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A commitment to Skills for Life as an integral part of Train to Gain delivery

A commitment to Skills for Life as an integral part of Train to Gain delivery. Aims. All managers are committed to Skills for Life as an a integral part of Train to Gain delivery. Everyone understands the importance and benefits of Skills for Life within Train to Gain. Train to Gain delivery.

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A commitment to Skills for Life as an integral part of Train to Gain delivery

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  1. A commitment to Skills for Life as an integral part of Train to Gain delivery

  2. Aims • All managers are committed to Skills for Life as an a integral part of Train to Gain delivery. • Everyone understands the importance and benefits of Skills for Life within Train to Gain.

  3. Train to Gain delivery • Why include Skills for Life as part of TtG delivery? • Literacy and numeracy skills are needed for most jobs and NVQs and many candidates won’t have them at the level required. • Developing Skills for Life as part of Train to Gain benefits the individual, the employer, the provider and Great Britain plc. • To meet LSC requirements and expectations. Does everyone in your organisation see Skills for Life as an integral part of Train to Gain?

  4. Level 2 – the benchmark for a modern society 44% 14.1 m adults 25% 8 m adults 20% 6.4 m adults Level 2 Level 2 56% 17.8 m adults 75% 23.9 m adults 80% 25.5 m adults Literacy Numeracy Literacy/numeracy

  5. The Move On approach • A positive opportunity for everyone – part of the training offer, not extra help with a problem • Briefing of intermediaries so that they are confident and motivated to engage learners • Focus on relevance to job role/NVQ • Added value of an additional national qualification • Clear identification of where LLN occurs in NVQ/job role to ensure relevant skills are developed effectively

  6. How do you ensure that everyone in your team understands the importance of a positive approach? A positive approach ‘The way in which teachers, both vocational and LLN specialists, introduce LLN is crucial to motivating learners and developing positive learner attitudes.’ From NRDC Embedded Teaching and Learning Research

  7. Expectations and good practice • All candidates will have an initial assessment for literacy and numeracy. • Those who do not already have skills at level 2 in both literacy and numeracy will have the opportunity to develop them. • The results of Initial Assessment will be used to plan learning. • Where a provider does not offer Skills for Life, they will work in partnership with one who does. • Provision will be delivered flexibly to meet the needs of employers and individuals, and to support workplace performance and NVQ achievement. • Candidates will be prepared for and achieve national SfL qualifications (65% MLP).

  8. Delivery needs to be: • accessible • directly relevant to NVQ/job role • responsive to candidates’ starting points and needs • successful in preparing candidates to achieve national qualifications • planned, guided, taught or supported by skilled and appropriately qualified staff • monitored and evaluated • affordable.

  9. Our challenges? • Employer ‘buy in’ • Initial assessment - process and follow up • Employee engagement • Flexible delivery response • Delivery capacity • Communication between employers, business development staff, NVQ teams, SfL delivery teams • Impact and evaluation

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