Forum Presentation by GMB Reachout

GMB Reach Out Union Learning Forum SOLARIS CENTRE – BLACKPOOL OCTOBER 4th 2012

Dave Flanagan

Transition to Functional Skills

Background to the functional skills transition  In December 2011 the Government restated its commitment to

Functional Skills.  Confirmed that registrations to the Key Skills qualifications (Literacy,

Numeracy and IT) will be closed for new registrations end of September 2012.  Level 1 and 2 Adult Literacy and Numeracy Skills for Life

qualifications will be phased out after August 2012.  Entry level Adult Literacy and Numeracy will continue to be eligible

for funding in 2012-2013. 4

What are functional skills?  Functional skills are fundamental applied skills in English

and Mathematics.  Being ‘functional’ is not just about knowing how to use

words and numbers - it is about being able to apply and adapt these skills to a range of everyday life and work situations.

Impact on ULR’s  To understand and facilitate Functional Skills for Level 1 and 2

English and Maths.  Identify and act on the changes to the planning, delivery and

assessment as a result of this move.  Pilot the Functional Skills qualifications and act on any issues.  Develop ULR skills to assist in developing the agenda  Functional English includes assessments in Reading, Writing

and Speaking and Communication – Impacts on planning and delivery 6

How do we register learners?  As with the Adult Literacy and Numeracy all learners must be

registered as a candidate for the Functional Skill(s) they are working towards before accessing any live assessment materials.  Registration is free of charge and can be completed online by the

provider  You don’t specify the qualification level when registering

candidates as it is recognised that this may change during the their course.  The levels will be entered when booking learners in for externally

marked assessments. 7

Functional English (FE)  Guided learning hours: 45  Three components: 1. 2. 3.

Reading Writing Speaking Listening and Communication (SLC)

 Each component can be attempted at different times and at different

levels.

 To gain qualification certification, all 3 components must be achieved at

Entry 1 or higher.

 If the candidate has achieved each component at different levels they are

entitled to the qualification achieved at the lowest level.

Functional Maths (FM)  Guided learning hours: 45

 One assessment  Calculators are allowed!  Candidates will normally require the following: pencil, pen, 30cm ruler, protractor and calculator.

How is Functional English (FE) and Maths (FM) Assessed?  At Entry Level:  Externally set by awarding body  Internally marked  Internally quality assured  At Levels 1 and 2:  Externally set and marked by awarding body  Apart from the FE Speaking, Listening and Communication

(SLC) component which is internally marked and quality assured. 10

What are the pass marks for each functional skills?  FS English Reading:  Level 1 – 25-29 out of 40

As with the Adult Literacy and Numeracy pass marks vary slightly between assessment papers to take into account slight variations in difficulty.

 Level 2 – 26-28 out of 40  FS English Writing:  Level 1 – 27-31 out of 47

 Level 2 – 27-32 out of 50  FS Mathematics:  Level 1 – 25-29 our of 45

 Level 2 – 32 -38 out of 60

Functional skills assessments aren’t exams – what does this mean?  City and Guilds identify FS assessments are not examinations and provide

the following information: - Formal examination conditions are not required. - There is no finite list of permitted/prohibited items - Candidates should be able to use equipment that would routinely be

available to them. - The purpose of FS assessment is to measure the candidates’ application of English and Mathematics within a task. - Example within FS English - Can word process their reading and writing assessment and use spelling/grammar check and dictionary. - Example within FS Maths – Can use a spreadsheet to generate charts/graphs if they wish. 12

What conditions are required?  The assessment should only be attempted once the candidate is deemed

to have the knowledge and skills required to achieve.  Should be taken under supervised conditions – supervised by the

assessor/tutor or another responsible adult must be continuous and to any specified time limits.  For Entry level assessment they can be completed (in most cases) over

more than one session – as long as no learning or preparation is completed in between sessions. Level 1 and 2 assessments must be completed in one sitting.  Candidates must attempt a different assessment title if re-sitting or

progressing to the next level – no minimum time in between attempts. 13

FS English Level 1/2 – Writing  Skills for Life learners only had to take one reading test that assessed all criteria.  As learners will have to take a writing assessment more guided learning will be required to ensure learners are prepared and are confident with writing.

