1B: What is ‘success’ in learner achievement?

Pat Gardner, Manager at Age Concern Training in Walsall says: ‘You must reward and reward. It’s recognising every little step the learner makes. We are very committed to individuals: it’s the distance that they’ve travelled that matters. They may not get the qualification or the job, but it’s how far they’ve travelled along the path that matters – you’ve helped them, then moved them that little bit. If you’ve hooked them to want to learn then that’s the important thing.’

Two voluntary organisations provide detailed and accurate records of learners’ achievements. In one case, learners’ achievements in literacy, numeracy and language are recorded alongside other ‘softer’ targets, such as self-confidence or time-keeping skills. The document is written in terminology commonly used by colleges and other providers, and can accompany learners when they move on.

One learner whose reading level was initially diagnosed at Entry Level started reading graded ‘easy readers’ at her local library, which are colour-coded according to their level.

She quickly progressed through the levels. She selected a book in the belief it was colour-coded correctly only to be informed, after she had read it with understanding and enjoyment, that it was not an ‘easy reader’ – in other words she had chosen one of the standard collection.

The other organisation keeps a database of the milestones learners achieve as they work towards their learning goals. These include achievements in such areas as personal development and self-awareness, as well as in literacy, numeracy and language. Learners are presented with certificates for each milestone they reach at monthly ceremonies. All staff discuss and agree a ‘learner of the month award’. Recently, for example, the learner of the month was Lisa, a 16 year old who initially ‘solved everything with her fists’. Her family threw her out when she was young. The centre manager told us: ‘We have worked with Lisa and have been very supportive. There has been a drastic difference in her behaviour and she has made very good progress in her learning, so we have awarded her learner of the month.’

Providing access to qualifications to learners who are transient or on short-term programmes can be a challenge. The Patchwork Trust, which is part of the Foyer Federation, is a housing association operating in the London area. It works with young people, including those leaving care, asylum seekers and teenage parents. Support workers spend several weeks or months providing the individual support clients need to prepare them for independent living and sticking to the terms of their tenancy agreement.

 

When the support workers feel that they have earned their client’s trust, they administer the BSA Fast Track assessment, and advise any clients who may need support with literacy, numeracy and language to attend their Skills for Life centres for further assessment. In some cases the young people may be nearly ready to take the national literacy or numeracy tests at Levels 1 or 2, perhaps needing only to brush up their skills. Others may require a more intensive programme of support before either taking the tests or working towards completing the assignments at Entry Level. The Trust is now providing the online tests at its Skills for Life learning centres. As learners succeed in gaining accreditation (or achieving other goals), the manager reports on their success to the board of directors.

Lincolnshire Action Trust is a small charity working with offenders in the community in close partnership with the probation and youth offending services. It encourages all its Skills for Life clients to work towards qualifications as a means of improving their employability and self-esteem. The Trust has worked closely with the regional Move On coordinator in establishing literacy and numeracy test centres on probation service premises. It finds that now the tests are available on a weekly rather than monthly basis, many more clients are motivated to take them.

Those learners who achieve qualifications are given as much support, information and guidance as possible to assist them in progressing to further education or employment. One very successful project was targeted at those offenders subject to Drug Testing and Treatment Orders. Many of these went on to take the national tests at Level 1 or 2.

 

‘My name is Sue. I am 43 years old. My hobbies are going for rides on my friend’s Harley Davidson. We go out nearly every weekend for a ride in the countryside. I also like reading books about famous people and reading books to my seven-year-old son Lee. I also have a dog who I enjoy taking for a walk along the canal side.

‘I joined the course because I am unemployed and I thought this course would help me gain employment. I think the course is very good. The staff here have a lot of time for you and treat you with respect. My teacher Lester really helps me every day and I have to say thank you to him for all his support since I started. Jean is the other teacher who has helped me also.

‘I think the course has helped me a lot with my confidence and helped me to work within a group of people. I have got my First Aid Certificate, I have done Manual Handling and have also passed my City and Guilds Entry Level 3 in numeracy. I would not be able to do what I’m doing now, which is using the computer, if it was not for my course at Age Concern Training. My plan next is to get a job that I enjoy doing with enough money to support me and my son.’

Lester, Sue’s teacher said, ‘Sue came to us suffering from very low self-esteem and confidence. We looked at her literacy and numeracy but the results of her initial assessment showed that her main weaknesses were in numeracy. She’s just finished the Entry Level 3 assessment. She was very nervous about the assessment process, so we worked on her confidence from the start. When learners ask us about assessment we’re very careful not to mention the word “test” as this causes everybody’s confidence to disappear. I use a bit of humour. I get them relaxed before they start the assignments, so they’re not on a knife edge. I reassure them that they’re not going to be asked to do anything that they don’t know how to do already. You are also in the room with them – the person who has built up a relationship of trust with them is there as a support and a calming factor.’