Skills for life planner

Programmes are delivered in a variety of locations, including community learning centres and schools. Trainers include local authority staff and teachers from local schools. Skills for life manager Amanda Towers starts by sending a personalised letter to each school outlining the available skills for life opportunities. She believes the timing of this letter is crucial to engaging school leaders, emphasising the importance of avoiding busy times such as the start of the academic year.

She also cites the need for flexibility. “Key to the success of skills for life is the realisation that different learners have different needs,” she explains. “We don’t have a set delivery model. We deliver skills for life training in a flexible way, tailoring programmes to the needs of both the individual and the school, extending and cutting provision where necessary. We can deliver everything from initial assessment to the full range of skills for life programmes.” Where there is limited capacity to deliver training onsite, CAES will signpost learners to the nearest and most suitable provision.

CAES’ skills for life curriculum includes national tests at levels 1 or 2 in all courses. Programmes include short ‘brush up’ courses; 30-hour Move On literacy and numeracy courses; and further Move On courses in areas such as report writing, customer care and presentation skills which embed literacy and numeracy training. The service is also incorporating skills for life into the new vocational qualifications (VQ) for school support staff. “Tutors deliver core VQ modules to staff during the school day,” explains Amanda, “while the skills for life element is available as an optional extra out of school hours. Learners are keen to take up the skills for life opportunities as they see the benefit of improving their literacy and numeracy skills.”

CAES is currently delivering programmes to a wide range of school support staff, from catering staff to science technicians. For some learners, the VQ in support work is a stepping stone towards a new career as course content overlaps with that of some specialist NVQs including those for teaching assistants, administration and ICT. Learning and achievement in the VQ can be carried forward into the relevant NVQ.

CAES makes use of positive language, promoting skills for life as an entitlement through a customised Move On brochure. “We have worked with the national Move On initiative to develop an identity for our skills for life provision,” says Amanda. “Our customised brochure explains what the adult certificate is, who it is aimed at and what the benefits are of upgrading your English and mathematics skills. It has worked well, particularly with schools. Better trained support staff are better able to carry out their roles. We also try to promote the programme in the context of the various national initiatives.”
 
She believes a ‘softly, softly’ approach is the key: “It’s important for learners to feel comfortable about developing their skills for life.” CAES carries out a skills audit at the start of the VQ programme, using a combination of questionnaires and interviews. As training progresses, learners build up a learning portfolio which identifies areas where they need further support, including skills for life. At this stage, tutors will begin to promote the available skills for life opportunities.