LSIS: the Quality Improvement Agency (QIA) and the Centre for Excellence in Leadership (CEL) have now come together to form the new sector-led organisation dedicated to supporting excellence and leadership development in the further education and skills sector. Models of delivery for Skills for Life within Train to Gain

2 Aims: To explore different models of delivery. To develop effective models to respond to employer and employee needs.

3 Delivery needs to be: accessible directly relevant to NVQ/job role responsive to candidates starting points and needs successful in preparing candidates to achieve national qualifications planned, guided, taught or supported by skilled and appropriately qualified staff monitored and evaluated affordable.

4 Key factors in developing delivery models time available staff release shift patterns operational priorities, e.g. peak time work activity funding competing with other priority training appropriate training location resources available, e.g. IT availability of suitably qualified and experienced staff

5 The delivery offer Will it be offered: by yourself, or with a partner organisation? up-front prior to NVQ or as extended induction? alongside the NVQ? embedded within the NVQ? as standalone training? as blended learning – a mixture of face-to- face and independent learning?

6 What model(s) of delivery do you/will you use? What actions do you need to take to develop these? What resources will you explore?

7 Delivery model – standalone/pre-NVQ Key drivers: increased paperwork and regulations requiring effective communication skills in the workplace introduction of NVQ in Care Level 2 as mandatory training Key factors informing chosen models: staff perception and buy-in staff release and cover viable group numbers for small companies Move On Carefully literacy and numeracy

8 Move On taxis – embedded NVQ-blended approach Delivery model - embedded NVQ-blended approach Key drivers: commitment by stakeholder consortium to develop and promote professional development opportunities for taxi drivers focus on health and safety, disability awareness and effective customer service VRQ in Passenger Transport introduced as mandatory Key factors informing chosen model: resistance of drivers - fear of learning and time commitment - time means money links and relevance to vocational training

9 Move On in the NHS – e-learning Delivery model - e-learning Key drivers: to equip NHS staff with the confidence and skills to address the challenges of the Knowledge and Skills Framework Skills Pledge commitment of trusts Key factors informing chosen model: time available to release staff shift patterns expertise available to support development of e-learning model