Community Learning and DevelopmentCommunity Learning and Development Further Education Further Education

TransitionsTransitions

Friday 24Friday 24thth October 2008 – Ayr College, Dam Park October 2008 – Ayr College, Dam Park

EVENT PURPOSEEVENT PURPOSE•To adopt a joint CLD / FE approach to programme planning.To adopt a joint CLD / FE approach to programme planning.•To implement activity which eases the transition from CLD to FE.To implement activity which eases the transition from CLD to FE.

BY THE END OF THE SESSIONBY THE END OF THE SESSION•Ayr College staff and CLD staff will have begun to jointly plan a piece/s of Ayr College staff and CLD staff will have begun to jointly plan a piece/s of work which will enable learners to make the transition from CLD to further work which will enable learners to make the transition from CLD to further education provision.education provision.

CLD/FE TransitionsCLD/FE Transitions

““Employability programme pilot”Employability programme pilot”

Friday 24Friday 24thth October 2008 – Ayr College, Dam Park October 2008 – Ayr College, Dam Park

Ronnie Sinclair – Community Learning and Ronnie Sinclair – Community Learning and Development Officer, South Ayrshire CouncilDevelopment Officer, South Ayrshire Council

Nicola Hendry – Manager, Carrick Buildings Nicola Hendry – Manager, Carrick Buildings learning centre, Ayr Collegelearning centre, Ayr College

CLD National CLD National OutcomesOutcomes

1.1. Learning and Education Learning and Education

2.2. Economic activity and Employment Economic activity and Employment

3.3. Health Health

4.4. Democratic Participation and engagement Democratic Participation and engagement

Ayr College Ayr College Strategic prioritiesStrategic priorities

AIMAIM1. To widen access to learning through an accessible and inclusive approach that 1. To widen access to learning through an accessible and inclusive approach that actively challenges barriers to participation and encourages all learners to achieve actively challenges barriers to participation and encourages all learners to achieve their potential.their potential.

OBJECTIVESOBJECTIVES1.3 Improve retention rates amongst traditionally under-represented groups.1.3 Improve retention rates amongst traditionally under-represented groups.

1.4 Engage in multi-agency approach to provision of support for individual learners 1.4 Engage in multi-agency approach to provision of support for individual learners with additional support needs.with additional support needs.

1.5 To work in partnership with other agencies to contribute to the achievement of 1.5 To work in partnership with other agencies to contribute to the achievement of national adult literacy targets.national adult literacy targets.

1.6 To cater for the needs of all sections of the community by ensuring flexibility of 1.6 To cater for the needs of all sections of the community by ensuring flexibility of provision through a variety of modes of delivery, location, length of programme and provision through a variety of modes of delivery, location, length of programme and start date.start date.

Ayr College Ayr College Strategic prioritiesStrategic priorities

AIMAIM2. To play a significant role in community development and regeneration in Ayrshire by providing 2. To play a significant role in community development and regeneration in Ayrshire by providing innovative education and training of the highest quality that is responsive to predicted future innovative education and training of the highest quality that is responsive to predicted future economic opportunities.economic opportunities.

OBJECTIVESOBJECTIVES2.1 To maintain a curriculum balance that ensure Ayr College meets the lifelong learning needs of the 2.1 To maintain a curriculum balance that ensure Ayr College meets the lifelong learning needs of the local community, the education and training needs of local and national employers and provides local community, the education and training needs of local and national employers and provides opportunities for individuals to fulfil their potential.opportunities for individuals to fulfil their potential.

2.2 To develop and sustain close links with local employers, sector skills councils, local enterprise 2.2 To develop and sustain close links with local employers, sector skills councils, local enterprise companies and community planning partnerships to ensure the currency of market intelligence and companies and community planning partnerships to ensure the currency of market intelligence and improve and enhance the development of services.improve and enhance the development of services.

2.3 To create routes to employment through education and training that responds to predicted skills 2.3 To create routes to employment through education and training that responds to predicted skills shortages and identified skills gapsshortages and identified skills gaps

2.4 To maximise learner success in employment and promote active citizenship through the 2.4 To maximise learner success in employment and promote active citizenship through the development of entrepreneurship, personal and employability skills and active community development of entrepreneurship, personal and employability skills and active community involvement.involvement.

2.5 To identify and develop articulation links that facilitate smooth transition at every stage in a 2.5 To identify and develop articulation links that facilitate smooth transition at every stage in a learners development.learners development.

Identified NeedIdentified Need

• Local Employability ForumLocal Employability Forum

• Job Centre PlusJob Centre Plus

• Build on previous successes – e.g. ASDA pre-employment Build on previous successes – e.g. ASDA pre-employment trainingtraining

• HMIe CLD Inspection report – February 2007HMIe CLD Inspection report – February 2007

What difference has the What difference has the work made?work made?

