May 2001

Department for
Education and Employment
Raising Standards Division
Study and 0ood Practice Jransition Jeam
Level 3 North
Mooroot
Sheield
S1 4P
Crown Copyright May 2001
QLALITY and PERFORMANCE
IMPROVEMENT DISSEMINATION
Initial Assessment cf
Learning and Suppcrt Needs
and Planning Learning tc
Meet Needs
Jhis document was produced under contract to the Department or Lducation and Lmployment.
Jhe views expressed are those o the author and do not necessarily relect those o the
Department or Lducation and Lmployment or any other 0overnment Department
or those o the Learning and Skills Council.
Fcrewcrd
Jhis is the penultimate 0ood Practice 0uide in the PlD series prior to responsibility or developing good
practice passing to the Learning and Skills Council.
lt is itting then that this 0uide should be addressing one o the major weaknesses identiied by the
Jraining Standards Council Chie lnspector in his Annual Report the need or improvements in the
quality o lnitial Assessment and lndividual Learning Plans.
Jhe 0uide is the product o close working between all the partners responsible or Raising Standards in
post-16 learning and we would like to thank the Jraining Standards Council, Lmployment Service and
provider network or their support.
"Jhe Lmployment Service ully endorses the good practice contained within this 0uide and have welcomed the
opportunity to work with the Department or Lducation and Lmployment, the Learning and Skills Council, the
Jraining Standards Council and Providers on its content. lnitial Assessment and lndividual Learning Plans
continue to be highlighted as areas to be addressed in the Jraining Standards Council reports on New Deal or
oung People. By adopting this model o good practice we intend to support providers in delivering this
continuous improvement process.
Jhe Lmployment Service uality Framework provides the basis o our approach to maintaining and improving
quality in Lmployment Service unded learning provision rom April 2001. 0ne o the key principles is that all
learners should have their needs properly assessed and reviewed at the start, during, and at the end, o their
period o learning. Provision o high quality lnitial Assessment and then planning learning to meet individual
needs is an important part o the process, to ensure that learners receive a high quality experience as they
progress towards employment"
C/are Dodson, Chief 0eratin 0fficer, Em/oyment Service
"Jhe awards or individual learning depend on a solid starting-point rom which progress can be measured. Jhis
is nowhere truer than in Nvs, and programmes like the Modern Apprenticeships which depend on them. Jhese
are potential world-beaters.
How vital it is then, that we should develop reliable techniques or establishing each Learner's baseline o
knowledge, experience and skill through improving lnitial Assessment and lndividual Learning Plans. Jhis 0uide
will be invaluable to providers as they take up the many opportunities that now exist to expand lielong learning.
From advanced technical awards to basic skills training which may lead to only a small part o a qualiication,
the methods described here will add to reliable measurement o progress"
David Sher/ock, Chief lnsector, 4du/t Learnin lnsectorate
Placing the Learner at the Heart o the Process was a key theme in the Learning to Succeed white
Paper. Local Learning and Skills Councils and their providers have a major role to play in turning this into
a reality. Accurately assessing the needs and ability o the individual Learner to realise their personal
goals and potential is key to developing a meaningul lndividual Learning Plan. Jhis 0uide has been
designed to help you manage that process. Lqually important is the need to ensure that the Learner has
ownership o their individual Learning Plan. Regular reviews involving the Provider, Learner and the
Lmployer are essential. Problems can be identiied and actions agreed which will help to keep the
Learner motivated and ocused and help to raise retention rates.
we believe this 0ood Practice 0uide will make an important contribution to achieving our shared aim o
Raising Standards. we hope you agree.
Avril willis Suzanne 0rr
Director o uality and Standards Divisional Manager
Learning and Skills Council Raising Standards Division
Ccntents
Page Nc.
1. lntoduction............................................................................................. 1
2. Jhe Key Features o Lective lnitial Assessment and Learning ...................... 4
Plans
3. lnitial Assessment ................................................................................... 6
4. lnitial Assessment Methods .................................................................... 13
5. Planning Jraining and Learning ............................................................... 24
6. Skills, Knowledge and Development o Sta ............................................. 30
7. Managing and uality Assuring lnitial Assessment and lndividual ............... 33
Learning Plans
8. Sources o Useul lnormation ................................................................. 36
9. Sel-assessment Checklist ..................................................................... 39
10. Lxamples o Providers Lectively Using Dierent Methods to ...................... 44
Undertake lnitial Assessment
11. Lxample o lnitial Assessment Summary Form .......................................... 47
12. Lxamples o Providers' Learning Plans...................................................... 49
13. Acknowledgements................................................................................ 54
14. RSD publications .................................................................................. 55
1
1
Intrcducticn
About this 0uide
Jhis 0uide has been produced or providers, and their unding organisations, who are responsible or
undertaking initial assessment and producing individual learning plans within government-unded work-
based learning programmes, including New Deal. lt is also or sta in careers services and the
Lmployment Service, and specialist providers o initial assessment services, who are involved in initial
assessment prior to reerring learners to work-based learning programmes.
Jhe 0uide will help providers respond to the requirements o the Adult Learning lnspectorate (ALl) -
ormaly the Jraining Standards Council (JSC) - as set out in its inspection rameworks "Raising the
Standard" and "Partners fcr uality" and rom April 2001 the "Ccmmcn Inspecticn Framewcrk"
and some o the recurring weaknesses identiied in the 1999-2000 Annual Report o the Chie lnspector
"Reaching New Standards". Jhese include:
0nly 15 per cent cf prcviders ccnduct initial assessment systematically, with 10 per
cent ccnducting nc initial assessment at all.
Few prcviders carry cut initial assessment cf key skills.
Nearly 25 per cent cf all prcviders have nc prccedures fcr accrediting pricr learning cr
experience and have nc staff qualified tc carry cut this task.
Whilst mcst learners have learning plans, few are individualised tc take acccunt cf each
learner's needs.
Individual learning plans are seldcm used as wcrking dccuments cr updated tc reflect
grcwing acccmplishment cr new learning targets.
Jhe eects o these weaknesses is that learners may choose the wrong option or take longer to
complete their learning programme than necessary. Jhey are also at higher risk o dropping out beore
completion as a result o inappropriate training or lack o support.
Jhis 0uide aims to provide guidance on:
what initial assessment is, what inormation should be collected during the process, roles
and responsibilities and when should it take place.
what methods are available to undertake initial assessment.
How the outcomes o initial assessment should be used in developing the individual's learning
plan.
what constitutes an eective individual learning plan and how to ensure that it is a working
document.
Lngaging the learner in initial assessment and the development o their learning plan.
2
How initial assessment and the development o learning plans should be both managed and
quality assured.
Jhe skills and knowledge required by sta to undertake eective initial assessment and to
prepare and monitor individual learning plans.
Jhe 0uide includes examples o the eective practice demonstrated by a range o providers and includes
private training companies, voluntary providers, urther education colleges and employers involved in
work-based learning.
Jhe 0uide has been researched and written by Lynne Clough and Alison Foster o SlS Consultants on
behal o the Department or Lducation and Lmployment.
Jerminology
Jhe ollowing terms are used in the 0uide:
'Learner' An individual who is learning by receiving training and support. lt includes
'trainees', 'clients' and 'students'.
'Learning prcgramme' Jhe programme being ollowed by the learner, such as a oundation
modern apprenticeship in retail, an Nv level 1 in horticulture, or a Lie Skills programme. lt
includes 'training programmes' and 'courses'.
'Learning gcals' - Jhe goals to be achieved by the learner, including the development o
speciic skills, knowledge and competence. Jhis will include ormal qualiications or units
where appropriate.
'Individual learning plan' A plan designed or each learner showing the training and support
they will receive in order to ulil their learning goals and their learning programme. lt includes
'individual training plan' and 'individual development plan'.
'Prcvider' lncludes all organisations who deliver any aspect o the work-based learning
process. lncludes 'training suppliers', 'colleges' and deliverers o Lie Skills programmes.
'1he wcrk-based learning prccess' A series o stages which a learner will typically go
through during the course o their work-based learning programme. lncludes recruitment,
initial assessment, induction, design o learning plan, delivery o on- and o-the-job training,
progress reviews, assessment and veriication.
How to use this 0uide
lt is not intended that this 0uide should be read rom cover to cover but as a reerence document in the
ollowing ways:
Particular sections may provide useul background inormation.
A sel-assessment checklist will allow you to evaluate your current practices in initial
assessment and individual learning plans.
3
Lxample orms and policies may be copied or adapted to suit your own purposes. An
electronic version o the guide has been placed on the PlD website www.dee.gov.uk/gpsnet.
Sections 9-12 have been produced in Microsot word to allow users to download and adapt
to meet individual needs.
Jhe useul inormation section should provide a reerence source or where you can obtain
urther inormation on initial assessment, including available tools and products, and
individual learning plans.
Need Further lnormation or Help on ...
Jhe key eatures o eective initial assessment and learning plans
00 J0 SLCJl0N 2
what is initial assessment, why is it important, who is involved and when is it undertaken?
00 J0 SLCJl0N 3
what methods can be used during initial assessment to collect inormation about the learner?
00 J0 SLCJl0N 4
what is the purpose o individual learning plans, what should be included in them, how should they be
monitored and reviewed?
00 J0 SLCJl0N 5
Jhe skills and knowledge required by sta to undertake eective initial assessment and produce sound
learning plans?
00 J0 SLCJl0N 6
Managing and quality assuring initial assessment and individual learning plans?
00 J0 SLCJl0N 7
Useul inormation sources?
00 J0 SLCJl0N 8
How well do you conduct initial assessment and produce individual learning plans?
00 J0 SLCJl0N 9
Lxamples o providers using dierent methods to undertake initial assessment?
00 J0 SLCJl0N 10
A ormat or summarising the outcomes o initial assessment?
00 J0 SLCJl0N 11
Lxamples o providers' learning plans?
00 J0 SLCJl0N 12
4
2
1he Key Features cf
Effective Initial
Assessment and Learning
Plans
lnitial Assessment
All learners should undergo a period o initial assessment, the purpose o which is to identiy
their learning and support needs.
Jhe identiication o a learner's learning and support needs is critical as it represents the irst
stage in the learning cycle and on which all other stages depend.
Jhe learner lies at the centre o the learning process and needs to be ully engaged in the
initial assessment process and the development o their learning plan. lt is important that
they eel that is done with them and not tc them.
lnitial assessment involves the collection o a wide range o inormation to orm a coherent
picture o the individual. Jhis inormation should be used to place them on an appropriate
pre-vocational or vocational learning programme which matches their skills, knowledge and
abilities, in an appropriate occupational area and to draw up a learning plan which addresses
their individual needs.
Jhere are a number o initial assessment methods available. lt is or training providers to
determine which methods are most appropriate or their learners to orm a comprehensive
picture o their learning and support needs. Dierent methods may be appropriate in
dierent occupational areas. lt is not acceptable or initial assessment to be more thorough
in some areas than others.
Jhe responsibility or carrying out initial assessment o learners rests with providers. 0ther
organisations and agencies with which the provider works, including employers, may well be in
a position to provide relevant inormation in relation to the learning and support needs o
learners.
Learning Plans
Lvery learner should have a learning plan which details the training and support they will
receive to help them ulil their learning programme and hcw the objectives will be achieved.
lndividual learning plans should be designed separately or each learner. Jhe employer, the
learner and the trainer are all involved in producing the plan.
5
Learning plans should include inormation on the learner, their learning programme, their
learning goals, the results o initial assessment, induction training, on and o-the-job training,
programme reviews, assessment and additional support arrangements.
An eective learning plan is used regularly as a working document to which the learner, the
workplace supervisor and the trainer regularly reer. lt is reviewed and revised to relect the
learners growing capability and changing learning needs.
lt is likely that a learning plan will be airly detailed in the short term, or example the next 3-6
months, and more o an outline or the longer term.
Jhe learning plan may be written on a single orm or it may consist o several separate parts
in dierent ormats.
6
3
Figure 3.1
Jhe Learning Cycle
ldentiication o learning needs
Monitor/review progress/
evaluate training
Jrain in accordance
with learning plan
1he Learner
Plan learning
to meet needs
Initial Assessment
what is lnitial Assessment?
All learners are entitled to undergo a period o initial assessment. lnitial assessment is the process o
identiying an individual's learning and support needs to enable the design o an individual learning plan
which will provide the structure or their learning. ln other words it determines the learner's starting
point or their learning programme.
Learning needs are the skills, knowledge and competence which a learner needs to acquire during the
course o their learning programme. Support needs are the additional help that a learner requires to
enable them to address barriers which may otherwise prevent them rom ulilling their learning
programme.
lnitial Assessment is a critical process because it represents the irst stage in the learning cycle (see
Figure 3.1). Failure to accurately identiy an individual's learning needs may result in a learning plan,
and a learning programme, which does not address those learning needs. Jhe subsequent evaluation
o learning and training is unlikely thereore to show any beneits to the learner.
