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Traineeship Staff Support Programme (TSSP)
Welcome!
Cambridge Regional College, Cambridge28th April 2014
1. Project Overview - Aims/objectives/outcomes
2. Partner feedback (Homework task)
3. Issues arising from the feedback
4. Action planning:
• - provider development plan to improve own delivery
• - contributing material for the ‘How to’ guide
LUNCH
AGENDA10am – 1pm (followed by lunch)
• The Education and Training Foundation/AELP bid • £715,000 funding in total – national project – 14 successful• Purpose - CPD, resources/materials to improve outcomes
from traineeship programmes for learners and employers.• Strands:
– 1. Quality of teaching (eg English and maths, Employability skills)– 2. Engaging with employers and work placements– 3. Robust initial assessment processes– 4. Quality of provision for learners from vulnerable and excluded
groups• http://www.traineeship-staff-support.co.uk/
TSSP Programme
Aim:
to increase the scale of traineeship delivery in the East of England and to improve the quality of teaching with a focus on English and Maths, employability and basic occupational skills. In doing this we will concentrates, in the main, on developing trainers and assessors to deliver English and Maths with a focus on GCSEs.
Our project- Transition from Functional Skills to GCSE English and Maths
• Runs from April – July 2014• CRC lead provider• ACER project management• 3 partner groupings – 6 partners• Groupings –
– Business Managers/Employer Engagement/WBL– English Specialists– Maths Specialists
• 5 Workshops • 1-2-1 support• Dissemination event• Production of two good practice ‘How to’ Guides
Structure of project
Objectives to:
provide you with an opportunity to share your experiences of delivering maths support on Traineeships
gather examples of good practice for collation in a set of a 'How to' guide
identify areas of programme delivery in which you or your staff might like to have support through the project
Workshop 3 – Offering Support with maths
Wolf report - recommendations for successful progression into labour market and into higher level education and training. Study Programmes principles - should include a mix of qualification-led and non-qualification activity. Expectation that students:• Take at least one qualification of substantial size with rigorous assessment
and good progression opportunities• Be engaged in either support activity eg tutorial time, study skills and
particularly for low attaining students, personal and social development• Engage in meaningful work experience, as appropriate, to meet their
needs and ambitions• Continue with English and maths if they have not achieved GCSE A*-C at
age 16.
• DfE project - started June - finish October 2013
Background – political landscape
• Employer defined, led and owned• Apprenticeships aimed at new people in new jobs• Outcome focused - what apprentices should know,
and be able to do, at the end of the apprenticeship• Link to professional registration• Level 2 in English and maths before completion• Independent, end-point, synoptic and graded
assessment• Encourage diversity and innovation• Purchasing power lies with employers
Review of Apprenticeships by Doug Richard - Core Principles
• Qualifications to be more clearly based on the needs of employers and individuals
• Regulatory, funding and accountability arrangements designed to deliver training and qualifications which clearly lead to progression into a job or further study
• Employer ownership of occupational standards and qualifications
• Design and assessment of qualifications should reflect the best research and international practice
• Priority for action: To identify those qualifications in maths and English which best enable adult learners to progress to GCSE standard. (Reform of GCSEs planned for Sept 2015)
Review of adult vocational qualifications system- Nigel Whitehead, BAE Systems
Marketing traineeships
Mapping out the learner
journey
Eligibility and initial assessment
processes
Matching with suitable
employers
Monitoring and assessment
Developing high quality work placement
opportunities
Employability skills training
English and maths teaching
Developing high quality work placement
opportunities
Converting work experience
placements to job outcomes
Exit interviews
Progression to jobs, Apprenticeships or
other education/training
Traineeship programmes - Learner journey
Task – Homework - Partner feedback
As a group:
Identify issues arising from the feedback
Agree tasks to be completed going forward
Partner provision
Action Planning
• Identify effective practice/resources/hyperlinks to key national
resources/reports
• Identify action for improvement
Development Plan– Partner Template