Rules of engagement for employability transferable skills entreployability diane shawe 2013

In August 2013, 26.595 million men and women were unemployed in the EU28, of whom 19.178 million were in the euro area

RULES OF ENGAGEMENT TOWARDS EMPLOYABILITY

Presented by Diane Shawe M.Ed Career Fast track Series - Employability Westminster Business School University of Westminster 35 Marylebone Rd. London 31st October 2013 NW1 5LS

Rules of Engagement towards Employability and @Entreployability Diane Shawe

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Diane Shawe M.Ed mIoD Founder & CEO Academy of Vocational & Profession Training Ltd LONDON, ENGLAND, March 6, 2013/International Womens Day/ - Diane Shawe was nominated along with other wonderful women for IWD Roll of Honour 2013 at House of Lords

©Entreployability ©Entreployability Assets An individual’s ‘©entreployability assets’ comprise their knowledge (i.e. what they know), skills (what they do with what they know) and attitudes (how they do it).

To keep busy or at work; engaging your skills and attentions to employ yourself independently and maintain work.

A person who organises and manages their own business, contracts or employability.

To be available to be hired, provide a soft or hard skill for solving problems or being of service for which one is paid by another party.

Making sure that the skill you have can support you first and help solve the problems for individuals, groups, companies or even countries.

Academy of Vocational & Professional Training lTD Broadgate Tower 12th Floor 20 Primrose St London EC2A 2EW Email: diane@avptglobal.com Tel: 0203 551 2621 www.avptglobal.com

LONDON, ENGLAND, January 19, 2012 /Cambridge Who's Who/ -- Diane Shawe, M.Ed., IEBE, Chief Executive Officer of the Academy of Vocational and Professional Training Ltd., has been named a VIP Member by Cambridge Who's Who. This special distinction honors individuals who have shown exceptional commitment to achieving personal and professional success.

As the chief executive officer of the Academy of Vocational and Professional Training Ltd., which provides online fast-track training courses, Ms. Shawe utilises her expertise in education and business administration to oversee individual, one-on-one, group and corporate training. In addition, she ensures that staff members are reporting and achieving and that the business is meeting its target of student recruitment.

Ms. Shawe also manages the quality of training, company finances and front-end marketing, while also maintaining the business profile. She has been in the educational field for the last 15 years and has successfully led her company for the past five.

In addition to handling her day-to-day responsibilities with flair, Ms. Shawe has published several books, including "Getting Started in the Hair Extension Business," "Dieting Dilemma," "How to Cyber Kiss your Business to Success," and "100 Ways to Generate Quick Emergency Cash." She believes that people should try to integrate the following practice into their daily lives: "never do anything as though you are a professional amateur."

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Contents Thank you................................................................................................................................................... 5 The Question.............................................................................................................................................. 7 The Current state of Europe ...................................................................................................................... 7 Something is broken, who’s responsibility is it to fix it? ................................................................... 7 Lets get clear on some definitions ............................................................................................................. 8 Employability ......................................................................................................................................... 8 Four components of Employability ........................................................................................................ 8 Assets ................................................................................................................................................. 8 Deployment ....................................................................................................................................... 9 Presentation....................................................................................................................................... 9 In the context of personal circumstances and the labour market .................................................... 9 Employer .............................................................................................................................................. 10 This is interesting, because there are a few ways to describe and Employer or being employed:..... 10 Employed ............................................................................................................................................. 10 Employee ............................................................................................................................................. 10 Employment......................................................................................................................................... 11 Entrepreneur ....................................................................................................................................... 11 The Problems ........................................................................................................................................... 11 The Challenges ......................................................................................................................................... 11 Multi Generational Workplace ........................................................................................................ 12 Technological Development ............................................................................................................ 12 Inexperienced .................................................................................................................................. 12 Globalisation & Mobility .................................................................................................................. 13 Globalisation .................................................................................................................................. 13 Solutions – Multi Skilling yourself ............................................................................................................ 13 ©Entreployability the way forward. ........................................................................................................ 14 DEFINING YOUR SKILLS ........................................................................................................................... 15 WHAT ARE TRANSFERABLE SKILLS .......................................................................................................... 16 Rules of Engagement towards Employability and @Entreployability Diane Shawe