Jhe white Paper "Learning tc Succeed" places the learner at the centre o a system which is driven
by their needs. Jhis can only happen i they are actively engaged in every stage o the learning cycle.
7
Figure 3.2
Learner lnormation to be Considered During lnitial Assessment
lnitial assessment commences at the point o entry, rom the irst contact with the prospective learner,
and continues until the point that an individual learning plan is completed. Further learning and
support needs will inevitably be identiied through the review process and should be relected in updates
to individual learning plans. lnitial assessment should take place over a number o days or weeks. lt
should not be conined to one session.
An individual's learning and support needs are identiied rom the collection and analysis o a wide
range o inormation. Figure 3.2 depicts the dierent types o inormation which need to be considered
during the initial assessment process. lt is shown as a jig-saw to demonstrate that the process is one
o building up a series o interlocking pieces o inormation to orm a coherent picture o the individual.
Career references and suitabi/ity
Jhe career aims o learners who are unemployed when they join their learning programme need to be
identiied. Jhis points them towards an appropriate occupational area or their learning programme, or
a suitable option within New Deal, or provides a ocus or pre-vocational learning. Career choice is
dependant upon many actors including: qualiications and achievements, abilities, interests, subjects
studied at school, skills, knowledge and understanding o chosen occupation, jobs available in the local
labour market, as well as an individuals aptitude to undertake certain types o work.
l a learner remains undecided about an occupational area at the end o the initial assessment process,
a series o activities should be incorporated in their learning plan to help them decide.
ua/ifications and achievements
lnormation about a learner's qualiications and achievements can provide an indication o their general
level o ability. Jhe qualiications and achievements can indicate strengths in certain subject areas
which may then inorm their choice o career. lt can help in deciding which programme is most
appropriate or the learner and whether the level o the planned programme and qualiications are
appropriate. lnormation on existing qualiications may indicate weaknesses in particular areas. For
example, low grades in 0CSL maths and Lnglish, or the absence o these subjects, may suggest basic
skill needs which require urther investigation during initial assessment.
asic Skills
Career preferences
and
suitability
ualificaticns
and
achievements
Aptitude
and
pctential
Pricr learning
and
experience
Perscnal
circumstances
Key Skills
Learning
difficulties Interests
Learning style 1cb rcle
Perscnal
effectiveness
8
4bi/ity and otentia/
Some learners' educational qualiications and achievements may not relect their true ability or potential.
Failure to achieve educational qualiications could be caused by a variety o reasons. Jhe learners may
have 'dropped-out' o school early. Jhey may have missed large parts o their schooling due to illness or
disability. Jhere may be other reasons. Academic qualiications are not necessarily an indicator o
success in vocational learning programmes. A learner's ability and potential needs to be initially assessed
so that accurate decisions can be made about the type o programme and level rom which they would
most beneit.
Prior /earnin and exerience
Jhe purpose o establishing a learner's prior experience and learning is to ensure that he or she does
not waste time in repeating learning in areas in which they are already competent. l they do, they may
make slower progress in achieving their Nv and key skills qualiications. Learners may, or example,
have previously attended other programmes and started to work towards qualiications. Jhey may have
achieved units towards an Nv. Jhey may have achieved other qualiications which awarding bodies
accept as evidence towards the qualiication which they are now seeking. oung people choosing to
ollow apprenticeship programmes may have achieved some key skills units previously. Jhey may have
gained experience whilst undertaking 0Nvs, which already meets part o their apprenticeship ramework.
Jhose learners who have gained good 0CSL qualiications in Lnglish, mathematics and inormation
technology may be ready to learn these skills at a higher level. Learners who are employed when they
begin their Nv learning programme will already have some occupational skills and may be able to
demonstrate competence in certain areas.
Basic Ski//s
During initial assessment it is important to identiy those learners who require support with basic skills
during their learning programme. Jheir current level o basic skills should be assessed and the speciic
areas in which they require help and support should be identiied.
Key Ski//s
Some learners ollow learning programmes where the achievement o speciic key skills are a mandatory
requirement. As or basic skills, the trainers should understand each learner's current level o key skills
and where strengths and weaknesses exist.
Learnin difficu/ties
Some learners have speciic learning diiculties or disabilities which may not be obvious or have been
previously recognised, which require specialist learning provision and support. lt is vital that these are
identiied during initial assessment in order that they can be addressed in the individual's learning plan.
lnterests
Collecting inormation on a learner's hobbies and interests may assist the process o guiding them to
make suitable career and learning choices. within some pre-vocational programmes, collecting
inormation on a learner's interests is important in enabling the design o innovative learning programmes
which engage the learner.
9
Learnin Sty/e
Lach person has a preerred way o learning. Some people learn best by undertaking practical activities,
others preer to read books, whilst others learn by listening or sharing ideas. Many people who ail to
learn academically do so as a result o teaching styles which are not conducive to their own learning
styles. l learning is to be eective it is important that trainers are aware o the ways in which their
learners are best able to learn, so that they can use appropriate teaching styles.
1ob ro/e
For learners working towards one or more Nvs, it is important to consider whether their job allows
them to develop the necessary competence to achieve the ull Nv. l there are any gaps, the trainer
should consider how the learner will be given the opportunity to develop competence in these areas
when developing their individual learning plan.
Persona/ effectiveness
Skills in personal eectiveness are important in enhancing the employability o learners. Jhe skills
include sel-conidence, motivation, presentation, taking responsibility, attendance, time-keeping,
reliability, respect or others and decision-making. Many learners need to develop these as part o their
learning programme. 0thers need to develop them in preparation or entering mainstream learning.
Persona/ circumstances
Some learners have personal problems which need to be addressed during their learning programme.
Some learners ace social problems such as homelessness, behavioural diiculties or they suer
alcohol or drug addiction. 0thers may have certain medical conditions which prevent them rom learning
and working in certain areas. Jhey may have child care commitments which eect the times they can
attend or they may have diiculty in attending training sessions through lack o public transport. Jhese
types o problem need to be identiied during initial assessment so that ways can jointly be ound to
either overcome the problems or ind ways round them.
Lquality o 0pportunity
Access to learning is an important part o promoting equality o opportunity which is o paramount
importance or work-based learning providers. Providers must not discriminate against or discourage
any potential learner. Jhe identiication o individual needs is important in ensuring that lexible provision
can be developed to meet needs where possible.
within work-based learning there is still marked stereotyping in choice o occupational areas with
women dominating in business administration, retailing, hairdressing, health and social care and men
in engineering, construction, motor-vehicle and increasingly lnormation and Communication Jechnology.
Minority ethnic groups are seriously under-represented in traditional crat sectors. Providers must avoid
stereotyping not only in terms o gender and ethnicity but also in terms o disability, age and geographical
actors.
10
Using the lnormation Collected
lnormation collected during the initial assessment process should allow the learner to:
Be placed on an appropriate pre-vocational or vocational learning programme which matches
their skills, knowledge and abilities.
work towards a level o qualiication which is appropriate to their level o skills, knowledge
and ability.
Be placed in work in an appropriate occupational area, where this is relevant to the learning
programme.
Have all their learning and support needs identiied, to enable a comprehensive individual
learning plan to be designed.
Roles and Responsibilities
Learners
1he learner lies at the heart cf the initial assessment prccess. Lngaging them is critical in ensuring
that their learning is eective. without sel knowledge o their current levels o competence and recognition
rom others o their strengths and needs they are unlikely to see the relevance o their learning plan.
Learners need to understand why they are being asked or certain inormation and what the purpose is
o any assessment activities that they might be asked to take part in. l they do not understand they
may eel conused, resentul or devalued which may in turn have a negative eect on their learning.
Lective initial assessment helps learners to:
Have a better understanding o their career options.
Make realistic choices about their career aims.
ldentiy what they have already learnt and what they need to learn.
Understand themselves better through knowledge o their strengths and development needs.
Feel valued and motivated by the support given to them in identiying their individual needs.
Play a part in the development o their learning plan through understanding their own learning
and support needs.
Jake responsibility or their own learning.
Measure their progress by providing a clear baseline o where they are at the start o their
learning programme.
Complete their learning programme and achieve their qualiication, where appropriate,
through accurate identiication o their required needs and support.
11
Providers
0ne o the criticisms which learners oten cite is that they eel that they are repeatedly asked or the
same inormation over and over again by dierent providers during the initial assessment process. Jhe
provider who has overall responsibility or initial assessment should seek to gather as much inormation
as possible rom other relevant sources to try and avoid this happening. Careers services, or example,
may assess vocational choice prior to the reerral o a learner to a provider. Jhe sharing o this inormation
may save the provider a signiicant amount o time when undertaking urther initial assessment with
the learner. lnormation may be available rom schools on the nature o a person's learning diiculties
and the type o support that is likely to be required. Lmployers may be involved in assessing occupational
suitability. 0ther providers may have already undertaken basic skill assessments or other assessments.
Providers also have the responsibility o ensuring that those who undertake initial assessment activities
have the necessary skills and knowledge. See Section 6 - Skills, Knowledge and Development o
Sta or urther guidance on this subject.
During the course o the initial assessment, providers need to consider whether they are best placed to
meet the identiied needs o the prospective learner. lt is possible that another provider would better
meet the learner's needs and the learner should be reerred to that provider.
Some providers may only be responsible or undertaking initial assessment, not or producing the
learning plan. lt is their responsibility to inorm the relevant provider o the outcome o the initial
assessment to avoid the process having to be repeated at a later stage. Jhey should have an in-depth
knowledge o the providers to which they reer learners, in order to be conident that their learning and
support needs can be met.
lt is the responsibility o all providers to ensure equality o opportunity throughout the initial assessment
process. All learners are entitled to an equally thorough initial assessment. Providers will select those
initial assessment methods which will allow them to build up an accurate picture o the learning and
support needs o each learner.
Lective initial assessment helps those who provide learning programmes to:
Understand what the learner needs to learn and the support they require.
Plan and provide learing which meets the needs o learners,avoiding unnecessary training, and
thereby saving costs and making better use o resources.
Measure progress and success rom an accurate starting point.
lmprove learner retention and achievement levels.
lmprove relationships with employers by providing appropriate training and support, and
creating more motivated learners.
lmprove relationships with unding organisations through higher retention and achievement
levels.
12
Em/oyers
Lmployers have a critical role to play in the initial assessment process, in circumstances where learners
spend a high proportion o their time in the workplace. Lmployers are best placed to determine whether
an individual is suitable to undertake a job in a particular occupational area. Jhe employer needs to be
involved in matching the relevant Nv to the job which the learner will be undertaking. Jhe employer
also needs to be involved in selecting the appropriate optional units within the Nv and the additional
skill components rom the ramework, i the learner is an apprentice. Jhe employer should understand
the learning needs o the individual in order to ensure that appropriate learning opportunities are made
available, both on- and o-the-job, to develop the required levels o competence. Jhey also need to
be clear o any additional support which the learner may require so that they can provide appropriate
support in the workplace.
Some employers, and providers, view initial assessment as a selection tool to recruit the most able
applicant, rather than a process to identiy the learning and support needs o those who have already
been selected. lt may be partly based on inormation gathered during the selection process or prior to
it, such as that collected by the careers service.
Lective initial assessment helps employers by providing them with:
Motivated learners who eel positive about achieving their training plan.
A better understanding o the learning and support needs o each learner.
More eective recruitment by the placement o learners in the vocational areas which best
match their interests and abilities.
Reductions in sta turnover and associated costs through improved learner retention rates.
13
4
Initial Assessment
Methcds
Jhis section describes some o the dierent methods used by providers to undertake initial assessment
with learners. lncluded in the appendices are some examples o providers successully using dierent
examples o these methods during their initial assessment process.
Jhe methods all into six groups:
Appraisal o written inormation, such as learners' application orms, records o achievement,
progress iles and reerences.
lndividual interviews.
Formal tests.
Learner questionnaires.
0bserved group activities.
Practical vocational activities.
Providers do not normally use all the methods but choose those which are appropriate to the needs
and circumstances o their learners. Jypically, providers choose a combination o methods to assess an
individual, in order to gain an accurate, overall picture o their needs. lnormation collected through
one method may well reinorce inormation collected through a dierent method. ln some instances it
may be contradictory and require use o additional methods. Figure 4.1 identiies which methods may
be useul in collecting dierent inormation rom the learner. lncluded in Section 10 are examples o
providers using dierent methods
Lquality o 0pportunity
ln choosing which methods to use providers must ensure equality o opportunity. Jhere is justiication
or variety among methods in that what may be appropriate in one occupational area may not be in
another. Jhis should not result in learners in some occupational areas receiving a more thorough initial
assessment than in others.
when using written tests, providers have to consider whether they are the best way o assessing the
needs o all learners. Some learners may be unaccustomed to taking tests or do not enjoy the
experience, which then eects their perormance. Poor perormance in these tests may also be due to
poor literacy skills, or the act that Lnglish is a second language, rather than the subject which is
actually being assessed.
