4A: How to achieve success in guidance and support

Essentials for effective guidance and support

If the correct levels and types of guidance and support are offered to learners participating in embedded learning, the following benefits will be seen: higher retention rates, improved completion and attainment rates in vocational goals and in literacy, numeracy and language goals, and improved progression on to higher level courses.

In order to provide the correct level and type of guidance, providers need to have:

• a detailed knowledge and understanding of learners’ needs, not just for their vocational courses, but also their literacy, numeracy and language needs
• an appreciation of the additional support that learners may need when following a vocational or other learning course
• an understanding of the range and level of demand in vocational and other learning courses
• an understanding of the achievement awards in literacy and numeracy that are available to learners, and of the progression routes that are open to them
• membership of local IAG partnerships and the ability to call upon experts to provide appropriate careers advice and guidance
• a regular programme of learner tutorials and reviews where embedded literacy, numeracy and language goals are identified and discussed.

The environment in which support is offered is important. It may be necessary to have accommodation that allows for confidential interviews. Good providers have staff who have counselling qualifications and training and/or qualifications in IAG in addition to their Skills for Life or other qualifications.

Learners from non-traditional backgrounds

Learners from non-traditional backgrounds often need additional support, advice and guidance – it can make the difference between success and failure. When vocational staff are committed to, and experienced in, delivering embedded learning, they will recognise that such learners have additional needs. The provision of appropriate assessment, discussion of the needs identified and negotiation of ways of providing support, including the removal of the perceived stigma associated with poor literacy, numeracy and language skills, will support learners in taking up and completing vocational programmes or other learning.