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

Learners are best served by programmes that accommodate their individual literacy, numeracy and language needs and interests. Many Skills for Life learners decide to take action to address their learning needs at transitional points in their lives: when moving jobs or at risk of losing one; when leaving prison or supported accommodation; when finding it difficult to support children or grandchildren with homework; or when arriving in an new country or community. Good teachers, community workers and learner supporters listen to learners and provide the courses and individual programmes that they want, as far as resources allow.

Range of provision

Many organisations and groups within the voluntary and community sector are particularly effective in responding to individual and community needs, interests and aspirations. Courses located within the heart of communities or serving the needs of specific groups, such as the homeless or those with mental health difficulties, attract learners who might not otherwise attend Skills for Life programmes. An organisation may need to provide flexible programmes to accommodate learners with personal problems, such as debt, homelessness or alcohol dependence, or who have experienced sexual or racial harassment.

Skills for Life learners may prefer to join courses where the literacy, numeracy or language element is embedded in a host subject, such as money management, welfare rights, ‘return to work’ or consumer issues. One scheme, for example, attracted a group of older learners by focusing on themes relating to personal and community histories.

 

Learners should nevertheless be clear that they are working towards achieving literacy, numeracy and language targets alongside gaining an understanding of the host subject. For some learners, joining any kind of Skills for Life programme may be too intimidating. In such cases, learners may wish to take up other learning opportunities. The best practice occurs where groups and organisations have a clear policy in guiding learners’ steps along their learning journey. They identify Skills for Life learners and provide the support and guidance that they need to enable them to join a literacy, numeracy or language programme.

This may be neither an easy nor a quick option and may require the coordinated efforts of teachers, managers, support workers and other professionals.

Short courses often attract learners who might be reluctant to make long-term commitments, at least until they get a taste of what returning to learning has to offer.

Short courses can be powerful tools if they are well designed and situated within a wider curriculum offer.

It is not sufficient to use a short course to ‘hook’ learners in if there is nowhere for them to move on to, whether at the same venue or another.

Managing progression

Voluntary and community sector organisations should have a clear policy regarding progression from one kind of learning programme to another, and in preparing learners for paid work or to become volunteers. Alternatives should be found for those learners who are not ready to move on to colleges or vocational training schemes. For example, several organisations refer learners to learndirect centres, which many find to be accessible and flexible.

Effective partnership working can secure a better deal for learners where partners trust and respect each other and place the learner at the centre of everything they do. Voluntary and community sector organisations representing different community interests on a local housing estate could, for example, work closely with schools, libraries, learndirect centres, the local health trust, the local authority, colleges, Connexions and social services in targeting potential Skills for Life learners and providing for them when they join programmes.

Where networks and consortia of voluntary and community sector organisations exist, these can play an invaluable role in supporting local initiatives. Partners should maximise the range of learning opportunities and support services available to Skills for Life learners. They should ensure that learners move seamlessly from one programme to another, wherever it is located.

Some neighbourhood partnerships have set up ‘learner passport’ schemes that ensure that learners carry relevant information, including results of assessments and records of achievement, from one learning organisation to another. Others have collaborated in ensuring that the national literacy and numeracy tests are available online in accessible venues.

Partnerships should seek to remove any potential barriers to participation, such as lack of childcare or suitable and accessible accommodation.

Equality and diversity

Those offering literacy, numeracy and language programmes should ensure that all learners feel welcomed and valued, irrespective of their ethnicity, culture, age, gender, sexuality or faith. Learners should also be clear about their responsibilities in regard to other learners, volunteers and staff.

Learning materials should promote equality and diversity, and should be accessible by those for whom they are intended, including those with learning difficulties. Those with specific learning difficulties, poor reading skills or who are beginning to read and write in English should be able to understand enrolment forms, health and safety notices, equal opportunities statements and literature about the course.

The activity sheet on learning materials will help you evaluate the materials you use.

ACTIVITY SHEET ON LEARNING MATERIALS

• Select a range of the literacy, language and numeracy materials learners use in your organisation at random.
• Evaluate how effectively they promote equality.
• How suitable are they to meet the diverse needs of learners, for example those with dyslexia or a sight impairment?

Teachers who are not familiar with the Access for All document can find an introduction online. You will need a paper copy of the document.