1A: How to achieve success with learner achievement

Getting the key processes right

Work-based learning is highly individualised. Each learner follows their own path to achievement. The main outputs are, however, pre-defined. In other words, we know that an apprentice has to achieve their full framework and that an NVQ learner has to achieve their NVQ. In E2E, we know that learners should achieve the qualifications stated on their individual learning plans (ILPs) and progress to an Apprenticeship, college or work.

WBL providers have tended to use these outputs as their starting point when devising the key processes that make up the learners’ experience. For example, if an apprentice needs to complete an NVQ, the provider will put in place all the arrangements needed to assess that NVQ. Unfortunately, starting from the assessment end has major drawbacks. It can, at its most extreme, lead to a process that looks something like Figure 2.

Figure 2: Assessment-led process

This kind of assessment-led process is inefficient and demotivating for both learner and assessor. It leaves learning out on a limb; to happen, or not to happen, as the case may be. It leads to poor achievement.

This model also leads to a system in which lip-service is paid to initial assessment, and the individual learning plan does little more than list the qualifications, because the learning is not really planned. As a result, employer involvement is discouraged.

In contrast, consider a process that centres on learning, as in Figure 3.

Figure 3: Learning-led process

In this model, the identification of learners’ needs and the planning of learning to meet those needs become crucial. The employer becomes a vital partner in the activity, providing information about each learner’s needs, organising on-the-job learning to meet the needs or releasing the learner for off-the-job learning. Assessment now takes its rightful place, as a means of confirming that the learning has taken place and as a means to accreditation. Assessment is no longer driving the process. It is clear that the learning-led model provides the key to raising achievement in literacy, numeracy and language.

Monitoring achievement

Providers need to consider monitoring achievement at several levels. The plan for the monitoring process might look something like Figure 4.

Figure 4: A process for monitoring achievement

Providers who are serious about improving achievement set targets at each of the three levels shown in Figure 4.

The crucial role of the individual learning plan

The employer’s role is central. Indeed, for the Employer Training Pilots, the employer drives the process by identifying where skills gaps are hampering the business.

When each learner has an accurate individual learning plan (ILP), it is possible to measure achievement in terms of progress against ILP. This is particularly important for learners on E2E programmes, for whom achievement may be measured in terms of ‘distance travelled’, rather than the attainment of qualifications. The E2E passport is designed to make it easier to track the ‘learning distance travelled’.

Employer involvement in drawing up the ILP is vital. The ILP needs to capture the learning that happens in the workplace as well as in the training centre. Indeed, it is the tool for coordinating all of the learning, both in the occupational area and in Skills for Life.

The DfES has released an Employer Toolkit to help providers improve literacy and numeracy provision at work. It contains material that both employers and WBL providers will find useful. For instance, there are ‘screening’ checklists to aid in the diagnosis of literacy and numeracy needs and ‘skills needed at work’ checklists. These can provide a useful starting point for involving the employer in drawing up the ILP.

Designing for achievement

The following example is an E2E teacher’s analysis of what she does at each stage to enable her learners to achieve on discrete literacy and numeracy classes that are part of an E2E programme. Most of her learners attend once a week for a three-hour session. This example indicates what is involved in running sound off-the-job learning in literacy and numeracy.

SAMPLE TEACHER NOTES ON ENCOURAGING ACHIEVEMENT

View sample teacher notes on encouraging achievement