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Information Management Skills: ability to... ................................................................................... 16 Design and Planning Skills: ability to... ............................................................................................ 16 Research and Investigation Skills: ability to... ................................................................................. 17 Communication Skills: ability to... ................................................................................................... 17 Human Relations and Interpersonal Skills: ability to... .................................................................... 17 Critical Thinking Skills: ability to... ................................................................................................... 19 Management and Administration Skills: ability to... ....................................................................... 19 Valuing Skills: ability to... ................................................................................................................ 20 Personal/Career Development Skills: ability to... ............................................................................ 20 SOFT AND HARD SKILLS ........................................................................................................................... 21 Conclusion................................................................................................................................................ 22 TRANSFERABLE SKILLS CHECKLIST ........................................................................................................... 24 About Us .................................................................................................................................................. 26 What we do.......................................................................................................................................... 26 What type of courses do we focus on? ................................................................................................... 27 How have we used technology? .............................................................................................................. 27 Learning Management Solution (LMS) & Portal Hub ...................................................................... 27 Our Solution allows us to achieve all of the following and more: ................................................... 28 Student Centric Training Model........................................................................................................... 28 ACCREDITATION & VALIDATION: ......................................................................................................... 28 What is the social impact? ................................................................................................................... 29 Visit AVPT Global Website ............................................................................................................... 30

Thank you

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The Question Do you think you have another 20 – 30 years to live Do you think you have another 30 – 50 years to live Do you think you have another 50 – 70 years to live

Yes [ ] No [ ] Yes [ ] No [ ] Yes [ ] No [ ]

Have you considered what you are going to do for the next 70 years?

What will the job market look like in the next 20 years?

What will you be able to do to solve your problem which could be unemployment?

What will you be able to do that will solve someone’s problem for which they will pay you?

The Current state of Europe At least 26 million unemployed people have been looking for work across Europe during the long, hot summer of 2013. They will not be the only ones looking. Millions of school and university leavers will join them in the search.

Millions more are looking for more work than they already have – another parttime job, or a full-time job in place of part-time work.

Have you planned to join that group or are you planning to solve your problem?

Something is broken, who’s responsibility is it to fix it?

It is clear that something is broken, It Is clear that a problem needs to be solved here, so do you intend to spend your time waiting for someone to solve your problem of unemployment, or are you going to take responsibility for solving your own problem first?

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Let’s get clear on some definitions Before we can begin to discuss the attributes of employability we need to take a closer look at what some of the key words surrounding this theme means.

Employability While there is no singular definition of employability, a review of the literature suggests that employability is about work and the ability to be employed, such as: 





the ability to gain initial employment; hence the interest in ensuring that ‘key skills’, careers advice and an understanding about the world of work are embedded in the education system the ability to maintain employment and make ‘transitions’ between jobs and roles within the same organisation to meet new job requirements, and the ability to obtain new employment if required, i.e. to be independent in the labour market by being willing and able to manage their own employment transitions between and within organisations.

Four components of Employability Assets

An individual’s ‘employability assets’ comprise their knowledge (i.e. what they know), skills (what they do with what they know) and attitudes (how they do it).

There are a number of detailed categorisations in the literature which, for instance, distinguish between: Merely being in possession of employer-relevant knowledge, skills and attitudes is not enough for an individual to either ‘move self-sufficiently’ in the modern labour market or ‘realise their potential’. People also need the capability to exploit their assets, to market them and sell them.

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Deployment

These are a linked set of abilities which include: 

 

Career management skills and life skills — commonly identified as selfawareness (i.e. diagnosing occupational interests and abilities), opportunity awareness (knowing what work opportunities exist and their entry requirements i.e. labour market knowledge), decision-making skills (to develop a strategy of getting from where you are to where you want to be) and transition skills. The latter generally includes: Job search skills — i.e. finding suitable jobs. Access to formal and informal networks is an important component of job search and employability.

