Basic Skills into the Community: Evaluation Report
Available from eprints.ioe.ac.uk
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Basic Skills into the Community: Evaluation Report
page 1 of 18
Basic Skills into the Community
Evaluation Report
Violet Windsor and Harvey Mellar
Institute of Education, University of London
24 March 2003
1 Introduction
The Basic Skills into the Community project began in March 2001. It was funded under
Objective 1 of ESF, developed against Priority 4 measure 2 of the Human Resources
Development Regional Action Plan. Its main purpose was to „broaden basic skills
provision to staff within voluntary organisations and, in turn, the direct recipients within
the disadvantaged groups so that they are better equipped to access learning and
employment.‟ (Proposal funding document, section 2).
The planning of this project was in advance of the strategic documents published by the
Welsh National Assembly in 2001, and the launch of the National Strategy for Basic
Skills in Wales in April 2002.
1.1 The project
The Basic Skills into the Community project is an important project pioneering new
approaches to the delivery of basic skills through the involvement of voluntary
organisations within areas in Wales recognised as having particular economic difficulties.
This quotation by Kevin Morgan, Professor of European Regional Development, at
Cardiff University, possibly sets the context for this project,
The National Assembly Administration and the Welsh Development agency chant
the following mantra: Wales will move up-market from the industrial economy to
the knowledge economy, from volume production to value production. This may
be the future if we can get there, but one wonders if we have the skills to enter the
knowledge economy when one in four of the population is functionally illiterate
and one in three functionally innumerate. To redress this policy we need not so
much a training policy as a social crusade to upskill the Welsh workforce.’
Tools for a Learning Country, p. 4
It was understood from the start of the project that developing basic skills was a new
venture for the organisations concerned (with the exception of NACRO) and that there
would be a period of learning and adjustment.
As the project developed the partner organisations were able to benefit from the links
made by BSA development officers in Wales (Sandra Morton and Paula O „ Keefe) with
Basic Skills into the Community
Evaluation Report
Violet Windsor and Harvey Mellar
Institute of Education, University of London
24 March 2003
1 Introduction
The Basic Skills into the Community project began in March 2001. It was funded under
Objective 1 of ESF, developed against Priority 4 measure 2 of the Human Resources
Development Regional Action Plan. Its main purpose was to „broaden basic skills
provision to staff within voluntary organisations and, in turn, the direct recipients within
the disadvantaged groups so that they are better equipped to access learning and
employment.‟ (Proposal funding document, section 2).
The planning of this project was in advance of the strategic documents published by the
Welsh National Assembly in 2001, and the launch of the National Strategy for Basic
Skills in Wales in April 2002.
1.1 The project
The Basic Skills into the Community project is an important project pioneering new
approaches to the delivery of basic skills through the involvement of voluntary
organisations within areas in Wales recognised as having particular economic difficulties.
This quotation by Kevin Morgan, Professor of European Regional Development, at
Cardiff University, possibly sets the context for this project,
The National Assembly Administration and the Welsh Development agency chant
the following mantra: Wales will move up-market from the industrial economy to
the knowledge economy, from volume production to value production. This may
be the future if we can get there, but one wonders if we have the skills to enter the
knowledge economy when one in four of the population is functionally illiterate
and one in three functionally innumerate. To redress this policy we need not so
much a training policy as a social crusade to upskill the Welsh workforce.’
Tools for a Learning Country, p. 4
It was understood from the start of the project that developing basic skills was a new
venture for the organisations concerned (with the exception of NACRO) and that there
would be a period of learning and adjustment.
As the project developed the partner organisations were able to benefit from the links
made by BSA development officers in Wales (Sandra Morton and Paula O „ Keefe) with
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ACLF (Adult and Community Learning Fund) and NVOPP. (National Voluntary
Organisations Partnership Project). The development officers kept partners, including the
evaluation team, informed about the National Strategy (for basic skills) and this was
extremely valuable because it helped to connect this project with the National Strategy
and gave an increased sense of pride and purpose.
Important general questions raised by the project are:
a. In what ways can basic skills be delivered by voluntary organisations?
b. How does this vary with the type of voluntary organisation?
c. What lessons can be learned from this project about implementing basic skills
delivery through voluntary organisations in the future?
d. What are the significant differences/commonalties with other forms of provision
i.e. FE, Adult, Training organisations, learning based in the workplace
Within the context of the wider questions raised by the project the grant application to
ESF outlines a number of specific evaluation questions:
1. An evaluation of the effectiveness of the training to be carried out internally by basic
skills experts attached to the project.
2. External evaluation by the Institute of Education, University of London, looking at:
a. the quality of developed materials and operational management;
b. the quality and effectiveness of the support and guidance routes developed;
c. assessment of increased basic skills capability of participating organisations;
d. the efficiency and accessibility of the ICT elements;
e. Equal opportunity issues.
