The KeyNet Project provided the opportunity for a transnational analysis of the nature, problems and possible solutions to the problem of long term unemployment among those aged 16-23 and over 40. From the outset, it was obvious that an important, initial task centred on the need for definitions and objectives common to all four participants in the Project, i.e. Germany, Greece, Sweden and the UK. The Project's three phases produced important strategies and products.

The first phase, the 'diagnostic phase' saw the build up a data on each of the TEPs, resulting in the development of socio-economic profiles, the construction of 'deficiency models' for each, accompanied by a 'needs analysis'. This highlighted the fact that a 'key skills deficiency' was evident in each TEP.

The second phase focused on 'key skills development', and ways by which efficient training programmes could be developed. The work was based upon the construction of a 'good practice' portfolio that could be consulted and used by teachers and trainers.

The third phase addressed the issue of 'assessment', that is, how can we set up systems to determine the success of both individual's on training programmes and the programmes themselves. The result was the 'Assessment Guide'. The final phase looks back at the information drawn from the three earlier phases and suggests a range of strategies that may be or should be developed within each partner country, and others, if there is to an effective and valid key skills programme. What is required at the outset is a 'needs analysis' of the skills requirements of each country or region. This will provide the platform for the four specific action programmes outlined below.

Four main areas have been itemised.

 

4.1 Training of trainers
One of the main 'lessons' derived from Phase 1 and the two Questionnaires is that there is a lack of knowledge and awareness of not only how to deliver and assess key skills but their very nature. This applies equally to the UK where, in England and Wales, a great deal of attention and money has recently been focused on key skills, and to the other partners where there has been a less overt approach. The following training programmes are suggested:

Methods
the production of guidance materials supported by a range of illustrated exemplars. These should be available in the printed and electronic forms. The materials should be designed to used as part of formal training programmes as 'free-standing documents.

a range of training programmes, including formal events organised for an area or town, and more informal ones, largely 'in-house' and highlighting 'on-the-job- provision. There is clear need to distinguish between the needs of the different groups involved in teaching and training. For example, among trainers, the local authority can co-ordinate training programmes involving schools, consortia of schools can link with local FE colleges, whilst individual, private training providers must be integrated into the wider programme. The needs analysis within the North Wales TEP highlighted the importance of customised training programmes that focus on the older (40+) unemployed, and the use of 'unusual' less conventional strategies, e.g. computer/cyber cafes, drop in facilities. Also the greater use of the internet.

the need to set up links between providers, local authorities and awarding bodies to ensure that the 'trainers of the trainers' are effectively prepared.

the use of diagnostic assessment strategies.

Content
materials (and exemplars) on the nature of key skills.
training strategies
assessment - techniques, the analysis of results, producing individual action plans.
all materials to be available in range of formats.

 

4.2 Funding
To be effective, all training programmes must be adequately funded. This funding should include the following:

finance for teacher/trainer release for training.
the provision of finance to the local authority, college, for developmental work.
some kind of funding of the individual learner/trainee, especially those aged 40+ and with family commitments.

To be effective, this funding element must be centrally developed and co-ordinated. The funding question (or lack of funding) was the most frequently quoted reason for lack of development in key skills training.

 

4.3 The issue of 'on the job training'
The preferred strategy for the delivery of key skills is, where possible, through the process of 'signposting'. In real terms, this means the integration of the key skills within the main teaching or training programme followed by the individual. For those in work or full time education, the evidence suggests that they learn most effectively and efficiently by having each of the key skills delivered through the vehicle of the subject or job. This 'on the job training' facilitates the use of two processes:

the key skills are given meaning and immediacy;
it is possible to structure inter-active key skills programmes between students/trainees.

For those unemployed and removed from formal, main stream education and training, it is important that these principles and processes permeate the teaching-learning programmes, e.g. the key skills should be contextualised in such a way as to address local needs and individual demands, e.g. greater maturity and experience of family demands.

 

4.4 Networking
The most successful practices witnessed during the course of the project suggest that 'networking' is a prerequisite to their success. The question to be posed centres on the extent of this networking. Within the North Wales TEP there was very little evidence of any over-arching structure or strategy being provided by the TEP itself. In fact, it was marked by its absence. The main networking appears to emanate from the Unitary Authorities (including the experiences and mechanisms established by the previous County Councils), the inter-college links between the FE colleges, and the loose contacts between employers and training providers. One networking mechanism that stands out is that of 'CYNNAL', an organisation focusing on teaching and assessment through the medium of Welsh. The KeyNet project suggests, however, that without a carefully worked out and implemented networking system there is the danger of individuals 'reinventing the wheel' or a large numnber of occasions.

 

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