malcolm parkes basic skills co-ordinator lsc wiltshire and swindon
TRANSCRIPT
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Malcolm Parkes
Basic Skills Co-ordinator
LSC Wiltshire and Swindon
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Basic Skills Capacity Building:
The Wiltshire and Swindon Experience
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Structure of Presentation
• Our Basic Skills Capacity Building Exercise
• Issues Arising
• Our Next Steps
• Discussion
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Our Starting Point
• 2001: Publication of Skills for Life
• Local target: 11,104 learner achievements by 2004
• Local Area Plan and Basic Skills Strategic Forum
• Baseline figures: 1,000 achievements a year (prior to new qualifications)
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Review of staffing levels
• Strategic Forum Task Group
• Organisations involved
• Role of Curriculum Leaders
• Variable levels of staffing
• 18 FTEs (60-70 individual teachers)
• Predominately part-time staff
• Many holding C&G 9281
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Precipitating factors in our Decision
• Concern about reaching our targets
• Introduction of new specialist teaching qualifications
• Need for co-operative working
• Successful bid to become Employer Training Pilot (ETP) area
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Recruitment Campaign
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Recruitment Campaign
• Upbeat campaign message• Marketing agency: striking images• Unsuccessfully explored routes to retired
teachers• Flyers circulated through voluntary sector and
through libraries• Targeted qualified teachers and trainers with
personal Literacy/Numeracy skills at Level 4
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Outcomes of Recruitment Campaign (1)
• Over 300 enquiries• Over 220 attended briefing events
across Wiltshire• Over 200 applications received• Small provider assessor group selected
124 to forward to Induction programme• Individual Interviews and Action Plans
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Outcomes of Recruitment Campaign (2)
• 30 commenced Level 4 Literacy• 6 travelled to Taunton for Level 4
Numeracy• 45 offered places on Level 3
programmes• Others offered Level 2 or even Basic
Skills
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Management of Capacity Building Programmes
• Invitation to tender to national organisations engaged with Basic Skills
• BSA awarded tender• Gwen Blake given 0.5 post to manage
programmes• Brief to work with providers to set up courses
and to develop capacity to deliver programmes locally in future
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Capacity Building Programmes
During 2002-3:• Level 4 Literacy hosted by Wiltshire College
(Jane Mace, Ellayne Fowler) accredited by Oxford Brookes University
• Level 4 Numeracy offered regionally at Taunton accredited by Plymouth University
• Pre-Level 3 courses offered locally
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Immediate Outcomes
• 26 New Teachers completed Level 4 programmes (25 Literacy and 1 Numeracy)
• Gained employment as BS teachers during programmes
• 4 existing teachers gained Level 4 (3 Literacy and 1 Numeracy)
• Positive feedback
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Longer term Outcomes
• Agreement to form a W&S Basic Skills Professional Development Network
• Capacity for local delivery of Literacy and Numeracy at both Levels 3 and 4 during 2003-4
• More full-time teaching positions within Wiltshire and Swindon
• Progress towards targets despite use of most experienced teachers on capacity building
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Lessons Learned
• Big ‘reservoir’ of goodwill towards Skills for Life project
• Willingness to work collaboratively to introduce new qualifications
• Need to build capacity to build capacity
• Need to pre-plan placements
• Need for effective mentoring
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Issues Arising
• Are Capacity Building exercises necessary?
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Case Against Capacity Building Exercises
• Sufficient Learners are already engaged in learning….
• to meet the Skills for Life targets…
• but their achievements are not being accredited
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Case for Capacity Building Exercises
• Targets are only one measure of progress towards the vision contained in Skills for Life and in Moser report
• Extension of targets to 2007 (and to 2010) when each learner can only be counted once towards targets
• Numeracy, numeracy and numeracy!
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And, in any case….
What do we mean by ‘Capacity Building’?
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Building Capacity within Existing or within New Providers?
• Targeting capacity building exercises at individuals or at organisations? (National CPD, WBL Pilot and our own experience targeting individuals)
• Building capacity within the Voluntary Sector? (The Learning Curve experience)
• Building capacity within WBL and other Providers? (The Wiltshire and Swindon ETP experience)
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Are Level 4 Specialist ‘Top-up’ Programmes adequate as
Capacity Building Exercises?
• ‘Top-up’ programmes presume PGCE/Cert Ed and high personal skills
• Effects on staff from WBL and other would-be Basic Skills providers?
• Impact on pedagogical practice?
• For new teachers? For existing teachers?
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How sustainable is the ‘Top-up’ model?
• Effects on new recruits to Basic Skills teaching - now and in the future?
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Generic or Specific Capacity Building Exercises?
• Are Level 4 programmes sufficient to build capacity to deliver in the workplace? In the voluntary sector? In the Schools context? With specific ‘hard to reach’ client groups?
• Should FLLN training and workplace Basic Skills training involve additional courses?
• Should all Basic Skills teachers be expected to work in all contexts? Or would capacity be increased by specialisation?
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Building Capacity in Leadership and Management
• Who took up Leadership and Management training offer within National CPD programme?
• Will training exercises affect the historically low levels of Management Resource given to Basic Skills?
• Will Leadership and Management training address specialist areas (e.g Workplace, FLLN, etc)
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Capacity Building or Continuing Professional
Development?• A false opposition? In both theory and in
practice? • Increased capacity to deliver high quality
programmes at all curriculum levels?• Increased capacity to move from ABE to
Skills for Life? • What do existing staff who have taken Level
4 programmes think of it as CPD?
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Capacity Building for the Whole Organisation?
• Are ‘front of house’ staff aware of Basic Skills issues?
• Do Business Development staff promote Skills for Life?
• Are all learners screened for Basic Skills needs as part of pre-course counselling?
• Do Programme teams know what Literacy and numeracy skills are needed to effectively participate in their classes?
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Capacity Building for the Whole Organisation -
continued• How do retention, completion and
achievement rates map against Basic Skills needs?
• What part do Basic Skills play in learner progression routes?
• Do the Senior Management promulgate a vision of Skills for Life within the whole institution?
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Capacity Building for the Whole Organisation -
continued
• Has an audit of staff’s own needs been conducted?
• Does the organisation address the Basic Skills needs of its own staff?
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Should Basic Skills Capacity Building be limited to Basic Skills
Tutors?
• What do vocational and academic tutors need to know?
• What do vocational and academic tutors need to do?
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Our Next Steps (1)
• Continue collaborative working
• Maintain CPD Network and Management structure
• Continue Level 4 training (with increased mentoring)
• Specialist Training (WPBS and FLLN)
• ‘Foundation Courses’ at Levels 3 and 4
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Our Next Steps (2)
• Promote the ‘Whole College’ approach• Increase Level 3 provision• Make business case for Level 3 training• Make link between changes to PGCE
curriculum, changes to Additional Learning Support funding, the 50% or 80 hours funding uplift, and to retention, completion and achievement rates
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Discussion