1.2 Evaluation process
Information for the evaluation was obtained through:
a. Attendance at Steering Group Meetings
b. Interviews with project leaders from the voluntary organisations taking part in the
project
c. Interview with tutors and project workers within the voluntary organisations,
including facilitating a meeting (June 2002) with all the tutors in post, and
meeting with the consultant to the Welsh Association of Youth Clubs
d. Review of the Action Plans from the voluntary organisations
e. Review of the Interim Reports from the voluntary organisations
f. Written materials produced by the National Assembly for Wales and the BSA (see
Bibliography)
ACLF (Adult and Community Learning Fund) and NVOPP. (National Voluntary
Organisations Partnership Project). The development officers kept partners, including the
evaluation team, informed about the National Strategy (for basic skills) and this was
extremely valuable because it helped to connect this project with the National Strategy
and gave an increased sense of pride and purpose.
Important general questions raised by the project are:
a. In what ways can basic skills be delivered by voluntary organisations?
b. How does this vary with the type of voluntary organisation?
c. What lessons can be learned from this project about implementing basic skills
delivery through voluntary organisations in the future?
d. What are the significant differences/commonalties with other forms of provision
i.e. FE, Adult, Training organisations, learning based in the workplace
Within the context of the wider questions raised by the project the grant application to
ESF outlines a number of specific evaluation questions:
1. An evaluation of the effectiveness of the training to be carried out internally by basic
skills experts attached to the project.
2. External evaluation by the Institute of Education, University of London, looking at:
a. the quality of developed materials and operational management;
b. the quality and effectiveness of the support and guidance routes developed;
c. assessment of increased basic skills capability of participating organisations;
d. the efficiency and accessibility of the ICT elements;
e. Equal opportunity issues.
1.2 Evaluation process
Information for the evaluation was obtained through:
a. Attendance at Steering Group Meetings
b. Interviews with project leaders from the voluntary organisations taking part in the
project
c. Interview with tutors and project workers within the voluntary organisations,
including facilitating a meeting (June 2002) with all the tutors in post, and
meeting with the consultant to the Welsh Association of Youth Clubs
d. Review of the Action Plans from the voluntary organisations
e. Review of the Interim Reports from the voluntary organisations
f. Written materials produced by the National Assembly for Wales and the BSA (see
Bibliography)
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page 3 of 18
It was expected that we would also carry out a review of the Final Reports from the
voluntary organisations but only two (from Tai Trothwy and Welsh Refugee Council)
was received.
The voluntary organisations involved in the project were:
a. Tai Trothwy
b. Welsh Refugee Council
c. NACRO – in two sites
d. Groundwork Wales – in two sites
e. Welsh Association of Youth Clubs1
f. The Welsh Council for Voluntary Action2
The Evaluation Team produced an Interim Report dated 22 April 2002, which was
presented to the Steering Group Meeting. This report contained recommendations about
the future development of the project.
Drafts of the present evaluation report were circulated to all partners for comment in
February 2003.
2 The progress of the project
2.1 General
There was throughout the project a creative tension between the BSA‟s desire to have
clearly recognisable basic skills objectives reached in order to provide accountability to
the external funders, and the nature of the work of voluntary organisations. This may
have led the BSA initially to see the work of the voluntary organisations too much
through an educational lens, rather than adopting an explicit philosophy that recognized
the bottom up client centred approach of voluntary organisations.
One of the organisations (NACRO) had basic skills as a key part of its agenda and was
enthusiastic about achieving the BSA‟s Quality Mark for its provision.
There is evidence of objectives developing and changing throughout the project.
Interviewees were sometimes apologetic about this, but it seems to us that this is to be
welcomed, as it appeared to be a sign of an increasing appreciation of the work of
voluntary organisations by the BSA, and increasing integration of the basic skills
objectives with the core activities of the voluntary organisations.
The voluntary organisations have access to the local community, its resources and are in
a good position to understand local culture, including attitudes to formal (and English
1 There was some delays in WAYC starting work in the project due to the untimely death of the person
initially responsible for WAYC‟s involvement in the project.
2 The Welsh Council for Voluntary Action did not play the same kind of role in the project as the other
partners, but they were important partners in terms of communication with a wider range of voluntary
organisations and in terms of taking forward recommendations from the project.
It was expected that we would also carry out a review of the Final Reports from the
voluntary organisations but only two (from Tai Trothwy and Welsh Refugee Council)
was received.
The voluntary organisations involved in the project were:
a. Tai Trothwy
b. Welsh Refugee Council
c. NACRO – in two sites
d. Groundwork Wales – in two sites
e. Welsh Association of Youth Clubs1
f. The Welsh Council for Voluntary Action2
The Evaluation Team produced an Interim Report dated 22 April 2002, which was
presented to the Steering Group Meeting. This report contained recommendations about
the future development of the project.