All assessment tests used should be valid, reliable and ree rom bias. For this reason providers should
not develop their own 'home grown' tests unless they can guarantee all o these. Commercial tests
should be checked to ensure that they provide evidence o their validity and reliability, and that the
14
Application Forms
Application orms are completed prior to entry onto learning programmes and are oten used or selection
purposes at that stage. Jhey contain inormation that can be used to determine the individual's learning
plan and are thereore useul in initial assessment.
Jhe application orm includes:
Jhe courses the learner has studied and the qualiications that he or she has achieved. Jhese
may be helpul in selecting whether a pre-vocational, oundation or advanced apprenticeship
or other type o learning programme is appropriate. Previous qualiications, such as a 0CSL in
mathematics or Lnglish language may give the learner exemption rom part o the key skill
requirements. Similarly a learner may have completed key skills as part o a 0Nv.
Lmployment and work experience, which may include their current work. Jhis inormation is
useul in matching the learner to the appropriate occupational area and in deciding the level
o the qualiications to target. lt is also valuable in designing the on-the-job learning
programme to avoid repetition o previous experience and to include work that ills gaps in the
learner's experience.
Figure 4.1
Suggested Methods or Collecting Relevant lnormation rom the Learner
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Career preerences and suitability
ualiications and achievements
Aptitude and potential
Prior learning and experience
Basic skills
Key skills
Learning diiculties
lnterests
Learning style
1ob role
Personal eectiveness
Personal circumstances
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language used does not discriminate against those rom some cultural backgrounds. Many commercial
tests can only be used by sta who have been accredited to deliver them. Further inormation on this
can be ound in Section 6 Skills, Knowledge and Development o Sta.
15
Career interests and aspirations. Learners would expect these to be relected in the their
learning plans.
Previous work-based learning. Jhe learning plan should build on previous learning. l it is in a
dierent occupational area there may be parts o that learning that are common and
thereore do not need to be repeated. l other Nv units have previously been completed it
may be possibly to accredit them ormally through the accreditation o prior learning and
experience process. l a learner let a previous learning programme early then there may be
lessons to be learnt in designing the current learning programme. For example, was the
learner not interested in that occupational area? Does the learner have learning diiculties or
basic skill needs that prevented him or her making steady progress? was the level o the
training too high or too low? Does the learner have personal problems, which were an
obstacle last time and may not be resolved? Does the learner lack employability skills, such
as the ability to turn up on time? lt is unlikely that these questions can be answered rom the
application orm but the orm may prompt these to be assessed urther.
For learners with literacy diiculties, speciic disabilities or where Lnglish is a second language, asking
them to complete an application orm may not prove beneicial. Suitable arrangements may need to
be made or prospective learners where help can be provided.
lnterviews
lnterviews provide opportunity to discuss and gather inormation on:
Jhe accuracy o the inormation contained in the learner's application orm.
Learners' knowledge and understanding and suitability to undertake particular types o careers
and jobs.
Lxpected examination grades i these are unknown. Jhis may help in the identiication o the
level o programme to be undertaken.
Jhe results o any ormal 'tests' which have been undertaken prior to the interview such as
psychometric tests or basic skills or key skills assessments.
Learners' personal eectiveness. where gaps are identiied they need to be addressed within
individual learning plans. Learners' experiences at school/college, home, work and through
hobbies and interests, provide the ocus or much o this discussion. For example, how well
does the learner communicate are they conident? How well motivated are they and what
kind o situations do they best respond in? Have they attended school/college or work
regularly? Are they neat and tidy in appearance? How well do they respond to authority? Do
they enjoy working with others or do they preer to be on their own? what is their attitude to
members o the opposite sex, or members o dierent minority ethnic groups, or persons with
disabilities?
Any health problems which might eect the type o job which they do.
Jravel-to-work areas.
lnterviewing young people or adults who have been long-term unemployed is a very skilled process. l
providers and employers are to get the best out o learner interviews, which orm an important part o
the initial assessment process, they need to ensure that they have well-developed and eective processes
in place, and sta who are competent at conducting interviews.
16
Records o Achievement and Progress File
Learner's Records o Achievement can be used to both support and veriy inormation recorded in
application orms and provided during interviews. Many providers ask learners to bring their Record o
Achievement with them to their interview. Jhey can provide a ocus or discussion during interview and
give the learner conidence in talking about themselves. Jhey can include a range o inormation
including achievements and qualiications, school reports, attendance records, work experience reports,
extra-curricular activities, membership o clubs and sports teams.
Jhe Department or Lducation and Lmployment has introduced the Progress File, which aims to build
on the good practice rom the current National Record o Achievement. Progress File is a set o
materials which are designed to help young people and adults make the most o themselves and their
opportunities. lt consists o one or more workbooks. Jhey provide individuals with a method o recognising,
recording and evaluating their achievements: planning, learning and progressing; and presenting their
achievements to others. oung people typically keep their workbook in a ring binder together with
examples o their achievements, certiicates, c.v.'s and action plans. As some o the workbooks are
designed or use in schools, providers will ind it helpul to review them in the same way in which they
currently review the Records o Achievement where these are currently available. Providers may also
ind some o the activities described in the workbooks as a useul way o identiying learning and
support requirements during the initial assessment process. 0ne o the workbooks "New Hcrizcns",
is designed speciically or use by providers. For more inormation on where Progress File can be
obtained see Section 8 Sources o Useul lnormation.
Reerences
0athering inormation rom other sources about a learner is useul. lt can be used to veriy or support
the inormation which has been gathered during initial assessment. lt may also provide another person's
viewpoint which may be contrary to your own. Jhis may indicate that urther assessment is necessary.
lt may also identiy areas which you have not considered and which may need to be included in the
learning plan. Collecting inormation rom other sources may also reduce the likelihood that the same
inormation is repeatedly asked o learners.
Reerence sources include schools, colleges, careers services, employers, voluntary or support groups,
statutory agencies, clubs or societies associated with hobbies and interests.
Basic Skills Assessment
Basic skills are the ability to speak, read and write in Lnglish and to use mathematics at a level
suicient to unction and progress at work and in society. Approximately seven million adults in Lngland
have diiculty with basic skills. Adults with poor basic skills are ive times more likely to be unemployed
or out o the labour market.
Jhe initial assessment o basic skills is thereore crucial. Learners with a lack o basic skills are liable
to make poor progress in their training and to have diiculty sustaining employment. Larly and accurate
assessment o their basic skills learning needs, ollowed by a learning plan to address those needs,
can make a substantial dierence to the learners.
17
Figure 4.2
Lxamples o Jools Used by Providers or the lnitial Assessment o Basic Skills
Name cf prcduct Supplier What it assesses
lnitial Assessment: Basic Skills Agency lnitial Assessment is an assessment test or
An assessment test basic skills in reading, writing and maths. lts
or Reading, writing purpose is to indicate that there may be a
and Maths need or learning support in number, writing
and reading and that urther assessment is
required.
BeSJ the BL Consultancy BeSJ is a multimedia screening or the basic
Screening Joolkit skills o reading, writing, oral communication
or Basic Skills and number. lt includes 15 literacy and 15
numeracy tasks and is based upon the basic
skills standards devised in the early 1990s
which orm the basis or the wordpower and
Numberpower accreditation schemes.
SKlLLCHLCK & Associated SKlLLCHLCK is a one-hour assessment
CHLCKLRS Lxamining Board designed to assess basic skills in numeracy,
graphical skills and literacy. CHLCKLRS
assesses both basic literacy and numeracy
skills at a lower level than SKlLLCHLCK. Jhe
numeracy section has 30 questions, which
are divided into three repeated blocks o 10
skills. Jhe literacy section has 20 questions
with more important skills repeated at two or
three levels.
Basic Skills Jests NFLR-NLLS0N Jhe basic skills tests provide a measure o
(BSJ) basic literacy and numeracy skills. Jhey are
designed or use with young people and adults
who have ew or no academic qualiications.
Jhe numeracy test assesses the ability to carry
out simple calculations, estimations and
application o numerical concepts to everyday
problems. Jhe literacy test is based around a
newspaper rom an imaginary town.
Screening tests aim to identiy those who may need support and to indicate an approximate level o
their skills. Diagnostic tests aim to identiy the speciic nature o an individual's strengths and weaknesses
and to clearly identiy the learning needs. lt is normal practice to screen learners irst and then use the
diagnostic tests where necessary.
lt may be obvious rom a learner's application orm or rom other initial assessment sources that a
learner does not lack basic skills. Figure 4.3 shows the equivalence between basic skills levels and
those o key skills and the national curriculum.
Jests are available or use in the initial assessment o basic skills. Some o the more commonly used
ones are listed in the Figure 4.2. Jhe tests all in to two categories:
lnitial screening.
Diagnostic assessment.
18
asic Skills Standards Key Skills Naticnal Curriculum
Communication Communication and Lnglish
and Numeracy Application o Number and Mathematics
Lntry Key Stage 1
Level 2 (Age 7)
Level 1 Level 1 Key Stage 2
Level 4 (Age 11)
Level 2 Level 2 Key Stage 3 - 4
0CSL A - C (Age 16)
Some providers automatically screen all learners' basic skills. Jhis has the advantage that learners eel
they are being treated equally and that no learner slips through the net. Jhe disadvantage is that learners
who obviously have the basic skills can eel insulted, resent the waste o their time and gain the wrong
impression about the level o attainment that they are expected to achieve in their subsequent learning.
Key Skills lnitial Assessment
Key skills are generic skills which can help individuals to improve their own learning and perormance in
education and training, work and lie in general. Key skills are linked to basic skills in that they require
their application in a wide range o contexts and the ability to transer skills learnt in one environment
to other completely dierent environments. Jhere are six key skills, perormance in each o which is
graded rom level 1 to 4:
Communication
Application o Number
lnormation Jechnology
lmproving own Learning and Perormance
working with 0thers
Problem Solving
Key skills are integral to all oundation and advanced modern apprenticeships. Jhe required level o
individual key skills is determined within each occupational ramework by the relevant National Jraining
Provider (NJ0).
Jhe learning programme determines the inal minimum target or each learner. lnitial assessment o
learners' key skills on entry measures the distance each learner has to travel to reach that minimum
target. Learners enter training with widely varying key skills. Accurate initial assessment o key skills
can lead to substantially dierent individual learning plans. Some learners just meet the threshold o
basic skills. 0thers may already exceed the minimum level they need to achieve by the end. ln the
latter case, learners probably still need to learn to apply their existing key skills in the workplace. Jhe
amount o planned o-the-job training in key skills would be expected to be quite dierent in these two
extreme cases.
Figure 4.3
Comparison o Basic Skills Standards to 0ther National
ualiications and Standards
19
lnitial assessment o key skills should also determine the level o key skills an individual learner is
capable o achieving during the learning programme. l a learner is capable o achieving one or more
key skills at a higher level than the minimum laid down in the ramework then he or she should be
helped to achieve that potential. Joo oten learners regard key skills as a waste o time because they
are not learning anything new.
An assessment o a learner's existing level o key skills may be possible rom other initial assessment
methods such as by looking at the application orm. Figure 4.4 lists some o the tools available or the
initial assessment o key skills.
Figure 4.4
Lxamples o Jools Used by Providers or the lnitial Assessment o Key Skills
Name cf prcduct Supplier What dces it dc?
keySKlLLBUlLDLR west "keySKlLLBUlLDLR" is available as either a paper-based
Nottinghamshire product or on CD-R0M. lt provides a series o initial
College assessments or learners at levels 1, 2 and 3 or
communication and application o number. Jhe results
rom completed assessments are plotted on a results
sheet which provides a detailed analysis o strengths and
weaknesses. A series o 22 workbooks are available to
support learners with their individual needs.
Diagnostic Colchester "Diagnostic Assessment or Key Skills" is a computer
Assessment or lnstitute based diagnostic tool which has been developed to
Key Skills provide a guideline to a candidate's current level o key
skills in application o number and communication. Jhe
communication section contains 50 questions covering
comprehension, spelling, punctuation and grammar. Jhere
is also a 'ree writing' section to highlight problems such
as dyslexia. Jhe application o number section has 35
questions divided into three sections, which assess topics
such as averages, ormulae, probability and percentages.