Strategic approach — being adaptable to labour market developments and realistic about labour market opportunities, be occupationally and locationally mobile.

Presentation Another key aspect of employability is being able to get a particular job, once identified — sometimes included under career management skills, but is given prominence as a separate element here due to its crucial importance to securing employment. It centres around the ability to demonstrate ‘employability’ assets and present them to the market in an accessible way. This includes:     

the presentation of CVs etc., (including Records of Achievement) the qualifications individuals possess (both academic and vocational), perhaps accredited through prior learning references and testimonies interview technique, and, of particular importance, work experience/track record.

In the context of personal circumstances and the labour market Finally and crucially, the ability to realise or actualise ‘employability’ assets depends on the individual’s personal and external circumstances and the interrelationship between the two. This includes:

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

personal circumstances — e.g. caring responsibilities, disabilities, and household status can all affect their ability to seek different opportunities and will vary during an individual’s life cycle; while



external factors such as macro-economic demand and the pattern and level of job openings in their labour market, be it local or national; labour market regulation and benefit rules; and employer recruitment and selection behaviour.

Employer This is interesting, because there are a few ways to describe and Employer or being employed: Employer 1. a person or business that employs one or more people, especially for wages or salary: a fair employer.

2. a person or thing that makes use of or occupies someone or something: an inadequate employer of one's time.

3. to hire or engage the services of (a person or persons); provide employment for; have or keep in one's service: This factory employs thousands of people.

Employed 1. to keep busy or at work; engage the attentions of: He employs himself by reading after work.

2. to make use of (an instrument, means, etc.); use; apply: to employ a hammer to drive a nail.

3. to occupy or devote (time, energies, etc.): I employ my spare time in reading. I employ all my energies in writing.

Employee An employee contributes labour and/or expertise to an endeavour of an employer and is usually hired to perform specific duties which are packaged into a job. An Employee is a person who is hired to provide services to a company on

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a regular basis in exchange for compensation and who does not provide these services as part of an independent business.

Employment Employment is a bargained exchange between stakeholders with some common and some competing economic interests and unequal bargaining power due to imperfect labor markets Entrepreneur It is defined as an individual who organises or operates a business or businesses A person who organizes and manages any enterprise, especially a business, usually with considerable initiative and risk.

The Problems We are now seeing around Europe very high levels of unemployment. We can agree that to every cause there is an effect, so let's explore some of the challenges that are affecting the possibility of a stable and sustainable growth in the economies to create enough jobs for everyone.

The Challenges At least 26 million unemployed people have been looking for work across Europe during the long, hot summer of 2013. They will not be the only ones looking. Millions of school and university leavers will join them in the search.

Millions more are looking for more work than they already have – another parttime job, or a full-time job in place of part-time work. And millions of others are not registered as unemployed but are also searching for paid work to supplement their income: pensioners in need; partners of someone in work whose wage has fallen; students who are studying full-time but cannot survive without a job on the side; children who are officially too young to work but whose families need the money.

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Multi Generational Workplace

The ageing workforce is a concerning issue, affecting many European governments and businesses. As people live longer and birth rates drop, a range of economic challenges to finance retirement and healthcare are brought to light, including the maintenance of the employment skills base. With more than 15 percent of its population over 65 years of age, Europe has the highest proportion of older people in the developed world.

That figure is projected to increase in some socio-economically emerging regions, since Europe’s demographic change is also influenced by migration.

Silents 1922-1943 (52 M) Baby Boomers 1943-1960 (73.2 M) Gen X’ers 1960-1980 (70.1 M) Nexters 1980-2000 (69.7 M)

Technological Development

Technological developments resulted in a reduction of staff from around 70,000 following the end of WWII, to 8,000 employees. However, the downsizing, a halt on recruitment and early retirement resulted in a higher average age. On later analysis, these HR strategies revealed that they carried strategic risks for productivity, including rapid skills loss, workplace frictions and issues attracting new employees Inexperienced

Research shows that workers who are unemployed as young adults earn lower wages for many years following their period of unemployment due to forgone work experience and missed opportunities to develop skills. Building on this research, it is estimated that the nearly 1 million young people who experienced long-term unemployment during the worst of the recession will lose more than £17 billion in earnings over the next 10 years. This equates to about £19,000 per person.

