2.1 Are there identified deficiencies of 'key skills' in the target groups?
Chapter 1 outlined the diagnostic phase of the KeyNet Project during which it became evident that there is, at both a local and national level, clear deficiencies in 'key skills' among the target groups. A number of these deficiencies were highlighted.

A number of general points may be made about these findings:

There are two types of 'key skills deficiencies': (a) deficiencies or weaknesses in competence in each of the individual key skills; and (b) deficiencies in the provision of teaching or training provision. Both were evident in the North Wales TEP. (It should be noted, however, that the corollary also holds true - there were examples of high levels of achievement in the key skills and of 'good practice' in their delivery.)

In the first category, there is a limited competence in all of the six listed key skills, but it is most marked in application of number and IT. But this is something of an over-simplification, and it is important to raise a number of 'variations' to this general pattern. The main variations are,

      (i) a general weakness in communication skills, a weakness that becomes more marked in the over-40 age group;

      (ii) a general weakness in application of number in both of the target groups;

      (iii) relatively poor performance with the over-40 year olds in IT skills. This was not so apparent with the 16-23 age group;

     (iv) far more training is needed in 'Working with Others' and 'Improving Own Learning and Performance'

It is obvious that an individual's strengths and weaknesses in the key skills is, to a large extent, heavily influenced by the type and quality of education received, when and where it was received.

In the context of the 'delivery of key skills', deficiencies were most marked among those individuals, in both target groups, who had received an 'academic' education and no 'vocational' training, and least marked among those who had received some kind of vocational or occupational training, i.e. GNVQ or NVQ.

The problem has been addressed in the government publication 'An Education and Training Action Plan for Wales' (March, 1999), already referred to, in which it is pointed out that part of the deficiency problem arises from the fact that 'the skills that employers most value are complex. They are the ones which are transferable across most jobs and can be updated by training throughout working life….They are about lifting expectations and progressively improving attainment…. They are the basic, key and generic skills.'

2.2 Are there examples of good practice?
The North Wales TEP is particularly fortunate in the number of examples of good practice evident in schools, colleges and among training providers. To a large extent this is a result of the long history of research and development of a number of the local authorities within the TEP. They have gained a reputation for developing innovative training programmes. At a general level, there are examples of good practice in which programmes aim to:

raise the key skills awareness of 'small' employers.
assist work place assessors in coming to terms with the demands of assessment, especially independent, context-free assessments.
spread good practice among trainers.

At a more specific level, the following centres have developed examples of good practice in the identification and delivery of key skills:
NEWI at Deeside and Wrexham;
Llandrillo College;
Coleg Gwynedd; and
Coleg Pengraig.
Electonically focused programmes have been developed at the Llangefni Resources Centre on Anglesey.

In addition, Coleg Gwynedd, Coleg Pencraig and the Langefni Resources Centre are important players in developments in the context of the Welsh language.

 

The context of 'Good Practice'
Evidence collected for this Report, together with work carried out for both 'Future Skills Wales' (North Wales), and the 'Key Skills Best Practice Project' suggest that Key Skills have a major role to play in

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

However, if these needs are to be met it is obvious that there is a need for a planned, coherent programme set within the context of 'the region', in this case the North Wales TEP. This requires links at the macro level (the North Wales TEP, the TECs), at an intermediate level (the regional FE colleges) and locally (in schools and colleges, and in association with a range of employers). The aim should be to achieve a combination of:

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

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.

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

developing appropriate, recognised qualifications which recognise achievement.

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:

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

Key Skills are most effectively delivered, particularly among the older unemployed, if they are employer-led, i.e. 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.

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

Funding is made available to maximise the individual 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.

 

The Examples
Evidence already referred to highlights a number of areas of potential difficulty in the delivery and assessment of key skills; on the other hand, a number of examples of 'good practice' are already evident within Wales generally, and in the North Wales TEP in particular. 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.