Jhe assessment lasts approximately one hour. 0n
completion o the assessment a printed proile is
generated which indicates areas o weakness.
Searchlight SHL Ltd "Searchlight"is a computer-based package designed to
proile ability and predict how an individual will cope with
the key skill requirements o a course. lt assesses the
abilities or thinking skills seen as essential to the
acquisition o the application o key skills in application
o number, communication and lJ. Jhese abilities are
mapped onto the revised (2000) key skills speciications.
Any combination o key skills and level can be assessed
in one session.
Psychometric Jests
Psychometric tests are widely used in giving guidance on careers and in the selection o sta by
employers. Jhey are not used in isolation, but as one source o inormation alongside others, such as
interviews. Jhey can orm a useul basis or discussion about a person's career or about his or her
suitability or a job.
20
Prcduct Supplier What it assesses/measures
XJLND Psytech 0eneSys is designed to support providers in placing learners in an
0eneSys lnternational area that is most suitable or them. lt consists o:
An 0ccupational lnterest Proile Numerical reasoning test
verbal reasoning test Abstract reasoning test
FLAJS NFLR-Nelson FLAJS is designed to help young people make the right
Future educational and training decisions based on their personal ability,
Lducation interests, preerred learning style and motivation. lt comprises 12
and Jraining sub-tests divided into our modules:
Series
Module 1- assesses reading skills, verbal ability, number skills,
numerical ability and writing skills
Module 2 assesses non-verbal and spatial ability with
checking and accuracy
Module 3 identiies personal skills, learning preerences and
motivation
Module 4 a vocational guidance questionnaire which looks
at the sort o jobs and activities in which a candidate might be
interested
AlMS portolio SHL Jhe AlMS portolio is designed to acilitate career decision making.
lt includes:
A general abilities proile (0AP) which consists o an integrated
set o 12 ability tests, arranged at three educational levels.
Candidates take a core skills module (verbal, numerical and
diagrammatic reasoning) and a speciic skills module (checking,
spatial and mechanical)
A general occupational interest inventory (00ll)
A motivation questionnaire (M)
An occupational personality questionnaire (0P)
Jechnical SHL A battery o tests suitable or the selection o crat and technical
Jest Battery apprentices. Jhe battery includes:
(JJB)
verbal comprehension Jechnical understanding
Numerical computation Numerical reasoning
visual estimation Fault diagnosis
Mechanical comprehension Spatial recognition
Dierential Jhe Jhe Dierential Aptitude Jest battery assesses the seven primary
Aptitude Psychological abilities:
Jest Battery Corporation
(DAJ) verbal reasoning Mechanical reasoning
Numerical ability Spatial reasoning
Abstract reasoning Language usage and
Clerical speed and accuracy spelling
Jhe results rom the assessments can be combined with interest
data to orm a basis or vocational guidance.
Figure 4.5
Lxamples o Psychometric Assessment Jests Used by Providers
21
Psychometric testing is a very specialised process. Jhe tests have been designed to provide objective
measurements o people's psychological characteristics, such as their aptitude, their reasoning ability,
their behaviour and their motivation. As they are objective they can avoid problems o bias associated
with more subjective techniques such as interviews. Jhey can also provide evidence o potential where
someone has no ormal educational qualiications.
Research has shown that evidence o academic ability, such as 0CSL passes, is not always a good
indicator o assessing potential success in vocational learning programmes. Some providers thereore
use them to determine whether an individual has the potential to successully complete an advanced
modern apprenticeship programme, or example. Jests are carried out by trained specialists who know
how to conduct the tests under controlled conditions and who know how to interpret the results o the
tests.
Providers can useully use psychometric testing o learners to help them decide on an occupational
area or a career, and thereore help them to decide on the most appropriate learning programme.
Jhose providers who select learners may use psychometric testing as one part o the selection process,
in order to choose the learners who are best able to beneit rom the training. Lmployers may make
use o psychometric test results in selecting a learner, in the same way as they would or any other
employee.
Jhe impact o psychometric testing on an individual's learning plan is more likely to be in the choice o
occupational area, and the level o programme, than in the structure o the learning plan itsel. Figure
4.5 contains examples o psychometric tests used by some providers.
Learning Styles Assessment
Assessing learners' learning styles is important in ensuring that they learn quickly and eiciently during
their learning programme. lndividuals learn best in a variety o dierent ways and have preerences or
certain ways o learning. Some, or example, learn best by doing things as opposed to thinking about
them. 0thers preer to learn by listening and sharing ideas with others. Some preer very structured
activities whilst others enjoy reading and examining inormation careully. Jrainers need to be aware o
the ways in which learners learn most eectively in order that they can plan training and learning
opportunities which best meet their needs. Jraining styles are oten inluenced by the trainer's own
preerred learning style. Learners are at risk o their training being ineective, where the trainer's
dominant teaching style is in conlict with their own preerred learning style.
Some providers use individual interviews or group discussions with learners to identiy their preerred
learning styles. 0thers use learning style assessment tools, some examples o which, are identiied in
Figure 4.6.
Learner uestionnaires
Learner questionnaires are oten used to help learners identiy their own strengths and weaknesses
and assess their own learning and support needs. Jhe results contribute, along with other sources o
inormation, to the individual learning plan.
Jhe questionnaires usually adopt a airly simple approach. Jhey typically ask the learner to assess
themselves against a number o criteria. For example, they might be asked to tick which o the ollowing
activities they have done beore. 0r, on a scale o 1 to 4, indicate how good they are at working in a
team with other people.
22
Name cf prcduct Authcr What dces it dc?
Learning Styles Honey and Mumord Jhe questionnaire allows investigation o learning
uestionnaire styles based on the learning process. Four types o
learning styles are identiied: Activists, Relectors,
Jheorists and Pragmatists. Jhe questionnaire has
been designed or use with 16-19 year olds and
takes approximately 10-15 minutes to complete.
Respondents answer 40 questions in terms o
whether they agree more than disagree with them.
Jhe Learning Ross Cooper Jhis is a computer based tool which investigates
Styles lnteractive learning styles based on cognitive skills and
Diagnostic instructional preerence. Consideration is given as
Screening to whether people preer to think visually or verbally
Jest and whether they preer to process inormation
holistically or sequentially.
uestionnaires can be designed to collect inormation on almost any aspect o a learner's experience.
Jhis may include, or example, a sel-assessment o their perceived skills and perormance in their
current job i they are already employed. Jhe outcomes are based on the learners' perception o
themselves which may not always be accurate. Jhey are however an eective way o involving the
learner in the identiication o their own strengths, weaknesses and learning needs. lnormation gathered
in this way can be built upon using other initial assessment methods, such as an interview or ormal
assessment tests.
0roup Activities
Some providers observe a learner engaging in group activities with other learners to measure speciic
attributes and to identiy personal strengths and weaknesses, or example, during their induction
programmes. Some employers also observe learners in group activities as part o their selection
process. Attributes measured in this way include the ability to work with others, communication, conidence,
motivation, decision-making and problem solving.
Jo be successul, group activities rely on having a number o observers who are properly trained and
have clearly deined criteria on which to base their judgements. Jhe outcomes o group activities can
be a useul source in supporting or conirming inormation collected through other methods. Jhe
inormation may result in additions to an individual's learning plan to increase, or example, his or her
sel-conidence.
Practical vocational Activities
lt is oten not until the learner actually experiences a job at irst hand that they know whether they like
it or not. 0ne o the reasons why many young people drop out o their learning programmes is because
the occupational area in which they are placed does not match their expectation. Lxposure to a 'real
job' is important in helping individuals to ind the right occupational area.
Figure 4.6
Lxamples o Learning Styles Assessment Jools
23
Some providers oer work 'tasters' or 'trials'. Jhese allow the learner to experience at irst hand a
number o dierent occupations and helps them decide which most suits them. lt also provides the
opportunity or both the provider and the employer to assess the learner's vocational skills and suitability
or the job as well as his or her learning and support needs.
ln some instances it may be necessary to consider whether the prospective learner has the physical
skills to cope with the particular demands o the occupation which they are seeking to enter. Some
occupations require a high level o dexterity, such as hairdressing or assembly operations, and these
can be assessed during initial assessment. Providers or employers give learners speciic practical tasks
in order to make the judgement. Practical assessments can be designed to assess a wide range o
vocational skills.
Summarising the 0utcomes o lnitial Assessment
Jhe initial assessment process involves the collection o a substantial amount o inormation about
each individual, using a range o dierent methods and with oten more than one member o sta
involved. lt is essential that the inormation is brought together to orm a picture o the whole person.
lnormation should be brought together on:
Career preerences and suitability. Jhis should include the results o any vocational
assessment activities including vocational interest inventories, work 'trials' or 'tasters',
dexterity tests to support the choice o occupational area and job.
Achievements and qualiications.
Aptitude and potential.
Prior learning and experience including any work-based learning previously undertaken, current
occupational skills, key skill units undertaken.
Any basic skills assessments and their results.
Any key skills assessments and their results.
Any learning diiculties identiied.
lnterests o the learner which may inluence career choice or design o training programme.
Learning style.
1ob role.
Personal eectiveness and areas which need to be addressed.
Any personal circumstances which may eect learning.
All members o sta involved in collecting the inormation should jointly agree the learner's learning and
support needs rom the inormation which is available. Jhis inormation should be used to set learning
goals and used to develop each individual's learning plan.
An example o a ormat or summarising the outcomes o initial assessment or each learner is included
in Section 11.
24
5
Planning 1raining and
Learning
Planning Jraining
All training should be planned to meet the needs o learners identiied during initial assessment, and
the objectives o the learning programme, such as a oundation apprenticeship in retail. l training is
not planned, opportunities or the learner to learn are missed. Jhey may get ed up and leave their
learning programme or take longer than necessary to achieve their objectives and qualiications.
when planning training consideration needs to be given to:
Where the training will be implemented and the learning undertaken?
Hcw the training will be implemented?
Whc will implement the training with learners?
When will the training take place?
Hcw will the learner's progress be measured and reviewed?
Locations
Learning normally takes place whilst the learner is undertaking their job ('on-the-job training') and away
rom the job through planned training activities ('o-the-job training'). 0n-the-job training takes place
in the workplace on employers premises whilst o-the-job training may take place in either the workplace,
or at the premises o a training provider or other training establishment. For learners who are not yet
ready to enter the workplace all o their learning is likely to take place 'o-the-job'.
7echniques
Jhere are a wide variety o techniques which can be used to train. Jheir appropriateness is oten
determined by the location in which they are used, and the learning style o the learner. 0n-the-job
techniques include demonstration, coaching, job rotation or planned experience and mentoring. 0-
the-job techniques include lectures, discussions, group exercises, case studies, role-plays, simulation,
workshops, distance learning and outdoor learning. Jechniques or use in either situation will include
instruction, question and answer, assignments, projects, guided reading, computer based training,
video and interactive video.
7rainers
0n-the-job training is provided by sta within the workplace and involves the learner's supervisor. lt
may also involve colleagues who are assigned as mentors to guide and advise learners. 0-the-job
training is provided by sta rom training providers or other training establishments responsible or
providing speciic aspects o training. where o-the-job training activities take place within the workplace
this may also involve employers' sta.
25
7imin
Certain training activities such as workshops, lectures, group activities or job rotation, take place at
scheduled times and are agreed with the learner. Activities such as coaching and mentoring take place
on a continuous basis and are less clearly deined in terms o timing, apart rom when speciic meetings
take place. Demonstration activities should be scheduled in advance where possible but should not
prevent learning opportunities which occur naturally within the workplace being seized upon when they
arise. where learners undertake training activities in their own time without supervision, or example
guided reading, they need to be prepared or this.
Proress measurement and review
when training is planned consideration needs to be given to how oten the learner's progress will be
reviewed and how it will be measured. Dates o progress review meetings should be scheduled within
the plan. Progress measurement includes the measurement o occupational competence and
competence in key skills. Assessment dates should thereore be included in plans. Mechanisms or
measuring perormance in other areas where needs have been identiied such as attending work on
time or developing conidence, should be developed as the plan is being drawn up.
Learning Plans
Learning plans should be used to show how the identiied needs o learners and the objectives o their
learning programme will be met. Jhey clearly deine the where, the how, the who and the when
identiied in the above section. Jhere are a number o dierent types o learning plans currently used by
training providers which provide the basis or the implementation o training:
An individual learning plan this is a plan which is prepared or the learner to show the
training and support that they require and will receive, to help them achieve their objectives
and ulil their learning programme. lt is a plan which continually evolves as new learning
needs emerge or when eedback indicates that changes are required.