 Therefore the scheme of work (SOW) will need to be adapted to include work towards the writing assessment.  More time to be spent on practising writing and not just being able to identify what the following are and spotting them in texts:        

Writing for different audiences and purpose Writing complete sentences Writing in the past, present and future Writing using compound and complex sentences Writing in lower and uppercase. Writing using correct subject verb agreement Writing in paragraphs Including the correct end punctuation 14

FS English Level 1/2 Speaking Listening and Communication  As well as the reading and writing learners will be required to take a

speaking, listening and communication assessment.  Examples are given for topics. Topics, planning and assessing is done by the

centre.  Learners will need time to practice speaking and listening, building up their

confidence to speak independently and also as part of a group.  Informal and formal discussions  Familiar and unfamiliar topics 15

FS Mathematics  Very different from the Adult Numeracy tests.  Focuses on problem solving tasks.  3 sections on different topics.  Create more problem solving lessons that include the use of a

calculator  Drawing own graphs – the use of spreadsheet software  Using mathematical equipment.  Complete sample papers to get an idea about the assessment. 16

ULR Contact (IAG / Signposting)

Taster / Informal Learning

GMB Education

Functional Skills

Employability / Redundancy

Work based Learning

Personal Development

Ebay

H&S

Maths

CVâ&#x20AC;&#x2122;s

Apprenticeships

Up-Skilling

IT Modules

Pensions

English

Job Searching

Vocational Qualifications

Open University

Short Courses

Union Representative Training

ICT

Interview Techniques

CPD Opportunities

Distance Learning

Pathways to Employment

FE / HE

Joanne Connor

Get Online  7.8 million adults in the UK have never accessed the internet  39% of them are over 65  3.98 million disabled adults have never used the internet  8.1% of adults earning less than £200 a week have never used

the internet  38% are unemployed  90% of all new jobs require basic internet skills  70% of jobs are advertised only online

Learn My Way

www.learnmyway.com 20

Hub Activity  To help reduce the digital divide, each hub is registered as a UK

Online Centre offering free, internet basics courses to anyone.  Weekly activity at each hub whether this is Internet Basics, CV support or Basic IT training.  Next Campaign- Get online week 15th-19th October- events at each hub (exception of Preston) Theme ‘Find a bigger life online’  Go-On has now changed to www.Learnmyway.com  We have supported 305 learners through Go-On since January 2011. Many of these have progressed onto a further course or into employment.

 Quick Reads is an English adult literacy project developed between

leading authors, publishers and the BBC. With no more than 128 pages, the Quick Reads books are designed to encourage less confident readers to read more.  Quick Reads are perfect to engage people with reading as they are short and use clear language but still have fast-paced, exciting storylines. They are ideal for less confident readers or those put off by long text.  They are a great alternative to a magazine or newspaper and there is a great range of titles to choose from.  Can be purchased online (£1.99 per book) or borrowed from the library 22

 One in six adults struggle to read. The Six Book Challenge

builds people’s reading confidence and literacy skills, improving their life chances.  Aimed at anyone aged 16 and over.  The 6 book challenge is run annually and invites adults to read 6 books and record their reading activities in a diary. On successful completion, a certificate is received.  It can be run at any time but the main activity is between January and June.

 Over 20,000 people take part each year  Libraries, colleges, workplaces and prisons across the UK

run the Six Book Challenge  The Six Book Challenge helps get people into reading for pleasure, often for the first time.  The challenge does not just cover books but poems, magazine articles, eBooks and even digital games can count.  National draw takes place in June and prizes include a trip to London with spending money and eBook readers.  Have to submit a registration form to be eligible for the prize draws. (can be downloaded from Reading Agency website) 24

Reading Groups at the Hubs  A reading group is a social activity where people can meet,

share ideas and build relationships.  Currently in the process of creating reading groups for all at the learning hubs across the region.  Each hub is equipped with a Quick Reads collection however all reading material will be encouraged.  Great potential to improve skills such as:  Reading & speaking in a group  Creative thinking  The ability to listen & question 25

The Workplace  The workplace demands the ability to read a variety of texts

including:  Health & safety information  Operating manuals  Reports, emails & forms  Staff information on posters & leaflets 3 million adults in the UK have low levels of literacy

A reading group is ideal to help people improve their skills in reading, writing and speaking in a group. 26