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Globalisation & Mobility

Globalisation has effected these issues by creating certain economic factors that disallow or allow various employment issues. Economist Edward Lee (1996) studies the effects of globalisation and summarises the four major points of concern that affect employment relations: 1. International competition, from the newly industrialised countries, will cause unemployment growth and increased wage disparity for unskilled workers in industrialised countries. Imports from low-wage countries exert pressure on the manufacturing sector in industrialised countries and foreign direct investment (FDI) is attracted away from the industrialised nations, towards low-waged countries.

2. Economic liberalisation will result in unemployment and wage inequality in developing countries. This happens as job losses in uncompetitive industries outstrip job opportunities in new industries.

3. Workers will be forced to accept worsening wages and conditions, as a global labor market results in a “race to the bottom�. Increased international competition creates a pressure to reduce the wages and conditions of workers.

4. Globalisation reduces the autonomy of the nation state. Capital is increasingly mobile and the ability of the state to regulate economic activity is reduced.

Solutions – Multi Skilling yourself Over the past five years manufacturing companies have been under increasing pressure, both social and economic, to become more flexible in staffing levels, working practices, hours of work, payment systems and the use of contract labour.

As the role of manufacturing increases in the overall competitive strategy of many companies, maintenance will be increasingly pressurised to find ways of improving its cost effectiveness and quality of service. Multi-skilling is an important way of reducing costs and improving performance. A description of Rules of Engagement towards Employability and @Entreployability Diane Shawe

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the nature and extent of multi-skilling among production and maintenance jobs in UK manufacturing industry is given and some of the operational costs and benefits of multi-skilling are considered.

©Entreployability the way forward.

An individual’s ‘©entreployability assets’ comprise their knowledge (i.e. what they know), skills (what they do with what they know) and attitudes (how they do it).

To keep busy or at work; engaging your skills and attentions to employ yourself independently and maintain work.

A person who organises and manages their own business, contracts or employability.

To be available to be hired, provide a soft or hard skill for solving problems or being of service for which one is paid by another party.

Making sure that the skill you have can support you first and help solve the problems for individuals, groups, companies or even countries.

©entreployability created by Diane Shawe 31 st October 2013 ©entreployability assets created Diane Shawe 31st October 2013

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DEFINING YOUR SKILLS Your course title is not your skill.

Identifying your natural skill might be staring you in the face, such as you might have the gift of the gab, so you could be a very good communicator, you might have an eye for detail, so you might be good at research, you might be a good wordsmith, so you could be a good writer etc. What every comes natural to you is what you need to look at, expand on and harness in a professional way to compliment your hard skills.

It might surprise you but there are lots of courses that can help you hone in and perfect your natural gifts.

Sometimes it is difficult to find the words to identify our skills and then to go in search of the type of course that will help us to refine and develop that skill.

You probably possess most of these skills but you just don’t realie it. If you find that you are lacking any of these skills, take some time to refine the skills you do have, and work to develop the skills that you need. All of these skills will be useful to you throughout your life.

For the purpose of this booklet, most of these skills you will read about are defined as “Transferable” Skills or Soft Skills. You will, however, hear these skills referred to in other ways as well. Read ahead to learn more about some of the diverse skill sets that exist.

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WHAT ARE TRANSFERABLE SKILLS Transferable Skills are functional abilities that are required in many different problem-solving and task-oriented situations; at work, home, or play.

Transferable Skills can be acquired through informal life experiences or formal education and training, and they can be transferred from one setting to another.

Although the specific subject matter of academic disciplines is often a means for developing or refining these skills, the application of these skills is not dependent on the mastery of an academic discipline. Transferable skills are interdisciplinary abilities involving many areas of human development (e.g., cognitive, affective, social, psychological, and moral development).

There are typically nine clusters of skills that are recognised as essential in a variety of careers and other activities.