0n-the-jcb learning plans these plans, prepared by employers oten with the help o
training providers, show speciic tasks or activities being undertaken in the workplace in order
to allow the learner or groups o learners to develop competence in areas required. Jhey
should orm part o an individual's learning plan.
0ff-the-jcb learning plans these are similar to on-the-job training plans, except that they
show planned o-the-job training activities over a period o time or learners or groups o
learners. Jhey are distinct rom training session plans which detail planned activities or
individual training sessions. Jhese should also orm part o an individual's learning plan and
be prepared by training provider sta.
lndividua/ /earnin /ans
Lach learner should have an individually designed learning plan which shows the training and support
which they will receive to help them ulil their learning programme. Jhis is essential as each learner
has a dierent starting position identiied by initial assessment. Lach learner is in a dierent learning
environment in the workplace. Lach learner has dierent potential that may allow them to develop at
a aster pace and achieve additional learning or qualiications beyond the minimum requirements o
the learning programme. lt is critical that the learner is involved in the preparation o their learning plan
so that they can take ownership o this.
26
lndividual learning plans should include all o the ollowing:
Infcrmaticn abcut the learner and their learning prcgramme - this includes learner's
name, name o training provider, learning programme such as oundation modern
apprenticeship, objectives in terms o qualiications, start date and target completion date o
the whole programme. Jhese may change during the period o the learning programme.
Changes normally have to be agreed with the unding bodies. Jhis part o the plan lends itsel
to a standardised orm and is normally speciied by the unding body.
Results cf initial assessment and any accredited pricr learning - the results o the initial
assessment and any accredited prior learning should be recorded as part o the individual
learning plan. Jhis provides a baseline to measure progress and is useul during the review
process.
Inducticn training - learners' inductions should be planned as with any other part o their
training. Jhey normally include both a work-place induction and an induction to the learning
programme. Both should be shown within the learning plan. lnduction training should provide
learners with basic inormation about their learning programme, the job which they are going
to be doing, and the environment in which they are based.
0n-the-jcb training - the plan should identiy the learning opportunities that the learner will
be given in the workplace to help them develop the skills and knowledge and required levels
o competence demanded by their learning programme. Jhis may be contained in a separate
plan which orms part o the individual's overall learning plan.
0ff-the-jcb training - o-the-job training activities should be identiied within the plan which
complement learning in the workplace and address identiied learning and support needs. As
or on-the-job training, this may be contained in a separate plan which orms part o the
individual's overall learning plan.
Prcgress review arrangements - the learning plan should include an outline schedule o
regular progress review meetings.
Assessment arrangements - the learning plan should identiy planned assessment and
examination dates or qualiications being undertaken. lt should also show how progress in
other areas is measured.
Additicnal suppcrt arrangements - the plan should describe how the learner is supported
throughout training. lt should also show how the additional support needs identiied during
initial assessment will be met.
Learners ccmments - the learner should have the opportunity to comment on the plan,
show that they have been involved in its preparation and understand the training that is
required.
Jhe individual learning plan may be a single document or it may consist o several documents covering
each o the above sections. where a series o documents are used it is important that they are linked
together to present an integrated and coherent plan or the learner.
An eective learning plan is used as a working document to which the learner, the workplace supervisor
and the trainer regularly reer. lt is reviewed and revised to relect the learner's growing capability and
changing learning needs. lt is likely that a learning plan is airly detailed in the short term, or example
or the next three to six months, and more o an outline or the longer term. Jhe employer, the learner
and the trainer are all involved in producing the plan. Jhe training is thought through in advance in
27
enough detail that the learner, the employer and the trainers all know how the objectives will be
achieved. Jargets are set or the achievement dates o the objectives and the milestones towards
these.
Although each learning plan is designed or the individual learner, it may be composed o units or blocks
o training that are common to a group o learners or which are standard or all learners working
towards a particular qualiication throughout the country. ln these cases it makes sense or the individual's
learning plan to simply reer to a separate o-the-job learning plan rather than to reproduce it. Alternatively,
a copy o the o-the-job learning plan could be attached to each individual learning plan. ln many
instances the result is a learning plan common to several learners but with minor "customised" elements
to relect the particular training and support needs, or the prior experience, o the individual.
Many learning plans are ineective. Jhey are oten designed principally as a document or the purpose
o providing an audit trail or the unding and not as a useul plan or the learner. Jhey only list
qualiications and units o qualiications, rather than training. Jhey list nominal completion dates o
qualiications or units, rather than the actual dates o training. Jhey are not based on the results o the
initial assessment o the individual's learning needs. 0ten they contain no reerence to plans or on-
the-job training and only limited inormation about o-the-job training. Jhey are not usually revised as
a result o discussions at the learner's progress review meetings.
0n-the-job /earnin /ans
0n-the-job learning plans detail the learning opportunities or activities that the learner will be provided
with in the workplace so that they can develop the required levels o competence to gain their qualiications
and ulil their learning programme. Jhis includes the appropriate training techniques to be used to aid
learning. Plans should also identiy the additional support which the learner needs rom the employer.
During initial assessment consideration will have been given to the extent to which the learner's job
matches the requirements o the Nv and key skills which they will be undertaking along with any other
requirements o their learning programme. l the learner is required to develop competence in areas
additional to those their current job allows, opportunities need to be planned or the learner to gain the
necessary experience. Jhis may involve internal job rotation or spending periods o time with other
employers. Consideration will also have been given during initial assessment to the learner's existing
occupational skills, knowledge and experience. Learners who have existing skills and competence may
not require such an intensive plan as those who have no previous experience, and are likely to complete
their learning programme in a shorter period o time.
0n-the-job learning plans need to be suiciently lexible to meet the needs o both the learner and the
workplace. Jhe tasks which the learner undertakes as part o their job are likely to be determined by
the availability and low o work. l work plans alter, this may necessitate changes to the on-the-job
learning plan. Similarly new or other jobs in progress may present opportunities to develop competence
in other areas which are relevant to the learning programme.
ln order or on-the-job training to be eective it should be structured where possible to show progression
rom simple to more complex tasks. ln this way the learner gains conidence as their experience
increases.
workplace supervisors and managers are best placed to draw up on-the-job learning plans as they are
amiliar with the work being undertaken and are responsible or the implementation o on-the-job
training. Lmployers thereore need to understand the requirements o those qualiications being
undertaken by learners. Some employers, particularly small employers, may need training providers to
support them in this process. lt is critical that training providers understand the content o on-the-job
learning plans so that they can devise complementary o-the-job learning plans. Learners should be
involved in the development o their on-the-job learning plan and understand its purpose.
28
where learners are undertaking work experience as part o pre-vocational learning programmes they
should still have on-the-job learning plans which show the learning opportunities that they will receive
to meet their objectives.
Jhe ormat in which the plan is written does not matter as long as it is available to the learner and the
workplace supervisor to reer to regularly. For example it could be a chart on the wall in the workplace
which is simply amended when needed. l an employer thinks that they have to rewrite the plan every
time a change is needed it will soon cease to be a working document. A simple working plan is much
better than a sophisticated plan that is not used.
lncluded in Section 12 are two examples (examples 1 and 2) o on-the-job learning plans. Lxample 1
is or an individual learner undertaking an Nv level 2 in hairdressing with no previous experience. Jhe
plan shows the tasks which the learner perorms over a period o time, which are relevant to their Nv,
and also demonstrates the idea o progression. Lxample 2 is an on-the-job learning plan or a group o
learners. Jhe plan shows how a group o learners are rotated within dierent sections o the company
in order to gain the necessary level o experience.
0ff-the-job /earnin /ans
0-the-job learning plans identiy the training that is necessary or the learner to support their learning
in the workplace. Jypically o-the-job training ocuses on providing the necessary underpinning knowledge
to support the Nv and key skills which are being undertaken. lt also provides an opportunity or
learners to learn how to cope with situations that occur inrequently in the workplace such as emergencies.
For those learners ollowing pre-vocational learning programmes, o-the-job training provides the
necessary training to ulil the objectives o their learning programme.
0-the-job learning plans should provide details o the objectives o o-the-job training activities, the
part o the learning programme to which it relates, the training techniques to be used, where training is
to take place, who is delivering it, the times and dates. workshop-type activities should be supported
by detailed individual training session plans. Jraining records are kept o the o-the-job training sessions
that learners have attended.
Jhe requirement or o-the-job training depends upon the learner's skills, knowledge, level o competence
and the job which they are undertaking. lt will have been irst identiied during initial assessment but
constantly evolves as the learner progresses within their job. Jhey need thereore to be lexible documents.
Jraining providers are responsible or drawing up o-the-job learning plans. wherever possible they
should design them in conjunction with on-the-job learning plans. Jhe beneit o this is that the
training undertaken in each location complements each other. Jraining providers thereore irst need to
undertake discussions with employers. Learners also should be involved in the preparation o o-the-
job learning plans and understand their purpose. 0-the-job learning plans should be available to all
three parties.
lncluded in Section 12 (example 3) is an o-the-job learning plan or a group o learners. Jhe plan
identiies which learners need to attend speciic sessions in order to gain relevant underpinning knowledge
and are based on the results o initial assessment.
Co-ordination of on- and off-the-job trainin
l they are to get the most beneit rom their training, learners need to have the opportunity to apply the
knowledge and skills they have developed through o-the-job training in the workplace. workplace
supervisors need to understand what is being covered during o-the-job training and be kept up-to-
date with changes to the plan. Jhis enables them to help the learner put the o-the-job training into
practice as opportunities arise in the workplace.
29
lt is equally important that the training provider knows what a learner is learning during on-the-job
training so that o-the-job training can be planned to suit the learner's needs. 0-the-job trainers
should take every opportunity to draw on the learners' own workplace experience to create the links to
on-the-job training. Jhis may include o-the-job trainers drawing on workplace examples, training
structured around jobs in progress at that time, or learners given assignments to do in the workplace.
Co-ordination o on- and o-the-job training rarely happens naturally. l it is to be eective it must be
actively planned and managed throughout. lt relies on close collaboration between training providers
and employers.
lncluded in Section 12 are two examples (examples 4 and 5) o methods to ensure co-ordination.
Lxample 4 illustrates the split between on- and o-the-job training activities and the speciic
responsibilities o both employers and providers. Lxample 5 links the relevant o-the-job training
activities with the on-the-job training activities to achieve identiied learning objectives.
Jhe Review Process
Jhe learner's progress review is the main method o monitoring progress towards achieving the objectives
set out in their individual learning plan. lt is also a means o identiying additional learning and support
needs, resolving problems acing the learner and setting new targets or the learner to achieve. lt is the
primary means o managing the learner's whole learning programme.
Jhe learning plan may need to be amended during the progress review. Lective learning plans are
living, working documents that are regularly used by training providers, employers and learners. Certain
elements o all plans are likely to need regular updating as targets are achieved and new targets are
set.
Lach learner's progress should be reviewed at least once every three months as a minimum. Jhe
requency should be increased to meet the needs o the learner at particular points in the programme,
such as at the beginning, near the end or i a learner has a particular problem or i additional learning
needs are identiied. For learner's ollowing pre-vocational learning programmes their progress may
need to be reviewed on a weekly basis.
Jhe purpose o reviews is to consider progress in both on- and o-the job training compared with the
plan. lt checks the outcomes o planned assessments, any problems or unresolved issues acing the
learner and that there are no obstacles towards completing their learning programme. Jhe outcome o
the review may inluence uture on- and o-the-job training requirements and the timing o uture
assessments, in which case it results in changes to the individual learning plans. lt may be useul
thereore to keep records o learner reviews with their individual learning plan.
Reviews should involve learners, training providers and employers. Jhe beneit o involving employers is
that they will be better able to understand the needs o the learner, to arrange on-the-job training and
agree the need or o-the-job training.
30
6
Skills, Kncwledge and
Develcpment cf Staff
Skills and Knowledge
Lective practice in initial assessment and the design and production o individual's learning plans
relies on the provider having skilled and competent sta. Sta involved in these activities should have
a wide range o skills and knowledge.
lnitia/ assessment
Jhose sta undertaking initial assessment should have knowledge and understanding o:
Jhe purpose o initial assessment.
Methods o identiying learning and support needs and collecting inormation.
what learning programmes are available within their own organisation.
Jhe requirements o speciic learning programmes and occupational rameworks.
0ther providers in the market who may be better placed to meet learners' needs.
Jhe requirements o employers.
Processes and procedures or the accreditation o prior experience and learning.
lnitial assessment tools including basic skills, key skills and psychometric tests where
appropriate.
when additional specialist assessment may be required, or example diagnosing dyslexia or
more severe learning diiculties.
lnterviewing and questioning techniques.
How to put learners at ease.
Positive eedback techniques.
Methods o analysing and recording collected inormation.
Dierent learning styles and ways o learning.