1.1. Increased confidence and increased skills with a focus on Increased confidence and increased skills with a focus on employability.employability.

2.2. Targeted ‘harder to reach’ with a package of learning with Targeted ‘harder to reach’ with a package of learning with employability as the driver.employability as the driver.

3.3. Learners attended a seamless progression of provision = Learners attended a seamless progression of provision = minimised confusion/loss in motivation between courses.minimised confusion/loss in motivation between courses.

4.4. Planned transitions from one provider to the next. Planned transitions from one provider to the next.

5.5. Learners emerged with a widely recognised qualification and Learners emerged with a widely recognised qualification and skills to apply for work.skills to apply for work.

How have we How have we judged success?judged success?

• Attendance • Retention• Completion• Reported increased levels of confidence.• Reported increased levels of employability skills.• Positive destinations reached during and following the programme i.e.

* 4 learners gained employment* 8 learners progressed to part- time further education

* 2 learners progressed onto full time further education

• Successful learners• Confident individuals• Impact statements

Impact statementsImpact statements“I thoroughly

enjoyed it and it has helped to kick start things for me again

and I would definitely

recommend it to others”.

“I wasn’t made to stand out because of

my dyslexia and it catered for my

needs”.

“It brought me new skills and

made me aware that I had

transferable skills”.

“Because it fits in with my

everyday schedule it is

easily accessed”.

“Tutors were both

friendly and down to earth”.

“It has given me more confidence to do

courses and meet new people and do different

skills”.

“Made me realise my goals are

achievable”.

“It has helped me with my confidence to speak

out and meet new friends – it left me wanting more,

to the point where I am doing the next course (Lets get Going) and a SVQ College course”.

PartnersPartnersDELIVERY AGENTSDELIVERY AGENTS

• CLD tutor = Let’s get startedCLD tutor = Let’s get started• Opportunities Advisor, South Ayrshire Council = Let’s get goingOpportunities Advisor, South Ayrshire Council = Let’s get going• Customer Care = Ayr CollegeCustomer Care = Ayr College• Crèche Provision = Surestart, South Ayrshire CouncilCrèche Provision = Surestart, South Ayrshire Council

REFERRAL AGENTSREFERRAL AGENTS

• Job Centre PlusJob Centre Plus• Stepping Stones for FamiliesStepping Stones for Families• Ayr CollegeAyr College• Opportunities Advisor (South Ayrshire Council)Opportunities Advisor (South Ayrshire Council)• Careers ScotlandCareers Scotland• Social WorkSocial Work• Adult LearningAdult Learning

Order of activityOrder of activity

• Staff briefing for referral agentsStaff briefing for referral agents

• Applicants are invited to course information sessionApplicants are invited to course information session

• Let’s get startedLet’s get started

• STEPS to Excellence, Pacific InstituteSTEPS to Excellence, Pacific Institute

• Let’s get goingLet’s get going

• Customer Care = Ayr CollegeCustomer Care = Ayr College

Workforce Plus model in Workforce Plus model in practicepractice

“ “Glasgow South West Bridging Service”Glasgow South West Bridging Service”

Stage 1: Positive Activity Stage 1: Positive Activity – help to get a routine and make new connections.– help to get a routine and make new connections.

Stage 2: Work preparationStage 2: Work preparation – support to become more self-aware, build confidence and – support to become more self-aware, build confidence and develop life skills.develop life skills.

Stage 3: Work preparation Stage 3: Work preparation – help to start to focus on getting into appropriate – help to start to focus on getting into appropriate employment.employment.

Stage 4: In Work – early post-recruitment support Stage 4: In Work – early post-recruitment support – help in the early days of employment to settle in.– help in the early days of employment to settle in.

Stage 5: In Work – longer term support Stage 5: In Work – longer term support – supports to stay in employment over time.– supports to stay in employment over time.

Another local Another local exampleexample

1:1: CLD/Social work staff facilitating informal group work with local CLD/Social work staff facilitating informal group work with local unemployed parents meeting in Carrick Buildings. Food unemployed parents meeting in Carrick Buildings. Food preparation skills and resolving issues around lifestyle.preparation skills and resolving issues around lifestyle.

2:2: CLD staff delivered informal group work programme around CLD staff delivered informal group work programme around healthy lifestyles.healthy lifestyles.

3:3: Group expressed interest in working in the Childcare sector. Group expressed interest in working in the Childcare sector.Upon investigation, local Childcare sector reported skills gap in Upon investigation, local Childcare sector reported skills gap in recruitment pool. recruitment pool.

4:4: External fund paid for SVQ II Children's Care Learning and External fund paid for SVQ II Children's Care Learning and Development to be provided for 8 unemployed people.Development to be provided for 8 unemployed people.

5:5: Local childcare providers made placements available for Local childcare providers made placements available for students.students.

Duration of activity to date: 18 months.Duration of activity to date: 18 months.