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

The staff at a large bakery has become much more diverse in recent years. This has often led to communication problems and social isolation among employees speaking different languages. The company recognised the need for training to overcome this and improve efficiency. Employer Training Pilot (ETP) funds were used to pay for ESOL classes. The employees have responded well and made noticeable progress. Their union learning representative says: ‘Confidence shines from those taking part and there’s a huge demand from the workforce to enrol on the next round of courses.’

One provider found that many of its apprentices in Business Administration were dropping out within the first few weeks because they could not cope with the demands of the workplace. In response, the provider introduced a preparatory training period of up to eight weeks in the training centre, where learners could gain basic office skills. They soon found that the barriers were not just to do with a lack of office skills, but also inadequate literacy and numeracy skills. Rather than teach these separately, the provider redesigned the programme so that literacy, numeracy and office skills were fully integrated. The core curricula were helpful in enabling them to do this. Retention rates have improved substantially on the course, and achievement rates are steadily improving.

One trainer on E2E programmes says, ‘Six months ago it would have taken the learners a whole session to plan a menu and cost it out. And the cooking would have to be closely monitored. Now they have it planned and costed in 10 minutes. They take on all the responsibility themselves. They make a brilliant meal and the kitchen is spotlessly clean at the end. That’s achievement.’

A trainer noticed that when the IT apprentices came to the training centre for day-release, their speaking skills seemed to be lagging behind their technical skills. They tended to work by themselves, preparing documents for their NVQ portfolios. Some struggled to hold a conversation with the trainer about their work. So he introduced sessions at which each learner gives a presentation about an IT problem that they have encountered in their workplace. The group discussed each problem and came up with possible solutions. The standard of work in speaking, listening and writing has improved and the pace of assessment has increased. Employers comment that the learners are now achieving more in the workplace too.

Leanne, who joined the company six months ago as an apprentice, was asked by her manager if she could find a cheaper deal on the mobile phones the staff were using. This was quite a challenge, as the company’s usage of mobile phones was complex. Leanne had done badly in maths at school, but now needed good numeracy skills to complete the project.

With help from a colleague and her NVQ assessor, Leanne gradually collected and analysed all the data. After several weeks, she presented her findings to her employer. The company now saves hundreds of pounds on mobile phone costs – and Leanne feels a confident and valued employee

One E2E programme specialises in catering. All the learners work towards an NVQ at Level 1 in food preparation and cooking. The programme places equal emphasis on vocational skills and Skills for Life, and fully integrates the two aspects. This is proving to be a powerful mix, leading to achievement that the coordinator describes as ‘phenomenal’. All the learners improve by at least one level in literacy and numeracy. A first group has recently taken the national tests at Level 1 and all the learners in the group have passed. They have won a social services contract to provide catering for OAP lunch clubs. ‘They pull it off like a dream’ says the trainer proudly. ‘The stuff they produce is stunning.’

One provider has for a number of years offered its NVQ learners a short, accredited course in health and safety as an additional qualification. Several learners with ESOL needs took part in the course, but failed to get accreditation, as they struggled to master the language needed to pass the test. The provider asked the health and safety trainer (a subcontractor) to work with an ESOL specialist (another subcontractor) to redesign the course. Learners have responded positively to the new course. It now enables them to learn and adopt the language of health and safety. Pass rates have risen for all learners, not just those with ESOL needs.