3B: What is ‘success’ in meeting the needs and interests of learners?

One college was having problems attracting people to participate in a particular geographical area when it promoted its basic skills class, even though potential learners for the course had been identified in that area as a result of an intensive and successful Family Literacy course. It was felt that a new recruitment strategy was needed. The college enlisted the help of other workers in the community and offered the use of laptops in class. Word spread, and learner numbers grew as learners became keen to try out the computers and develop new skills. For example, one mother wanted to write an account of her son’s birth and early years, while another learner wanted to create a CV and type out letters for jobs. Other examples of activities covered included:

• making cards and invitations
• designing posters showing spelling rules, punctuation and grammar to go on the resource centre walls
• producing a community newsletter
• designing T-shirt transfers
• taking pictures with a digital camera, inserting them into a Word document and adding text.

Poor handwriting became less of an issue for some learners and certainly the stigma normally attached to attendance at an adult literacy class was removed by the inclusion of the laptops. The drawbacks of spellcheckers became apparent to learners, and as a result they started using dictionaries more confidently. The main lessons learnt from this work were:

• computers should be used as an integral part of the learning process, not just as a filler
• the teacher must have good ICT skills and be confident when things go wrong
• a variety of up-to-date software should be available
• peripheral equipment should be available, such as printers, digital cameras, and scanners.

One college’s warm welcome is obvious from the moment you arrive – the sign outside says ‘Welcome’ in 14 languages and the bright and lively atmosphere puts learners at their ease. An important aspect of the college’s work is to offer a ‘one-stop shop’, so its services include careers guidance and help with jobsearch as well as help for local employers in finding new staff. Welfare advisers are on hand to help with benefits queries and professional college councillors are present to help clients with any aspect of student welfare. This across-the-board provision may help to attract learners who would not otherwise go into a learning institution.

Most learners come in wanting to gain IT skills or to improve existing IT skills. Often after a short IT course in a workshop environment, staff will have gained the trust of the learner to make it possible to broach the subject of basic skills. They encourage the learner to undertake a confidential learndirect Skills Check. Following the assessment, a member of staff discusses learning options with the learner, focusing on the needs revealed in assessment and the learner’s personal interests and ambitions.

In the adult basic education classroom, ICT plays a major part in the learning activity, with the use of software packages such as Text help and Units of Sound, as well as giving learners the opportunity to use the Internet and Microsoft Word. Teacher Liz Bellamy says she thinks learners achieve more using computers because they are looking on a vertical plane rather than a horizontal one. ‘In other words,’ she says, ‘we teach our learners to look up rather than to keep their heads down!’

A training centre in London provides training for the construction industry and offers nationally recognised qualifications. It offers training to anyone aged 14 to 64, but a high proportion of its learners are unemployed young men aged 16 to 24 who want to learn new skills and improve their job prospects. For unemployed learners, courses are free, and grants are often given for travel. Using a team of qualified trainers, construction training is offered in Carpentry/Joinery, Bricklaying, Painting and Decorating, Plastering and Dry Lining. One day a week, the same learners come to the learndirect centre to undertake courses in literacy, numeracy and ICT skills as well as interviewing and jobsearch skills. Typically, learners will study for 26 weeks and at the end of that time the training centre will help trainees to find work or establish themselves in business. To date, 400 learners a year have achieved recognised qualifications and 250 trainees have gone on to achieve sustainable employment.

One candidate joined on the recommendation of his sister’s boyfriend. ‘I didn’t finish school because I broke my arm. I did some IT and English but got no qualifications. I’ll be very happy to get a certificate, it will be the first certificate I ever got in anything, plus I’m learning a good trade. My mum and dad will be really happy!’