Lqual opportunities and non-discriminatory practices.
Procedures or initial assessment including the handling o conidential inormation.
31
Jhe type o skills required by sta undertaking initial assessment includes:
Active listening, clariying and summarising.
lnormation gathering.
Lective eedback.
Analytical skills.
Negotiation.
Decision making.
Sound objectivity and judgement.
written communication.
lndividua/ /earnin /ans
Jhose sta involved in designing individual learning plans need to have knowledge and understanding
o:
Jhe requirements o speciic learning programmes and occupational rameworks.
Methods o designing and delivering learning programmes to meet learners needs.
Jraining techniques.
Jhe outcomes o the initial assessment process.
Learning opportunities within the workplace.
How to integrate on- and o-the-job learning opportunities to create a coherent learning plan.
Methods o monitoring and reviewing learner progress.
Available resources.
Recording and documentation procedures.
lssues o equality o opportunity and non-discriminatory practice.
Jhe type o skills required by sta designing individual learning plans includes:
verbal communication.
written communication.
Planning and design.
Creativity.
Decision making.
32
ualiications Available
Standards based
Jhe "Naticnal Standards fcr 1raining and Develcpment" produced by the Lmployment NJ0 (LNJ0),
and the "Standards fcr 1eaching and Suppcrting Learning" produced by the Further Lducation NJ0
(FLNJ0) provide appropriate rameworks or the development o sta engaged in these activities:
Initial Assessment
LNJ0 - Unit A21 ldentiy individual's learning aims, needs and styles.
LNJ0 - Unit A22 ldentiy individual learner needs.
FLNJ0 - Unit A1 ldentiy and plan or the needs o potential learners.
FLNJ0 - Unit A2 Make an initial assessment o learners' needs.
Pitman ualiications have introduced a Diagnostic Proiling Award or sta involved in initial assessment.
Jhis consists o the two units A21 and C22 rom the LNJ0 National Standards or Jraining and
Development.
Individual Learning Plans
LNJ0 - Unit B21 Design and learning programmes to meet learner's requirements.
LNJ0 - Unit C22 Agree learning programmes with learners.
4ccreditation of rior /earnin and exerience
LNJ0 - Unit D36 - Advise and support candidates to identiy prior achievement.
Psychometric test users
Jhe British Psychological Society has competence standards or psychometric test users. Publishers o
tests normally only sell their materials to providers that can demonstrate that they meet these standards.
Jhose wishing to use aptitude and ability tests require a Certiicate o Competence Level A and those
wishing to use personality tests require a Certiicate o Competence Level B. ln some instances
publishers also require proposed test users to attend additional training or speciic products. Further
inormation on training courses or test users is available rom the British Psychological Society and
publishers o tests see Section 8 Sources o Useul lnormation.
33
Managing and uality
Assuring Initial Assessment
and Individual Learning
Plans
Like all key stages in the learning process, both initial assessment and the development o individual
learning plans needs to be both managed and quality assured. JSC reports identiy weaknesses or
many providers in the generic areas o management o training and quality assurance. During the year
1999 2000, nearly one third o providers were awarded unsatisactory grades or management o
training and nearly one hal or quality assurance.
written Policies and Procedures
Many providers' sta are involved in initial assessment and the design o individual learning plans. lt is
very important that they all have a common and shared understanding o purpose. 0ne way o helping
with this is or the provider to have a clear written policy. An example o this is shown on page 35.
Jhe policy should be supported by a number o procedures which deine exactly how it is implemented.
Jhese should include how inormation is collected, analysed and recorded or each learner during initial
assessment and how the inormation is used to design individual learning plans. Jhe procedures should
be audited at regular intervals to check compliance by sta.
Feedback systems should gather views rom learners about their experience o the initial assessment
process and the appropriateness o their individual learning plan. Any adverse comments should be
acted upon.
Communication
Communication is vital throughout the initial assessment process not just between the member o sta
undertaking initial assessment or designing the individual learning plan with the learner, but all those
members o sta involved in the process. within providers, some sta may have responsibilities or
recruitment, or diering parts o the initial assessment process whilst others may have separate
responsibilities or designing individual learning plans. lt is vital that all parties work together to share
and agree their indings and make decisions. without a high degree o communication important
inormation may well be lost or interpreted incorrectly, which subsequently results in an inaccurate or
inappropriate learning plan.
7
34
Lective external communication is equally important, such as with employers. Jhey need to be involved
in the design o individual learning plans where learners are employed or undertaking work experience.
lt also includes communication with other providers which have undertaken assessment activities
previously, such as careers services or other providers which the learner has previously attended. lt will
involve gathering inormation rom other external providers which can contribute to the process o
building up a coherent picture o the learning and support needs o each individual, or example
schools, previous employers or support agencies.
Sta responsibilities and development
lt is important that those sta who carry out initial assessment and design individual learning plans are
competent and provided with proper levels o support, advice and training. A senior member o sta
should be deined as having overall responsibility or initial assessment and the production o learning
plans and provide a point o contact or those sta requiring help and advice. He or she should keep
themselves regularly updated on developments in initial assessment and learning plans, new methods
o assessment and good practice. Further inormation on the levels o knowledge and skills required by
sta undertaking initial assessment and developing learning plans can be ound in Section 6.
Data collection and analysis
Poor initial assessment practice can be a contributory actor where learners leave programmes prior to
completion. lnormation on the reasons or early leaving should be collected at regular intervals and
analysed. Jhe analysis should ascertain whether learners have let because they were placed in an
inappropriate occupational area or the occupational ramework was too diicult or the job which they
were doing. Jhese may point to poor initial assessment.
Jhe methods used during initial assessment to gather inormation rom learners need to be constantly
evaluated. l they are not eective at identiying learners' needs, or do not measure what they are
intended to measure, then they should not be used. 0ten it becomes apparent in the early stages o
an individual's learning programme how accurate particular initial assessment methods were.
Assessment methods should be evaluated at regular intervals to ensure that they are air to all learners,
regardless o race, gender and disability.
Jhe learning and support needs o all learners should be aggregated and analysed to identiy where
resources need to be eectively targeted within the provider. Jhis will assist with the design and planning
o the learning provision.
35
lnitial Assessment Policy
EX4MPLE
we at xxxxx Jraining Services aim to accurately identiy what each learner needs to learn and be
aware o any support requirements that he or she may have. Jhe purpose is to enable us to
design a learning plan that relects the learner's speciic needs and which ensures that each
learner gets the most out o his or her learning programme.
when identiying what learners needs to learn we consider:
Jheir career aspirations and their relevant abilities, interests and skills.
Jhe most appropriate learning programme or them to ollow.
what they have already learnt and know.
Jhe initial assessment process gathers inormation on each learner's career aspirations and
suitability, their qualiications and achievements, aptitude and potential, prior learning and
experience, basic skill and key skills learning needs, any learning diiculties, interests, learning
style, job role, personal eectiveness and personal circumstances which may eect learning.
0ur strategy is that:
1. Learners are ully involved in the initial assessment process.
2. Learners understand the beneits o what they are being asked to do and how the
inormation is used.
3. Recommendations on how learning requirements will be met are agreed.
4. Constructive eedback is given in a positive and encouraging way.
5. Learners' views are collected on the initial assessment process.
6. lnitial assessment methods are appropriate.
7. Jhe purpose o each method is explained to the learner.
8. Assessment methods are monitored to ensure that that they are eective and that they
do not discriminate against certain groups o learners.
9. 0utcomes o initial assessment are recorded on an individual summary record and
used when designing the learning plan.
Jhe ollowing procedures support the implementation o this policy:
|n|t|a| assessment (Prcceo0re 5i, |earner |eeooac| (Prcceo0re 18i ano Des|gn|ng |no|.|o0a|
|earn|ng |ans (Prcceo0re 8i
36
Scurces cf Useful
Infcrmaticn
Basic Skills
Basic Skills Jests NFLR-NLLS0N
Jel: 01753 858 961
Skillcheck & Checkers Associated Lxamining Board
Jel: 01483 506 506
BeSJ the Screening Joolkit or Basic Skills Be Consultancy
Jel: 01691 624 634
lnitial Assessment: An assessment test or reading, Basic Skills Agency
writing and maths Jel: 0207 405 4017
Key Skills
keySKlLLBUlLDLR west Nottinghamshire College
Jel: 01623 627 191
Diagnostic Assessment or Key Skills Colchester lnstitute
Jel: 01206 518 000
Searchlight SHL
Jel: 0208 335 8000
Psychometric Jests
XJLND 0eneSys Psytech lnternational
Jel: 01452 482 833
FLAJS NFLR-NLLS0N
Jel: 01753 858 961
AlMS SHL
Jel: 0208 335 8000
Jechnical Jest Battery SHL
Jel: 0208 335 8000
8
37
Dierential Aptitude Jest Battery Jhe Psychological Corporation
Jel: 020 7424 4456
Psychological Jesting: A User's 0uide Jhe British Psychological Society
Jel: 0116 254 9568
Learning Styles
Learning Styles uestionnaire Honey & Mumord
Jel: 01628 633 946
Jhe Learning Styles lnteractive Diagnostic Screening Jest Ross Cooper
Jel: 0171 700 8680
lnitial Assessment
Diagnostic Proiling: A support pack or the initial DLL Publications
assessment o learners (Re: DPR) Jel: 0845 602 2260
0uidance on Assessment in Jhe Learning 0ateway DLL
Contact: 1ohn Harradence
Fax: 0114 259 3371
lnitial Assessment to ldentiy Learning Needs FLDA publications
Jel: 01761 462 503
0eneral
0uidance on the uality Assurance o Jraining SlS Consultants
Jel: 01925 730 963
Developing 0ood Practice in the Management o Jraining SlS Consultants
Jel: 01925 730 963
Developing 0ood Practice and 0uidance in the SlS Consultants
training process Jel: 01925 730 963
Developing 0ood Practice and 0uidance in working SlS Consultants
with employers Jel: 01925 730 963
Reaching New Standards: Annual Report o the Jraining Standards Council
Chie lnspector Jel: 01865 788 700
Assessment Matters: Jhe National 1ournal o vocational Lietime Careers
assessment Jel: 01793 549 200
Progress File publications DLL
Jel: 0845 602 2260
0uidelines For Jesting People with Disabilities SHL
Jel: 0208 335 8000
38
Lqual 0pportunities 0uidelines or Best Jest Practice in SHL
the Use o Personnel Selection Jests Jel: 0208 335 8000
Lmployment NJ0 (LNJ0) LNJ0
Jel: 0116 251 7979
Further Lducation NJ0 (FLNJ0) FLNJ0
Jel: 0207 827 4666
web Sites
Basic Skills Agency www.basic-skills.co.uk
Adult Learning lnspectorate www.ali.gov.uk
Jraining Standards Council www.tsc.gov.uk
Progress File www.dee.gov.uk/progile/
Learning Skills Development Agency (ormerly FLDA) www.eda.ac.uk
ualiications and Curriculum Authority (CA) www.qca.org.uk
Key Skills www.keyskillssupport.net
39
9
Self-assessment
Checklist
Use the ollowing checklist to assess how well you carry out initial assessment and produce individual
learning plans.
1. INI1IAL ASSESSMEN1
what inormation do you collect about each learner's:
- Career preerences and suitability?
- ualiications and achievements?
- Aptitude and potential?
- Prior learning and experience?
- Basic skill needs?
- Key skills needs?
- Learning diiculties?
- lnterests?
- Learning style?
- 1ob role?
- Personal eectiveness?
- Personal circumstances which may eect learning?
which methods do you use to collect the inormation and how do you decide which you
should use?
Do the methods provide a clear picture o the learning and support needs o each learner?
How do you evaluate the eectiveness o the tools you use?
Do you undertake diagnostic assessment o those learners who are ound to need support
with basic skills or where key skills are a requirement o the learning programme?
How do you ensure that learners work in occupational areas which are suited to their
needs, abilities and aptitudes?
How do you ensure that learners are on programmes which are most suited to them and
their employer, and are set at the right level?
How do you accredit prior learning and experience?
How do you actively involve learners and employers in the initial assessment process?
what inormation about the learner do you seek to gather rom external sources?
40
2. INDIVIDUAL LEARNIN0 PLANS
Are individuals' learning plans based on the outcomes o their initial assessment?
Are learning goals clearly identiied or each learner in his or her individual learning plan?
ls the learning programme which each learner will ollow identiied?
ls on-the-job training planned in detail in the short term, and in outline beyond that?
Does on-the-job training show breadth o training by working in as wide a range o
appropriate tasks as possible?
Has o-the-job occupational training been planned and is it linked to the on-the-job training
where appropriate?
Have the learner and the employer been ully involved in drawing up the plan?
ls basic skills training planned, and does it meet the needs which were identiied at initial
assessment?