Getting Involved  As a ULR you can negotiate with your employer to start up

a reading group.  21,000 people surveyed found that:  82% felt encouraged to read in their free time  70% said they felt encouraged to try other types of learning  68% noticed positive changes in staff attitude and behaviour  ULR toolkit can be downloaded from www.quickreads.org.uk  Special offer for 100 books (past titles) for £20.00 until 31st October. Telephone 0870 600 2400 to order  2013 packs are now available for £85.00 including a stand. 27

6 Book Challenge Marketing  Marketing packs to help promote the 6 Book Challenge are

available from www.readingagency.org.uk Packs are priced at £70.00 until 10th October (£75 thereafter)  1 pack contains enough material for 50 participants.  Incentives such as pens, rules, notebooks are also available to purchase.  www.sixbookchallenge.org.uk for more information

Adult Informal Learning ď ą Informal adult and community learning is a term used to

describe learning that is usually unaccredited and is completed because people have a personal interest in doing so rather than with the aim of gaining a qualification. ď ą It covers a wide spectrum of activities from personal

development and employability through to using social media and trading online.

Short Courses We have put together a brochure detailing short courses

which we intend to roll out across the learning hubs. This covers a variety of subjects from Internet Basics, CV workshops, eBay, Social Media and Holiday Spanish. Courses are priced at £20.00 or free to GMB members. eBay course began yesterday at the Manchester hub.

Adult Learnersâ&#x20AC;&#x2122; Week is a national celebration of the benefits of lifelong learning. Through a series of events, Adult Learners' Week offers the perfect opportunity to highlight the many types of learning available to adults from all walks of life.

Thursday 23 May 2013: Learning at Work Day ď&#x201A;&#x2014; This annual event inspires learning in workplaces up and down

the country & provides a catalyst for people to try new things and gain new skills. ď&#x201A;&#x2014; Whether the learning events are for fun or work-related, they

all contribute to the personal development of each individual and ensure that they and the businesses they work for stay focused on the importance of learning as an ongoing activity. ď&#x201A;&#x2014; The theme has not yet been set but keep checking

www.alworg.uk for more information 32

Recognise the achievements of your inspirational friends, family, colleagues or students by nominating them for the individual learner awards. You can also highlight the outstanding work of your organisation by nominating your learning projects.

Nominations are open until 5pm, Thursday 13 December 2012. 33

Graham Randle

The current context  Economic Downturn  Youth Unemployment

 Public Sector Cuts  Double-Dip

Recession 35

Apprentices are the focus of the new Government’s Skills Agenda “The most important objective of all is to make Apprenticeships the primary means for people to gain skills in the workplace.” John Hayes, Minister for Skills, 29th September 2010

Minimum Apprenticeship Pay  Apprentices have their own minimum wage rate of

£2.60/hour  Applies to:  Apprentices who are under the age of 19

 Apprentices in the first year of their apprenticeship

 Otherwise apprentices should be paid the NMW  Most apprentices are paid significantly more

Apprenticeship Structure  Knowledge Element  Competence Element (The Qualification)

 “Functional” or “Key” Skills  Module on Employment Rights and Responsibilities

The Union Role  Promoting apprenticeships  Ensuring decent apprenticeships

 Negotiating good terms and conditions  Promoting Equality, Protecting the Vulnerable

Challenges that unions may face  Abuse of Apprenticeships  Avoiding replacement of other jobs

 Poor Quality Apprenticeships, including

Apprenticeship Training Agencies  Working across the union 40

Apprenticeships and Equality  The TUC recommend:  Improving careers advice  Promoting best practice in recruitment procedures  Publicising positive images of women/BME/disabled apprentices in industry  Improving equality and diversity training in all sectors.  Publicising apprentice pay rates and prioritising collection of data

Apprenticeships and Equality  Unions can play a role by:

 Ensuring we think about equality in negotiations with

employers on the recruitment and career progression of apprentices  Promote flexible working and training.  Get involved in mentoring and supporting apprentices

What Unionlearn are doing  Raised the apprenticeship agenda within the

movement

 Supported unions to engage with over 200 employers

around apprenticeships

 Developed practical resources to support union reps

and ULRs who are working directly with apprentices

Policy Context for Unionlearn/ULF  “Unionlearn should “play a greater role in promoting