Information Management Skills: ability to...

A. B. C. D. E. F.

sort data and objects compile and rank information apply information creatively to specific problems or tasks synthesise facts, concepts and principles understand and use organising principles evaluate information against appropriate standards

Design and Planning Skills: ability to...

G. H. I. J. K. L. M.

identify alternative courses of action set realistic goals follow through with a plan or decision manage time effectively predict future trends and patterns accommodate multiple demands for commitment of time, energy, and resources assess needs

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make and keep a schedule set priorities Research and Investigation Skills: ability to...

A. B. C. D. E. F.

use a variety of sources of information apply a variety of methods to test the validity of data identify problems and needs design an experiment, plan or model that systematically defines a problem identify information sources appropriate to special needs or problems formulate questions relevant to clarifying a particular problem, topic or issue

Communication Skills: ability to...

A. B. C. D. E. F. G. H.

listen with objectivity and paraphrase the content of a message use various forms and styles of written communication speak effectively to individuals and groups use media formats to present ideas imaginatively express one’s needs, wants, opinions and preferences without offending the sensitivities of others identify and communicate value judgments effectively describe objects or events with a minimum of factual errors convey a positive self-image to others

Human Relations and Interpersonal Skills: ability to...

A. B. C. D. E. F.

keep a group “on track” and moving toward the achievement of a common goal maintain group cooperation and support delegate tasks and responsibilities interact effectively with peers, superiors, and subordinates express one’s feelings appropriately understand the feelings of others

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G.

use argumentation techniques to persuade others

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A. B. C. D. E. F.

make commitments to people be willing to take risks teach a skill, concept or principle to others analyse behavior of self and others in group situations demonstrate effective social behavior in a variety of settings and under different circumstances work under time and environmental pressures

Critical Thinking Skills: ability to...

A. B. C. D. E. F. G. H. I.

identify quickly and accurately the critical issues when making a decision or solving a problem identify a general principle that explains inter-related experiences or factual data define the parameters of a problem identify reasonable criteria for assessing the value or appropriateness of an action or behavior adapt one’s concepts and behavior to changing conventions and norms apply appropriate criteria to strategies and action plans take given premises and reason to their conclusion create innovative solutions to complex problems analyse the interrelationships of events and ideas from several perspectives

Management and Administration Skills: ability to...

a. analyse tasks b. identify people who can contribute to the solution of a problem or task c. identify resource materials useful in the solution of a problem d. delegate responsibility for completion of a task e. motivate and lead people f. organise people and tasks to achieve specific goals

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Valuing Skills: ability to...

A. B. C. D. E.

assess a course of action in terms of its long-range effects on the general human welfare make decisions that will maximise both individual and collective good appreciate the contributions of art, literature, science, and technology to contemporary society identify one’s own values assess one’s values in relation to important life decisions

Personal/Career Development Skills: ability to...

A. B. C. D. E. F. G. H. I.

J. K. L. M. N.

analyse, and learn from life experiences--both one’s own and others’ relate the skills developed in one’s environment (e.g., school) to the requirements of another environment (e.g., work) match knowledge about one’s own characteristics and abilities to information about job or career opportunities identify, describe, and assess the relative importance of one’s needs, values, interests, strengths, and weaknesses develop personal growth goals that are motivating identify and describe skills acquired through formal education and general life experience identify one’s own strengths and weaknesses accept and learn from negative criticism persist with a project when faced with failure unless it is clear that the project cannot be carried out or is not worth the time or effort needed to complete it recognise when a project cannot be carried out or is not worth the time or effort required to complete it generate trust and confidence of one’s actions take risks accept the consequences of one’s actions “market” oneself to prospective employers

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SOFT AND HARD SKILLS Also included in the category of skills that are “transferable,” are skills we refer to as “Soft” and “Hard” Skills. You may recognise these skills as some were previously identified in the nine clusters of skills essential for career building.

Soft Skills are the Soft Skills are the Non-Technical Skills necessary for the success in the workplace. You may also hear that some Soft Skills are referred to as transferable.