Has key skills training been planned and is it linked to the on-the-job training?
Are any additional support arrangements identiied?
Does the plan include review arrangements?
ls the plan easy to update and amend?
ls the plan designed in such a way that it becomes a living document?
3. LEARNER INV0LVEMEN1
ls the purpose o initial assessment explained to the learner and understood?
Are the methods used to carry out initial assessment explained to the learner and agreed in
advance?
Do learners have a clear understanding o their learning and support needs?
Are learners asked or eedback on the initial assessment process and do they ind it a
valuable experience?
Do learners have a learning plan which shows clearly how their learning and support needs
will be met?
Do learners have a copy o their individual learning plan?
Are learners involved in the production o their individual learning plan?
Do learners agree with the contents o their learning plan?
Do learners agree changes to their individual learning plan in response to additional needs
identiied during their reviews?
41
4. EMPL0ER INV0LVEMEN1
Are employers brieed on the importance and beneits o good initial assessment and
learning plans?
Are employers involved in assessing the suitability o a learner to undertake a particular
type o job and how eective are they at this?
Are employers involved in identiying an appropriate learning programme, which takes
account o the needs o the learner and the job which they will be doing?
Are employers encouraged to play an active role in the identiication o a learner's learning
and support needs?
Do employers understand the learners' learning and support needs and do they know how
they will address them?
Are employers involved in the drawing up o the individual's learning plan?
Do employers have a copy o each learner's individual learning plan?
5. MANA0IN0 AND UALI1 ASSURIN0 INI1IAL ASSESSMEN1 AND LEARNIN0 PLANS
Do members o sta have a common and shared understanding o the purpose o initial
assessment and individual learning plans?
Does the provider have policies on initial assessment and individual learning plans which
deine what it is trying to do and written procedures on how the policies are implemented?
l sta have responsibility or dierent parts o the initial assessment process and the
drawing up o individual learning plans, do they work together to share inormation, agree
indings and make decisions?
Do sta seek to gather relevant inormation rom external sources which may assist in the
learner's initial assessment?
ls a senior manager assigned responsibility or initial assessment and the production o
individual learning plans?
Do sta receive proper levels o support, advice and training on initial assessment and the
production o individual learning plans?
How does the provider keep itsel updated on initial assessment practices and good
practice?
Does the provider aggregate and analyse the needs o its learners? Does the provider use
this inormation to plan the learning programmes and allocate resources where needed?
Do quality assurance procedures deine which assessment methods should be used and
how the outcomes o the initial assessment are collected, recorded and used in the same
way or each learner?
Do learner eedback systems gather inormation on the learners' views o the initial
assessment process and the development o their learning plan?
42
Are initial assessment methods regularly evaluated to assess their eectiveness and that
they are air to all learners regardless o race, gender and disability?
6. S1AFF SKILLS AND KN0WLED0E
Do sta who undertake initial assessment have knowledge and skills in:
Jhe purpose o initial assessment?
Methods o identiying learning and support needs and collecting inormation?
Jhe learning programmes that are available within the provider?
Jhe requirements o speciic learning programmes and occupational rameworks?
0ther providers who may be better placed to meet learners' needs?
Jhe requirements o employers?
Processes and procedures or the accreditation o prior experience and learning?
lnitial assessment tools including basic skills, key skills and psychometric tests where
appropriate?
when additional specialist assessment may be required, such as diagnosing dyslexia or
more severe learning diiculties?
lnterviewing and questioning techniques?
How to put learners at ease?
Positive eedback techniques?
Methods o analysing and recording collected inormation?
Dierent learning styles and ways o learning?
Lqual opportunities and non-discriminatory practices?
Provider procedures or initial assessment including the handling o conidential
inormation?
Do sta who design individual learning plans have knowledge and skills in:
Jhe requirements o speciic learning programmes and occupational rameworks?
Methods o designing and delivering learning programmes to meet learners needs?
Jraining techniques.
Jhe outcomes o the initial assessment process?
Learning opportunities within the workplace?
43
How to integrate on- and o-the-job learning opportunities to create a coherent learning
plan?
Methods o monitoring and reviewing learners' progress?
Jhe resources available to them?
Recording and documentation procedures?
lssues o equality o opportunity and non-discriminatory practice?
44
10
Examples cf Prcviders
Effectively Using Different
Methcds tc Undertake
Initial Assessment
All the examples included in this section have been inspected by the Jraining Standards Council. For
urther inormation please see their inspection reports which are available on the JSC's website.
lnterviews
Ncrth Derbyshire Chamber cf Ccmmerce and Industry (NDCCI) uses interviews as a act-inding
exercise to identiy learners' learning and support needs, previous experience, prior achievements and
occupational preerences. Jheir application orm and record o achievement are used during the
interview to assist with this process.
All sta involved in interviewing ollow the same ormat when conducting interviews, ollowing an aide
memoire, which has been jointly developed by sta or this purpose. A standard ormat is used or the
recording o inormation gathered during the interview.
Senior management o NDCCl recognise the importance o sta developing eective techniques or
interviewing young people. All sta involved in recruitment and selection have undertaken modular
training courses with either Sheield Hallam University or the 0pen College Network to aid their
development in this area.
Jhe organisation gathers eedback rom learners regarding their experience o the recruitment process
as part o its eedback arrangements.
At 1ameside uality 1raining one-to-one interviews with prospective learners play a major part in their
initial assessment process. All prospective learners are required to complete the college's application
orm. Lveryone who submits an application orm is invited to attend an interview and they are asked to
bring their record o achievement with them. A structured interview process has been developed which
all sta conducting interviews are required to ollow. Jhe interviewer and interviewee are required to
sign a record to state what has been covered during the interview. lnterviews cover:
Discussion o candidate's application orm.
Candidates reason or choice o college.
Career aims and aspirations.
Jravel to work area.
Likes/dislikes.
45
Personal skills.
Hobbies and interests.
Medical history.
Candidates are also provided with inormation on National vocational ualiications and how they work
and dierent types o programmes.
Learners at 1cint Learning Partnership who are already employed prior to starting their learning
programme will be involved in an interview with an assessor who will gather inormation on their
previous experiences, any previous training which they have undertaken and those areas where they
may require support. l learners have completed any previous Nvs or units they will be asked to
submit the necessary evidence. Jhe organisation engages the services o an independent external
veriier, on a reelance basis, to check these and agree prior achievements which can be accredited.
Key Skills lnitial Assessment
cltcn 1raining 0rcup (10) has recently purchased a commercial product to assist with the initial
assessment o a learner's key skills ollowing a successul pilot project with a sample o 24 modern
apprentices already working towards key skills qualiications across three dierent occupational areas.
Jhe organisation decided to undertake the pilot project because it elt that it was not as clear on the
training required by each learner or key skills as it was or the occupational Nv. Jhe assessment
results showed that even where apprentices had good 0CSL qualiications, this did not mean that they
automatically did well on the assessments in application o number and communication. Jhe
assessments highlighted speciic areas where support was required. Jhis inormation has proved
invaluable in planning uture training to meet identiied needs.
Psychometric Jests
lackburn Ccllege use psychometric testing as part o their initial assessment strategy to support
them in identiying the most appropriate occupational area and level o programme to place learners
on. Jhe outcomes rom the psychometric assessment are used alongside other inormation, which has
been gathered rom the learner's application orm and a one-to-one interview.
Jhe assessment is undertaken prior to interview, by sta accredited to administer and interpret the
tests. Jhe results o the assessment are ed back to the prospective learner during their interview and
this provides a ocus or discussion around potentially suitable occupational areas and whether they
would be more suited to undertaking a oundation or advanced modern apprenticeship or other training
programme. lt is not used as a selection tool simply to select the most able candidates.
Since introducing the assessment two years ago, Blackburn College has ound it be a very useul tool in
assisting with the identiication o an appropriate occupational area and the level o programme to
which the learner would be most suited.
Learner uestionnaires
Most o the learners that are reerred to Margaret ardsley Management and 1raining Ltd (MBM&J)
come directly rom employers. Sta rom MBM&J spend considerable time with each employer discussing
suitable learning programmes or each learner and agreeing those which are most appropriate. Jhis is
based upon both the needs o the employer and the actual jobs perormed by learners. ln order to
identiy individual learning and support needs MBM&J map each individual's job to the appropriate Nv
46
ramework. Lach learner is then asked to complete a simple questionnaire identiying how oten they
perorm each activity. Jhe questionnaire is very simple to administer and learners will usually complete
it within twenty minutes. 0n completion o the questionnaire each learner will discuss their responses
with their assessor who will also ask them to identiy what they perceive both their strengths and
learning needs to be. Jhe outcomes o this exercise are used to identiy what training and support is
required both or individuals and groups o learners through the aggregation o data. Jhis inormation
is used in the development o individual learning plans and the planning the implementation o learning
programmes.
0roup Activities
0ircbank use an observed group activity as a method o collecting inormation about applicants during
an assessment day which they hold or prospective learners. Jhe purpose o the activity is to assess an
individual's skills in working within a team, in particular communication and planning. Jeam work skills
are regarded as one o the most important actors in the company's selection process. lndividuals are
divided into groups o our or ive and jointly brieed on the task which they are required to undertake.
Jrained observers are allocated to each group and record on an observation report marks or maturity,
understanding ideas/concepts, team work, initiative, oral communication and handling communication.
whilst this inormation assists in the selection o suitable candidates it is also used as part o the initial
assessment process to identiy a learner's learning and support needs.
Practical vocational Activities
5Cs 1raining provide work 'tasters' as part o their oundation or work programmes or those learners
who are not yet ready to enter mainstream training. Lach 'taster' lasts approximately our weeks and
suitable 'tasters' are agreed with learners during one-to-one discussions. work tasters provide an
opportunity or the learner to sample a dierent job and training in a realistic environment. Jhe
purpose o the process is to enable the learner to make a more inormed choice o occupation.
5Cs see the 'tasters' also as providing a urther opportunity to identiy the speciic training and support
needs o each learner and to engage employers in this part o the process. Lmployers are asked to
complete a pro-orma or each learner which details their views on such actors as: job interest,
workmanship, initiative and behaviour.
As part o their initial assessment process 1.R.1aylcr 1raining ask all prospective hairdressing candidates
to undertake a dexterity test to assess their suitability or a career in hairdressing. Learners are asked
to brush and comb hair, wet hair, prepare hair or setting and plaiting, carry out basic roller winding and
plait hair. Jhey are also assessed or colour blindness, dexterity, hearing ability and memory retention.
Jhe inormation rom the exercise is used to both assess a learner's suitability or a career in this area
and to inorm the development o the training plan. A detailed written record o the assessment is
placed in the learner's ile.
47
Example cf Initial
Assessment Summary
Fcrm
Learner details
Name: Date o birth:
Nl Number: Age:
Learning prcgramme
Learning programme to be ollowed:
ualiications to be sought and level:
Career preferences and suitability
ualificaticns and achievements
Aptitude and pctential
Pricr learning and experience
asic Skills
11
48
Key Skills
Learning difficulties
Interests
Learning style
1cb rcle
Perscnal effectiveness
Perscnal circumstances
Summary cf learning needs
Summary cf suppcrt needs
49
Examples cf Prcviders'
Learning Plans
Jhis sequence o examples is intended to illustrate how learning plans can be used to plan dierent
aspects o the training in a variety o circumstances. Jhe examples only give an indication o the sorts
o approach that can be adopted. None o these on their own make or a good learning plan, they orm
part o a good learning plan. Jhere are an ininite number o ways o designing a learning plan. Jraining
providers need to decide what works best or them and or their learners. Learning plans are only
eective i they are used as working documents. Use these examples as prompts or ideas.
0n-the-job Learning Plans
Lxample 1 illustrates the idea o progression. Progression is more appropriate in some occupations
than in others. Jhe learner starts learning the simpler tasks. As the learner becomes more experienced
he or she progresses to more complex tasks. lnitial assessment may aect the tasks in the plan and
the sequence o the tasks.
A learning plan such as this might represent the ideal sequence o learning the tasks at the start o the
training. Circumstances may then alter the sequence. Jhe low o work in the organisation may
prevent a particular task being carried out at the planned time because the work is not available or a
supervisor is too busy. Alternatively, it may be in the learner's interest to grasp an opportunity that
arises unexpectedly and may not be available later. Jhe learning plan provides the basis or organising
the on-the-job training but it must be suiciently lexible so that it does not obstruct the training.