Apprenticeships to disadvantaged groups in the workplace and to employers that have not trained apprentices before”. BIS, Skills for Sustainable Growth, Nov 2010  “The premise that “Apprenticeships are union business” –

is one to which I wholly subscribe” John Hayes, Minister for Skills, Feb 2011

Our Aims 1. Support Unions to engage employers around

apprenticeships 2. Support reps/ULRs to work with apprentices in the

workplace 3. Continue to build policy, research and evidence to

ensure apprenticeships are high quality

For more information  Contact  grandle@tuc.org.uk  07747025931  02070796932

www.unionlearn.org.uk/apprentices 46

Marketplace

Paul Callaghan

Changes in the Adult Learning Sector  Learner eligibility  Fully funded

 Co-funded  Not funded

 European Social Fund  Qualifications and Credit Framework (QCF)

 New Funding System 49

Mainstream Funding for Learners 2012/13

Workplace Learning (Less than 250 employees)

Workplace Learning (More than 250 employees)

24+ without a first Level 2

24+ qualified to 24+ without a Level 2 or first Level 2 above

24+ qualified to Level 2 or above

Functional Skills (English, maths and IT)

Fully funded

ESOL

Not funded

Entry and Level 1

Not funded

Full Level 2

Co-funded

Not funded

Mainstream Funding for Learners 2012/13

Workplace Learning (Less than 250 employees)

Workplace Learning (More than 250 employees)

25+ without a first Level 2

25+ qualified to 25+ without a Level 2 or first Level 2 above

25+ qualified to Level 2 or above

Full Level 3

Not funded

Full Level 4

Not funded

Apprenticeship (all levels)

Co-funded

Mainstream Funding for Learners 2012/13

Unemployed on active benefits

19-23

Classroom based

24+ without a first Level 2

24+ qualified to Level 2 or above

Stand alone units Fully funded

Not funded

Functional Skills

Fully funded

ESOL

Fully funded

Co-funded (classroom) Not funded (workplace)

Co-funded

Mainstream Funding for Learners 2012/13

Unemployed on active benefits

19-23

Classroom based 24+ 24+ qualified to without a Level 2 or first Level 2 above

Entry and Level 1

Fully funded

Fully funded (classroom) Fully funded (vocational Level 1, workplace)

Co-funded

Level 2

Fully funded

Fully funded (those without Level 2) Co-funded (with Level 2, classroom) Co-funded (with Level 2, SME workplace)

Co-funded

Mainstream Funding for Learners 2012/13

Full Level 3

Unemployed on active benefits

Fully funded

19-24

Fully funded (those without Level 3) Co-funded (with Level 3, classroom) Not funded (with Level 3 workplace)

Classroom based 25+ without first Level 2

25+ qualified to Level 2 or above

Co-funded

Mainstream Funding for Learners 2012/13

Unemployed on active benefits

19-24

Classroom based

25+ without a first Level 2

25+ qualified to Level 2 or above

Full Level 4

Fully funded

Fully funded (those without Level 3) Co-funded (with Level 3, classroom) Not funded (with Level 3 workplace)

Co-funded

Apprenticeship (all levels)

Not funded

Co-funded

Not funded

European Social Fund  Work Based Learning  3 year programme to July 2015  Fully funded provision for those 19+ without Level 2

qualifications  Main contractors: Calderdale College, North Lancs Training Group  Skills Support for Redundancy  3 year programme to July 2015  Fully funded provision for those at risk of redundancy or recently redundant (less than 6 months unemployed)  Main contractors: Newcastle College

Qualifications & Credit Framework    

Qualifications from Entry Level to Level 8 Qualifications made up of units (similar to NVQ) Units made up of credits Credits combined to make:  Awards (1-12 credits)  Certificates (13-36 credits)  Diplomas (37 credits and above)

 Learners must achieve 50% of credits at the level they

enrol  Units can be carried forward across providers 57

Streamlined Funding Learning Aim

Standard

Low

Medium

High

Specialist

Unit

£150

£168

£195

£240

£258

Award

£500

£560

£650

£800

£860

Certificate

£900

£1008

£1170

£1440

£1548

Diploma

£2500

£2800

£3250

£4000

£4300

16-18 Apprenticeship £4000

£5600

£7200

£8800

£12000

19+ Apprenticeship

£2800

£3600

£4400

£6000

£2000

Piloted in 2012/13, to be fully introduced 2013/14 Rates may be reduced

Kevin Flanagan