Some of these skills include: Interpersonal Skills; Human Relations Skills; Professional Social Skills; Organisational Management Skills; Time Management Skills; Critical Thinking Skills; Problem Solving Skills Hard Skills are not as “transferable” as Soft Skills. They are more closely associated with a specific discipline of study, or career field. Hard Skills are the Technical Skills necessary for the success in the workplace. These are also referred to as ContentSpecific Skills. Some of these skills include: Pharmacy Skills; Biology Skills; Architecture Skills; Computer Skills; Math Skills; Therapeutic Skills; Teaching Skills; Graphic Design Skills

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Conclusion Look around, how many more years do you believe you have to live? 40, 50, 70?

What will the world look like then, and how could you support yourself if you needed too?

Don’t plan to become a long term unemployed person. By making no plan for your future, you are in fact planning to lose a lot of potential income whilst you are full and able bodied to achieve a career.

It is important now more than ever to develop a skill that can help you to be selfsufficient by providing a service that people want and that you can perform by yourself.

In the same breath, you also need to ensure that you are skilled to assist someone be it a company, organisation or individual to solve a problem.

All businesses be they a service or product led, solve a problem that a consumer wants solving.

The rules of engagement for employability has changed.

Your course title is not your skill!

What you now need to do is skill yourself with the right ŠEntreployability Assest.

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TRANSFERABLE SKILLS CHECKLIST The skills that will be most important to you have been identified. They are called transferable skills because they will be useful in almost any situation.

Your course work or title is not your skill.

No one has these skills to the extent that he or she is completely satisfied. Most people will find themselves highly competent in some areas, and not as competent in others.

This list is intended to be used as a tool for use in recognition of stages of development.

It may also be useful in identifying areas in which courses should be chosen.

Rate yourself on this scale (1 is low, 10 is high) then discuss this list.

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Rate Tick one 10 Highest 1

2

3

4

5

6

7

8

Effectively communicate (i.e. clearly explains) both orally and in writing).

Demonstrate an ability to think critically (i.e., plans ahead carefully to include possible changes, makes necessary decisions).

Demonstrate problem-solving skills (i.e., recognises possible problems in a situation, begins to work them out in planning).

Demonstrate an ability to make decisions (i.e., does things without constantly being told).

Shows capacity to grow by dealing maturely with new experiences (i.e., looks forward to new experiences or responsibilities).

Express personal opinions in a constructive and informational manner (i.e., have skills for participation in discussion).

Demonstrate leadership skills (i.e., takes charge, develops ideas, chooses the right people to get the job done).

Is responsible and dependable (i.e., shows up on time to get the job done).

Get along well with others (i.e., gets along well with fellow workers).

Reflect self-confidence (i.e., volunteers for new assignments, makes decisions easily).

Understand the environment( i.e., knows about social, cultural, physical, and biological factors in human life).

Demonstrate an awareness of creative contributions of our and other cultures (i.e., is acquainted with literature, art, music, and with other races and religions).

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9

10

About Us What we do AVPT is the only UK Globally Accredited online and workshop based provider of over 390 Soft Skills courses using a cutting edge, proprietary online Learning Management system.

The Social Enterprise ‘not for profit’ arm of our company is called ACEE. It takes an awful lot of time and effort to create a training course; Designing, researching, writing, and appropriately presenting it. Especially difficult though, even more so is the time taken to create an on-line learning system to work fluently and securely with various technologies. We know this because we have done just this.

What most people, employers, entrepreneurs and even some educational institutions do not have in today’s current environment is time the necessary resources and the infrastructure they need to support and achieve their learning objectives. Both our online and workshop based courses are a cost effective way to deliver and upskill a wide cross section of our society. Designed to be student (user) centric and time sensitive. We believe that online courses can save time, are easily scalable, reduced acquisition costs per person, measurable, provide a flexible virtual support system, Less paper/ink (environmentally green!) and are generally less stressful owing to their user led flexibility!