Lxample 1 - 0n-the-job Jraining or a Single Learner
Name o learner: Kathleen vigour
Jask 1uly Aug Sept 0ct Nov Dec
House-keeping
Salon procedures
Shampooing
Conditioning
Reception
Neutralising
Jemporary colouring
Semi-permanent colouring
Permanent colouring
12
50
when amendments are made, a hand-written note on the plan (or an arrow) to show the change is all
that is necessary. l an employer thinks they have to rewrite the plan every time an amendment is
made then it will soon cease to be a working document.
Lxample 2 - 0n-the-job Jraining or a 0roup o Learners
Learner Sept - 0ct Ncv - Dec 1an - Feb Mar - Apr May - 1un
Simon Buck Fitting shop lnspection Maintenance Machine Llectrical
/lFR shop
Stephen Clark lnspection Maintenance Machine Llectrical Fitting shop
shop /lFR
Miriam Davey Maintenance Machine Llectrical Fitting shop lnspection
shop /lFR
Sam Langdown Machine Llectrical Fitting shop lnspection Maintenance
shop /lFR
victoria Lucas Llectrical Fitting shop lnspection Maintenance Machine
/lFR shop
Lxample 2 shows how a group o learners with a single employer can each spend time working in
dierent sections o the company. A dierent person in each section would supervise them. By
rotating learners through the dierent sections the learners gain a wide range o experience. Jhey learn
a wide range o skills and can gather evidence o competence in each. Lven i there is only one learner
working in an organisation it is still possible to plan their on-the-job training to rotate them through a
range o work areas.
Jhe breadth o experience clearly depends o the size o the employer and the way they are organised.
Smaller employers may not have separate work areas. Jhe aim o such an on-the-job learning plan is
to maximise the available opportunities. Jhe situation in which a learner does just one job day ater
day should be avoided when there is valuable training and experience to be gained with a little orethought
and planning.
lnitial assessment may inluence the order in which an individual learner rotates through the dierent
section. An individual learner may miss one section or spend longer in one section depending on the
results o the initial assessment.
Lxample o Lective Practice
FRL, an aerospace component manuacturing company, is an employer o learners o Dorset JLC.
Jhe engineering learners have a well-planned programme o on-the-job training. Learners have an
individual movement plan, similar to example 2, that sets out where each learner will be working or
the next 12 months. Learners rotate through departments to acquire dierent skills. Jhey spend six
weeks in each area o the actory during their irst year. Jhe training objectives in each area are
clearly speciied.
Jhe plan is lexible and allows or changes when workloads and learners' circumstances alter. As the
programme progresses learners are encouraged to choose the engineering specialism on which they
wish to concentrate. Jheir on-the-job learning plan is amended to give them more opportunity to
work in that area.
51
0-the-job Learning Plans
Lxample 3 illustrates how a section o a childcare programme o o-the-training sessions may be
planned or a group o learners. Learners learn the theory or underpinning knowledge or their
qualiication.
Not all learners attend all sessions. A learner may not attend particular sessions because the initial
assessment shows that he or she has already achieved the learning objectives. Alternatively, a learner
may not need to learn particular topics because it is not relevant to their work or their qualiication.
Remember that additional learning beyond the minimum required or the qualiication could be o
beneit to the learner and may be seen as a strength o the learning programme.
Lach session should also be planned. Jhe objectives o the session or sessions should be clear. Jhe
structure o each session should also be planned together with the training methods and the materials
to be used.
Lxample o Lective Practice
Delivery o all o-the-job training sessions at Huytcn Churches 1raining Services is structured with
a detailed plan and a set delivery time. Session plans typically include objectives, activities, training
methods, materials, resources and evaluation arrangements.
Jhe organisation insists that all learners attend o-the-job training. Learners can join the programme
at any time on a roll-on roll-o basis. Almost all o-the-job training is delivered in-house. Jhe
occupational trainer keeps a register o attendance that includes the units or elements delivered in
each session. Jhis register is used to ensure that all learners have received the underpinning
knowledge they require.
Lxample 3 - Planning 0-the-job Jraining or a 0roup o Learners
0ff-the-jcb training sessicn
Physical well-
Proessional working as a Underlying being and
practice team principles development
Learner 24 Sept 4 0ct 12 0ct 19 Nov
Pat Naylor
David Lsiri
Allan Hague
Linda Place
Diane ward
Robin Joole
52
Co-ordination o 0n- and 0-the-job Jraining
Jhis extract in example 4 illustrates how the overall training that a learner is to receive is divided into
o-the-job training and on-the-job training. ln some occupations and on some learning programmes
the separation may be obvious, but in others it may require careul planning.
Jhis planning activity needs to be carried out at a meeting o the training provider and the employer.
Using a ormat such as the one above is useul in structuring the discussion and as a record o what is
agreed.
Jhe learner should also be present at the meeting. lt helps the learner to understand how his or her
training is structured and the reasons why. Jhey will also have a greater sense o ownership and
responsibility or playing their part when it comes to implementing the plan. Note that the training is
cross-reerenced to the Nv unit. Jhe training requirements are not dictated by the Nv unit but by the
needs o the learner.
Jhe results o the initial assessment determine in part the training requirements. Jhey may also aect
the choice between on and o-the-job training. For example, the learner may have already received
suicient o-the-job training or one o the topics and only need to learn how to apply it.
Lxample 4 - Planning the Split Between 0n- and 0-the-job Jraining
Name cf the training prcgramme: Administraticn level 2
0ff-the-jcb 0n-the-jcb
(prcvider's (emplcyer's
1raining requirement respcnsibility) respcnsibility) NV unit
Ccrrespcndence
Standard replies 7
lndividual replies 7
Composing letters 7
Composing memos 7
Composing documents (e.g. orms, 7
notices, advertisements, listings, tables)
Conventions 7
Presentation style 7
Spelling, punctuation and grammar 7
Collation and distribution o 7
organisation's documents
53
Lxample o Lective practice
RWP 1raining and Develcpment in Cumbria asks employers to complete a training requirements
orm. Lxample 4 is an extract rom their orm. lt is sent prior to a meeting between the training
provider, the employer and the learner the purpose o which is to design the individual learning plan.
Jhe orm acts as the basis or discussion that leads to the identiication o the training requirements,
both on- and o-the-job, and who is responsible or the training.
lt is then used, together with the results o the learner's initial assessment, to design the individual
learning plan. Jhis includes a plan or the o-the-job occupational training as well as basic and key
skills training.
0-the-job training is through workshops run on a roll-on, roll-o basis. ln addition to helping
learners understand their o-the-job learning programme, RwP Jraining and Development send a
revised workshop programme to the workplace supervisor every three months. Jhe sessions the
learner is advised to attend are highlighted. Jhe start and inish time and venue o each session are
clearly stated in the programme.
Lxample 5 Planning the Co-ordination o 0n- and 0-the-job Jraining
0n-the- 0ff-the-
Learning cbjective jcb When? Where? Whc? jcb When? Where? Whc?
activity activity
Lxample 5 illustrates how the co-ordination o on and o-the-job training can be planned in advance
and not just let to chance. Jhis could be the complete learning plan or an individual learner or group
o learners. Alternatively it could be used in addition to the separate plans purely or the purpose o co-
ordinating the two.
0ne o the beneits o such a plan is that the learner, the o-the-job trainers and the workplace
supervisors can all see where the co-ordination is expected to take place and can make it happen. Jhe
plan is a means o implementation as well as a plan.
54
13
Ackncwledgements
Jhe project was managed by a steering group consisting o:
Aubrey Magill DLL
vincent Keddie DLL
Bas Norris DLL
1im Shaw DLL
Brian Jeahan DLL
0raham walker DLL
Phil Morgan DLL
Mark Kaczmarek Connexions
1ohn Harradence Connexions
Derek lreland 0overnment 0ice or orkshire and the Humberside
1ean Macdonald FLFC
Chris Higgs Lmployment Service
Lilian woodhouse Lmployment Service
1onathan Clarke Business Link Cambridgeshire
Matthew Coey Jraining Standards Council
Lesley Jhom Jraining Standards Council
Lynne Clough SlS Consultants
Alison Foster SlS Consultants
Jhe Steering 0roup would wish to thank all those providers who have helped with the compilation o
this document. Jhis includes the 120 providers who participated in two consultation events. Special
thanks also go to the ollowing or providing material included in the document:
5Cs Jraining
Blackburn College
Bolton Jraining 0roup
FRL
0irobank
Huyton Churches Jraining Services
1oint Learning Partnership
1R Jaylor o St. Anne's Ltd
Margaret Bardsley Management and Jraining Ltd
North Derbyshire Chamber o Commerce and lndustry
RwP Jraining and Development
Jameside uality Jraining
55
RSD Publicaticns
PlD 0ood Practice Series
Prclcg
Family/1itle Published Prcduct Ccde
S0CIAL INCLUSI0N
JLCs and CCJLs working Jowards Achieving Social and................. December 1998 0P0Sl
Lconomic lnclusion
Lquality Assurance - Sel-Assessment or Lqual 0pportunities ............... April 1999 0P0Sl/2
in Jraining
W0RKF0RCE DEVEL0PMEN1
Using Management Development to Help Small Businesses 0row ........ March 1999 0P0/wD/1
Mentoring or work Based Jraining .................................................... April 1999 0PS/wD/2
RAISIN0 S1ANDARDS
JLC/CCJL Activities to Promote National vocational ualiications ...... 0ctober 1999 0PS/RS/1
Health and Saety on work Lxperience........................................ November 1999 0PS/RS/2
Lmerging 0ood Practice in Developing Jraininer Jraining ...................... March 2000 0PS/RS/3
RASIN0 S1ANDARDS - RES0URCE PACK
Modern Apprenticeships and People with Disabilities ........................ 0ctober 1999 0PS/RP1
Jhe Lie Skills 0ption o the Learning 0ateway ................................... March 2001 0PS/RP2
M0NI10RIN0, EVALUA1I0N AND RESEARCH
R0AMLF - An Lvaluation Strategy ............................................... November 1994 0P05/7
EN1ERPRISE AND 1HE 1EC
Planning Management Development Provision ...................................... May 1997 0P06/5
Developing 1oint Jraining lnitiatives in Business Clusters ...................... March 1998 0P06/7
Developing 1oint Jraining lnitiatives in Business Clusters (Case Study) ... March 1998 CS2
Key worker Development in Small Firms ........................................... March 1998 0P06/8
MARKE1 RESEARCH
Planning JLC Market Research .................................................. December 1990 0P07/2
Producing a Labour Market Assessment .......................................... 1anuary 1992 0P07/3
An 0verview............................................................................... February 1992 0P07/1
1RAINER 1RAININ0
A Strategy or Jrainer Development (Revised) ..................................... March 1996
01HER 0UIDES
JLCs/CCJLs and Schools working in Partnership ......................... September 1998 0P03/1
14
PlD Study Report Series
Study Prclcg
Nc. 1itle Published Prcduct Ccde
69 Funding Sources or Projects or Disaected ................... February 1998 PlD69
oung People
70 work Based Assessment : National vocational .............. December 1998 PlD70
ualiications and outh Programmes
71 Modern Apprenticeships and 0ender Stereotyping ................ March 1999 PlD71
56
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72 Leaving JFw - Jrainees who do not Achieve a ...................... March 1999 PlD72
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73 Jraining or 1obs - 1ob 0utcomes rom JFw ......................... March 1999 PlD73
74 Modern Apprenticeships in Licensed Premises ....................... April 1999 PlD74
76 Jackling Larly Leaving rom outh Programmes .............. September 1999 PlD76
77 Lntry to work Based Jraining or Adults ........................ September 1999 PlD77
78 Review o the 1999-2000 Careers Service .................. September 1999 *
Planning and Contracting Round
79 JLC/CCJLs and Lielong Learning ................................. November 1999 PlD79
80 Use o the Business Lxcellence Model in JLC/CCJL ........ December 1999 PlD80
Licensing
81 Mentoring or work Based Jraining ................................... 1anuary 2000 PlD81
82 Lvaluation o 0overnment 0ice Reports on JLC/CCJL ....... 1anuary 2000 *
Perormance
83 JLC/CCJL Core Business and Strategic Activities .................. March 2000 *
84 Modern Apprenticeships and People with Disabilities ........... March 2000 PlD84
85 JLC/CCJL Activities to Promote National vocational ................. May 2000 PlD85
ualiications
86 lmplementation o JLC/CCJL Lqual 0pportunities Strategies ... 1une 2000 PlD86
87 JLC/CCJLs and the Learning 0ateway ................................ August 2000 PlD87
88 lnvestors in People Assessment and Recognition Units ....... 0ctober 2000 PlD88
89 Delivery o Key Skills in Modern Apprenticeships ............ November 2000 PlD 89
90 JLC/CCJLs, Careers Services and work0based Jraining .... February 2001 PlD90
or oung People
91 Jraining 0lder People ........................................................ March 2001 PlD91
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