Drafts of the present evaluation report were circulated to all partners for comment in
February 2003.
2 The progress of the project
2.1 General
There was throughout the project a creative tension between the BSA‟s desire to have
clearly recognisable basic skills objectives reached in order to provide accountability to
the external funders, and the nature of the work of voluntary organisations. This may
have led the BSA initially to see the work of the voluntary organisations too much
through an educational lens, rather than adopting an explicit philosophy that recognized
the bottom up client centred approach of voluntary organisations.
One of the organisations (NACRO) had basic skills as a key part of its agenda and was
enthusiastic about achieving the BSA‟s Quality Mark for its provision.
There is evidence of objectives developing and changing throughout the project.
Interviewees were sometimes apologetic about this, but it seems to us that this is to be
welcomed, as it appeared to be a sign of an increasing appreciation of the work of
voluntary organisations by the BSA, and increasing integration of the basic skills
objectives with the core activities of the voluntary organisations.
The voluntary organisations have access to the local community, its resources and are in
a good position to understand local culture, including attitudes to formal (and English
1 There was some delays in WAYC starting work in the project due to the untimely death of the person
initially responsible for WAYC‟s involvement in the project.
2 The Welsh Council for Voluntary Action did not play the same kind of role in the project as the other
partners, but they were important partners in terms of communication with a wider range of voluntary
organisations and in terms of taking forward recommendations from the project.
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page 4 of 18
medium) education. These advantages were utilised in all the organisations with
increasing confidence as the project progressed. By the time of the final Steering Group
meeting it was clear that the organisations had taken on board the basic skills agenda.
2.2 Project start up
At the start of the project the Basic Skills Agency may not have been sufficiently aware
of the nature of the work of the voluntary organisations that were involved, nor were
these organisations necessarily in a position to make an informed contribution to writing
the grant application. Most (but not all) of the voluntary organisations taking part in the
project had little previous experience of basic skills. One manager looking back on the
initial stages of the project described it as “the blind leading the blind; I guess at the
beginning of this we weren‟t very clear in terms of putting it [basic skills] into our
organisations.”
In the planning stages of the project there was a need (not always met) for both the BSA
and the individual organisations to understand the nature of adult basic skills and the „fit‟
with the organisations‟ objectives. Most of the managers recognised this and in
interviews some acknowledged they were anxious about appearing ill-informed and kept
quiet about their lack of understanding. The consequence of this was initial slowness in
setting up the various elements of the project.
Two organisations, apart from NACRO, had some prior experience of basic skills
provision. One of these had a small project that led to developing a local strategy and this
was then integrated into the organisation‟s work. The other had attempted to make
provision but it had not been implemented.
It may well be that at the start of the project the BSA thought there was more experience
of basic skills within the voluntary organisations than there actually was, and indeed it
probably overestimated the level of understanding of adult learning generally within the
voluntary organisations.
Discussions with managers in the voluntary organisations suggest that recruiting
appropriate workers to deliver basic skills teaching was a challenging task, but that the
process of recruitment pushed forward understanding of what might be accomplished.
The BSA‟s own resources for work in Wales were initially limited, although both
development officers were very supportive. A great deal of work and goodwill was also
put in by managers and the appointed workers in the voluntary organisations.
It became clear during the progress of the project that there had been a lack of capacity
mapping in the wider community at the start of the project, and of making links to other
basic skills providers, and this was another factor that slowed the early progress of the
project. However, this might also be caused by the relative absence of other providers,
compounded by local geography, which results in greater physical isolation than in
England.
The Agency‟s own statistics for 1997-1998 basic skills provision in Wales indicate that
over two thirds of learners on basic skills courses were based in Further Education
colleges, less than a sixth in Adult Education provision and there is no mention of
medium) education. These advantages were utilised in all the organisations with
increasing confidence as the project progressed. By the time of the final Steering Group
meeting it was clear that the organisations had taken on board the basic skills agenda.
2.2 Project start up
At the start of the project the Basic Skills Agency may not have been sufficiently aware
of the nature of the work of the voluntary organisations that were involved, nor were
these organisations necessarily in a position to make an informed contribution to writing
the grant application. Most (but not all) of the voluntary organisations taking part in the
project had little previous experience of basic skills. One manager looking back on the
initial stages of the project described it as “the blind leading the blind; I guess at the
beginning of this we weren‟t very clear in terms of putting it [basic skills] into our
organisations.”
In the planning stages of the project there was a need (not always met) for both the BSA
and the individual organisations to understand the nature of adult basic skills and the „fit‟
with the organisations‟ objectives. Most of the managers recognised this and in
interviews some acknowledged they were anxious about appearing ill-informed and kept
quiet about their lack of understanding. The consequence of this was initial slowness in
setting up the various elements of the project.
