVQ qualification as they will be a necessity as their careers progress. Accordingly, the evidence for all the Key Skills is obtained through the vocational programme with some evidence gathered from integrated assignments or projects, stand alone programmes and open learning programmes. Each learning-assessment project therefore allows the underpinning knowledge delivered within the vocational units and the testing of that knowledge to provide practical evidence of the Key Skills.

Personal development exercises
·The whole teaching-learning programme is based upon the concept of 'empowerment of the individual trainee', resulting in the requirement for all trainees to develop a separate portfolio of evidence for Key Skills derived from 'total' learning and training. There are four reasons for this approach:

(a) a belief that the trainee attaches more importance to Key Skills and understands their value in all training and work if they have to produce a separate portfolio;

(b) although much of the evidence is taken from the vocational route, it givers the trainee a better understanding of exactly what he/she is going to present for the Key Skills qualification, and why;

(c) it means less tracking, as the Key Skills are presented in one portfolio;

(d) the trainee is able to see his/her personal development as the portfolio progresses.

Class discussion
Because most of the programme is workplace-centred, there is a limited use of class discussion. When used, it
(a) is the vehicle for a planned consideration of and feedback on the teaching-learning programme, or
(b) a discussion of issues which arise naturally out of the work context.

 

(e) Practical training

Exercises, work tasks and work experience placements
Almost all exercises result in the production of naturally occurring evidence generated in the workplace. In most cases, IT arises naturally in most exercises or tasks. Accordingly, all the assignments are fully integrated within the vocational unit at the workplace. The main function of the off-the-job training is to give the trainee the time and opportunity to consider his/her overall learning programme.

 

(f) Evaluation and feedback

· Evaluation of the trainee achievement · Evaluation of the Scheme

Evaluation of the trainee achievement
This is carried out by the STC assessor in the workplace. This means careful guidance and monitoring of trainees and less organisation as workplace assessors are not needed; it also provides continuity and a holistic approach to learning and assessment. It also means that training timetables can be more flexible and work around production. For example, on a number of occasions, a shipment did not arrive at a company and while production was halted, a team of trainers from SCT were called in to avoid time wasting; training was carried out and post training assessment completed.

Evaluation of the Scheme
The Scheme is thought to be successful on the following grounds:

(a) It meets the needs of both trainees and employers. Importantly, the emphasis upon the need to discover and build upon the trainee's prior learning and qualifications, means that the unemployed and returnees to employment are able have their 'qualification deficiencies' addressed in a positive way.

(b) Trainees see Key Skills as being a natural part of their working life skills.

(c) The tasks/assignments are not only relevant to the unit to which they belong but they also enhance the trainee's contribution to the workplace and give him/her a sense of achievement in being relevant''.

(d) The implementation of Key Skills reveals a genuine partnership between trainee, trainer and employer.

(e) The trainee achieves the vocational qualification with an enhanced view of the 'vocational'.

 

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