School caretakers improve basic skills
Deborah Lyndon-Butterworth

Deborah Lyndon-Butterworth, programme development director for Materials Made Easy, describes an innovative programme linking vocational training with support for literacy and numeracy.

School caretakers are taking part in an innovative programme in Lancashire which links vocational training with support for literacy and numeracy. The Transform project, funded by the TUC Union Leaning Fund, aims to encourage those working in the cleaning and caretaking industries into vocational training programmes. With an estimated 200,000 adults with poor basic skills in the Lancashire area, the project was extended in 2001 to include a bask skills dimension.

The initiative developed from two separate initiatives, the Transform project itself and a Building Basic Skills in the Workplace project funded by the Workplace Basic Skills Network. The vocational training selected was noticeably labour intensive, with much of the learning and assessment taking place on a simulated building site, which presented some hurdles for the basic skills tutors who were unaccustomed to working in this way. Vocational tutors were initially resistant to basic skills tutors working alongside them as they felt that this might interfere with the vocational skills tuition and lengthen the learning process. These initial concerns proved to be unfounded with both vocational and basic skills tutors learning from alternative teaching approaches and continuing to work together in a mutually supportive manner The combined teaching approach has benefited students, reflected in the retention and achievement of this group. Employers, the unions and union learning representatives also offered support.

Joint planning helped to integrate basic skills into vocational programmes without making the courses any longer. The student group was recruited by. Lancashire County Council education division and consisted of 68 school caretakers who embarked on an NVQ level 2 in caretaking with additional support in basic skills. A basic skills initial assessment had provided the evidence that the vast majority would also benefit from basic skills support in both communication and numeracy at entry level 1.

The learning programme was re-written to incorporate communication and numeracy in a discreet and accessible manner, which would enable the simultaneous study and delivery of all subject areas, for example, while the NVQ tutor supported learning in brickwork techniques, the basic skills tutor taught how to use ratios and proportions when mixing sand and cement to make mortar. The joint planning process helped vocational tutors to see that basic skills also included being able to write a report and articulate it to management. Specific projects, for example, on health and safety and security, addressed written and oral communication skills.

The project outcomes surpassed expectations with all 68 participants achieving the NVQ 2. All participants were assessed as showing improvements in one or more basic skills areas, with the majority on target to achieve one or more basic skills qualifications. The external verification report from the awarding body awarded the programme grade 'A'. All participants surveyed on completion agreed that integrated programmes were a good way to gain awareness of and improve basic skills. Many of the tutors have taken up further basic skills training so they can provide some in-class support to students with these needs. It also means they will be confident about referring their students to discreet basic skills provision when appropriate.

The TUC Union Learning Fund paid for the project's second year development and future viability has been secured with the introduction of funding for basic skills awareness programmes, unit accreditation and bite-sized learning. While there can be a cash-flow issue for colleges developing joint courses such as these, the outlay is recouped quickly once the programme starts. But producing course materials is time consuming and costly and needs to be properly funded if other joint vocational and basic skills training schemes are to be developed.

The success of this course has convinced me that vocational tutors should become more closely involved with the delivery and assessment of basic skills and that basic skills for working adults should continue to be integrated into vocational training wherever possible. Specific training for vocational tutors will enable them to gain the confidence and ability to support delivery of basic skills effectively.
 
 

Integrated learning programmes are currently being developed in the IT, care, health and safety, food hygiene and first aid vocational areas. Details of these programmes can be obtained from Deborah Lyndon-Butterworth at Materials Made Easy on 07960 535470. Enquiries relating to the integrated Caretaking NVQ 2 and the Cleaning Building Interiors NVQ 1 should be directed to Richard Hallett, Lancashire County Council on 01772 261831.  The Workplace Basic Skills Network has a regular bulletin and runs conferences and professional development courses for those working in workplace literacy. Contact the Network at CSET, Lancaster University, Lancaster LA1 4YL. Tel: 01524 592679. Email: wbs.net@lancaster.ac.uk. Website: www.lancs.ac.uk/wbsnet.

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