3A: How to achieve success in meeting the needs and interests of learners

Managing and meeting expectations

It is challenging, both for teachers and learners, to develop two sets of skills during the same learning programme. Learners might expect that their vocational programmes will focus on developing their vocational skills, to the exclusion of other skills. They may find it difficult to understand why they are being asked to develop skills which they feel they have left behind in the schoolroom. They may not understand the value and importance of developing literacy, numeracy and language skills. There are therefore some challenges for the organisation in providing embedded learning. Successful organisations will tackle this on a number of fronts, as described below.

• Good-quality, clear and accurate marketing of courses.

Marketing is a combination of exploring need, identifying demand and ensuring that people know what is on offer. Programmes of learning should reflect local demands. It is also important to be clear at the learner’s first point of contact that embedded learning is on offer in vocational or other courses and the benefits this has. It is useful to quote case studies and success stories from embedded learning provision.

• Clear information for new learners about the content of learning programmes and the purpose of embedded learning.

Learners need to have high-quality information showing them the literacy, numeracy and language skills that are required for their chosen programme of learning. It should be clear to learners at this stage that literacy, numeracy and language skills are essential for successful achievement and that these skills will contribute to success in their chosen career.

• Links with local employers and national organisations involved in vocational training.

Local Learning and Skills Councils and employers should be consulted about local training priorities and requirements. This consultation should inform learning programme design, materials design and work placements. This consultation will give authority to embedded learning programmes. At a national level, Sector Skills Councils will have information about the literacy, numeracy and language requirements of particular NVQs; this information should be made available to learners in an accessible form.

• Carefully planned courses and learning programmes.

Careful planning is needed to embed the development of literacy, numeracy and language skills into programmes. Organisations must ensure that teachers have appropriate skills and training, that learning programmes meet both sets of needs, and that the time allocation for developing these aspects is sufficient and appropriate. They need to ensure too that materials and resources are available and of good quality.

• Information, advice and guidance that is accurate and useful to learners.

Information, advice and guidance offered to learners needs to be clear and informed about the learning requirements of embedded learning programmes. Make sure learners understand how they will be supported in their learning, and that they appreciate the reasons for embedding work on literacy, numeracy and language skills in their vocational programmes, and the benefits this brings them.