2A: How to achieve success in teaching, training and learning

Successful providers have:

• a good knowledge of local employer needs and job opportunities
• a good knowledge of local employer requirements
• good links with local employers so that they provide realistic, relevant and up-to-date sample materials and work placements
• well-planned initial and diagnostic assessment processes and procedures that will motivate customers and make programmes relevant to their needs
• tutors with the expertise to teach literacy, numeracy and language and who are able to plan, teach and assess a programme of literacy, numeracy and language (ESOL) support with customers in relation to their main vocational learning
• tutors who use teaching methods and materials that are up to date and relevant for customers, and that develop their literacy, numeracy and language skills
• customers who are developing their literacy, numeracy and language skills at the same time as gaining confidence and occupational skills
• training programmes that are designed so that unemployed people become more skilled, knowledgeable and confident about searching for and applying for work.

Programme design

In designing programmes for unemployed customers, for example Basic Employability Training (BET), Gateway to Work, Programme Centres, or other jobsearch programmes, providers should consider how to embed literacy, numeracy and language (ESOL) teaching into employability and jobsearch training, careers guidance, and ICT skills development. Providers should also consider which additional accredited short courses in health and safety, first aid, basic food hygiene or service would benefit customers.

On Short Job Focused Training (SJFT), or Longer Occupational Training (LOT), it is essential to identify methods and approaches to enable customers to further develop their literacy, numeracy and language skills.

Providers should consider applying the Move On approach in their programmes. Further information about Move On is available at www.move-on.org.uk

EXTRACT FROM DESIGN NOTES FOR JOBCENTRE PLUS TRAINING PROGRAMMES

The following extract describes the steps that contribute to the design and implementation of successful programmes of learning.

Download Extract from Design Notes for Jobcentre Plus Training Programmes - PDF (624Kb)

Initial screening, assessment and monitoring

 

Successful providers have in place systems and procedures that enable staff to conduct initial screening, assessment and diagnosis of learning needs in relation to customers’ work ambitions. They allocate sufficient time for a comprehensive initial assessment process that will give tutors an accurate picture of the customer’s needs.

Their staff are able to negotiate with customers and employers to produce learning goals that are meaningful, achievable in the allocated time and relevant to the occupational goals of the customer. The staff regularly review learning and make changes to learning goals as required.

Feedback is important too. All involved should receive feedback that increases motivation and encourages further contributions.