The two detailed examples that are linked to here illustrate a number of important facets of Key Skills training programmes aimed at the young and older unemployed, especially -

the importance of involving a range of providers in the delivery programme;
the value attached to 'training the trainers';
the need for the active involvement of employers; and,
critically, the high status attached to the close links between 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 successful approaches to the isuue.

Example 1: University of Wales, Bangor (Training Section) This example illustrates the value of close working relationships between trainee, trainer and employer in ensuring the full integration of Key Skills within the vocational pathway to the mutual benefit of the trainee, employability and the work place.

 

Example 2: STC, Treforest (Note: this example of 'best practice' is located in south Wales, outside the North Wales TEP, but has been included because it complements the Bangor example, and is a good model for use within the exemplar region) This example illustrates the importance of (a) the evaluation of appropriate prior learning, (b) the use of well-qualified trainers, and (c) workplace-based training programmes in the delivery of effective key skills programmes.

 

Other examples of good practice
There is a significant range of further examples of good practice in the North Wales TEP of which the following are especially significant:

North East Wales, Deeside College, Connah's Quay:
Recruitment of peripatetic Key Skills specialists for the assessment of key skills in the workplace.

North East Wales, Yale College, Wrexham:
College Learning Resources Centre used to provide Open Access for Employers, and outreach to the community for Key Skills development.

North West Wales, Coleg Menai:
The establishment of a learning support unit for the implementation of Key Skills across all courses in the college.

North West Wales, NWT, Colwyn Bay:
The Appointment of a Key Skills Co-ordinator to support the implementation of Key Skills throughout all routes. The development of appropriate documentation across all routes.

Taken in total, the examples of good/best practice listed and discussed above, suggest that for a strategy to succeed and for key skills to be delivered effectively, the following must be present:

Those involved must be clear about the nature and purpose of key skills.
Programmes should be employer-led or influenced.
There are links between the provider, the local college/training institution and the employer.
There is adequate funding for the trainee (often unemployed).
The qualifications are understood and accepted by trainee and employer.
There is appropriate funding for the training-qualification programme.

The examples of good practice discussed above illustrate the policies and procedures that appear to facilitate the entry and re-entry of the unemployed into the world of work. Taken together, they include the following: 'customised' teaching-learning programmes - ideally, they should be individualised. They should be capable of use in a range of contexts, including with those unemployed and with responsibility for looking after a family and running a home. A sensitive use of a well-defined programme targeting prior learning and experience an its converse, lack of any experience. A good balance of on- and off- the job training. Trainers and assessors who are accessible to trainee and employer. A system which raises the status of Key Skills in the eyes of the unemployed, the trainee and the employer. An appropriate, publicly accepted Key Skills Qualification. Appropriate funding for the trainee and the training programme.

 

2.3 Can key skills development be included in technical skills training?

The short answer to this question is 'Yes', but there is another response, too - one of the most effective ways of delivering a key skills programme, thereby developing key skills competencies, is in and through technical skills training. The diagnostic work for the KeyNet Project indicated clearly that, ideally, technical training, and all types of teaching and training programmes can serve as vehicles for the deliver of a key skills programme. The process by which this may be achieved (the 'How?') is illustrated in the diagram below.

 

Starting point The student/trainee's main learning/training programme,e.g. academic subjects, vocational preparation, apprenticeships Signposting The teacher/trainer indicates points in the main programme where the student/trainee can acquire naturally occurring evidence that they have achieved key skills competence Build up a portfolio of evidence Supplemented by a log book. Assessment The use of an assessment instrument to see if the acquired key skills are indeed generic and transferable

 

The last stage, 'Assessment', in this process allows the trainer and employer to discover the validity and success of the complete training programme for all those involved. Effective assessment allows a range of questions to be answered by:
those who have received the training (the student/trainee/unemployed);
those who provided it (the teacher/trainer);
those who have funded the process (individual/local or central government/industry); and
those who will 'receive' the trainees (further and higher education/the employers).

 

back | top | next