It can be difficult to meet the needs of all members of society with different schedules, language & geographical demands. All our courses are ready, can be modified, whilst delivered through our up-skilling online portals or express workshops around the UK. Rules of Engagement towards Employability and @Entreployability Diane Shawe

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Our objective is to utilise our expert resources to support individual study and life-long learning by bringing education directly into the hands of communities and businesses. Designed to enhance the quality and impact of teaching and the learning experience whilst users are on the move, giving them the tools and opportunity to develop their existing skills and knowledge.

What type of courses do we focus on?

How have we used technology?

Learning Management Solution (LMS) & Portal Hub The Academy of Vocational and Professional Training has a sophisticated LMS solution that is not built on a static system. Yet the user interface is clean, clear, accessible, and easy to understand and work through. It uses little bandwidth, making it quick to load and use, and accessible on a scalable model. Globalisation has changed the way we communicate, do business and relate to each other and technology can help to up-skill a far wider audience.

In today’s ever changing environment, the real promise experts say, is providing learning experiences that are more tailored to individual students that enables more “learning by doing,” which many students find more engaging and useful. Our ‘Chunked’ teaching approach revolutionises the learning experience.

Teaching using 21st Century pedagogy, AVPT educators must be student centric and for that reason all of our virtual teacher and workshop facilitators have been highly trained to create the most comprehensive training Rules of Engagement towards Employability and @Entreployability Diane Shawe 27 | P a g e

experience for individuals within our broader society. Effectively covering everyone’s individual learning style!

Our courses will not only train them in soft skill but also help them to become technology fluent.

Our Solution allows us to achieve all of the following and more: Deliver multiple accredited short soft skills courses to a wide audience throughout the UK · Update in real time any course material · Supply a branded or white label course portal Hub · Upload and integrate new course content · Upload support training media such as video, power-point, graphs and audio · Because our solution is written in HTML users can use Google translate to read there course material in their native language · Generate new courses in a matter of weeks · We have a fully interactive assessment built in to report on students’ progress and achievements · Students, Tutors and management can log in from any browsers or mobile device. · Adding new students for training can be achieved simply by activating a valid email address, password and photo.

Student Centric Training Model

ACCREDITATION & VALIDATION: Accreditation and educational quality assurance are essential factors that complete the educational ecosystem.

Regional accreditation bodies have dutifully evaluated education providers on a regional scale and granted them Rules of Engagement towards Employability and @Entreployability Diane Shawe

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Primary Accreditation. However in the wake of growing globalisation for individuals to compete with their international peers, the training organisational body must be recognised as an accredited education provider on an international bases. It is imperative to create standards that are regionally and internationally recognised and accepted. It is for this reason that Academy of Vocational and Professional Training Ltd sought and attained the Full Global Accreditation to ensure that students who wanted to provide evidence of their skill around the world could truly benefit from our courses and the awarded certificate would have some true value globally

What is the social impact?

The importance of transferrable skills. There can be no doubt about the importance of a degree and a solid academic background but it’s not the only thing that employers will be interested in. Especially where there is strong competition for entry to a job, employers have to find a way to choose. Educators must focus on the personal qualities and skills that can be developed while studying, and acquired as information in mutual exchanges of information. In a competitive employment climate, these can be just as (or more) important to employers as a degree certificate. Employers are looking for people with transferable skills.

These include: • Team work • Decision making • ICT skills • Problem solving • Time management • Written and spoken communication skills. They also need people with personal qualities and abilities such as: • Willingness to learn new things • Ability to work under pressure • A sense of responsibility There are lots of ways in which these skills and qualities can be imbedded into students. Writing essays, taking part in tutorials and giving presentations as part of the course can enable students to develop time management, analytical, ICT and communication skills. As a student acquires such practical skills, it tends to boost their confidence as well.

Rules of Engagement towards Employability and @Entreployability Diane Shawe

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Visit AVPT Global Website! We get people qualified in days, not years, through our soft skills training courses, which are globally accredited through IAO and are available online or in workshops. All online

courses are supported with a personal tutor!

Rules of Engagement towards Employability and @Entreployability Diane Shawe

30 | P a g e

Rules of Engagement towards Employability and @Entreployability Diane Shawe

31 | P a g e