Two organisations, apart from NACRO, had some prior experience of basic skills
provision. One of these had a small project that led to developing a local strategy and this
was then integrated into the organisation‟s work. The other had attempted to make
provision but it had not been implemented.
It may well be that at the start of the project the BSA thought there was more experience
of basic skills within the voluntary organisations than there actually was, and indeed it
probably overestimated the level of understanding of adult learning generally within the
voluntary organisations.
Discussions with managers in the voluntary organisations suggest that recruiting
appropriate workers to deliver basic skills teaching was a challenging task, but that the
process of recruitment pushed forward understanding of what might be accomplished.
The BSA‟s own resources for work in Wales were initially limited, although both
development officers were very supportive. A great deal of work and goodwill was also
put in by managers and the appointed workers in the voluntary organisations.
It became clear during the progress of the project that there had been a lack of capacity
mapping in the wider community at the start of the project, and of making links to other
basic skills providers, and this was another factor that slowed the early progress of the
project. However, this might also be caused by the relative absence of other providers,
compounded by local geography, which results in greater physical isolation than in
England.
The Agency‟s own statistics for 1997-1998 basic skills provision in Wales indicate that
over two thirds of learners on basic skills courses were based in Further Education
colleges, less than a sixth in Adult Education provision and there is no mention of
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community based provision. Since there was little delivery of basic skills through
community organisations in South Wales it was difficult for the voluntary organisations
to find partners to work with, and there was an absence of a range of models of provision
for adult learners to call upon.
2.3 Action plans and appointment of staff
The first few months of the project posed a significant burden on the voluntary
organisations as they took on board the operational requirements of the project, and took
on board the basic skills agenda.
2.3.1 The Action Plans
At the steering group meeting in May 2001 two initial tasks were identified: compiling an
action plan and appointing a worker. BSA recognised the distinctiveness of each
organisation and advised that a common approach was not being looked for. A draft
document based on the BSA Quality Mark was given out at the meeting as a model
although it was pointed out by BSA, that this was only intended as a starting point. Three
of the plans followed this model, but by contrast Groundwork‟s action plan did not have
achieving the BSA Quality Mark as a primary aim and it was the only organisation to
make explicit reference to the Welsh National Assembly‟s basic skills strategy.
The action plans were the main strategic document produced by each organisation and
partners were advised to discuss their action plans with the Welsh BSA development
officers. Despite the support given by the BSA the action plans were doubtless a
challenge to produce, although they proved invaluable in helping to identify what needed
to be done. As a consequence the plans took longer to produce than had been envisaged,
and they would have been of even greater use had they been produced earlier and one of
the lessons is perhaps to investigate and attend to such blocks in future.
It took the organisations some six months to produce their own plans. The reason for this
delay was suggested by one manager who argued that the first stage of planning needed
to focus on understanding within the organisation before developing an action plan.
community based provision. Since there was little delivery of basic skills through
community organisations in South Wales it was difficult for the voluntary organisations
to find partners to work with, and there was an absence of a range of models of provision
for adult learners to call upon.
2.3 Action plans and appointment of staff
The first few months of the project posed a significant burden on the voluntary
organisations as they took on board the operational requirements of the project, and took
on board the basic skills agenda.
2.3.1 The Action Plans
At the steering group meeting in May 2001 two initial tasks were identified: compiling an
action plan and appointing a worker. BSA recognised the distinctiveness of each
organisation and advised that a common approach was not being looked for. A draft
document based on the BSA Quality Mark was given out at the meeting as a model
although it was pointed out by BSA, that this was only intended as a starting point. Three
of the plans followed this model, but by contrast Groundwork‟s action plan did not have
achieving the BSA Quality Mark as a primary aim and it was the only organisation to
make explicit reference to the Welsh National Assembly‟s basic skills strategy.
The action plans were the main strategic document produced by each organisation and
partners were advised to discuss their action plans with the Welsh BSA development
officers. Despite the support given by the BSA the action plans were doubtless a
challenge to produce, although they proved invaluable in helping to identify what needed
to be done. As a consequence the plans took longer to produce than had been envisaged,
and they would have been of even greater use had they been produced earlier and one of
the lessons is perhaps to investigate and attend to such blocks in future.
It took the organisations some six months to produce their own plans. The reason for this
delay was suggested by one manager who argued that the first stage of planning needed
to focus on understanding within the organisation before developing an action plan.
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page 6 of 18
An analysis of the main objectives of the plans gives the following picture:
Tai
Trothwy
Ground
work
NACRO WRC
Write a strategy Y Y Y Y
Establish scale of need Y Y Y
Train staff to be aware of basic
skill need
Y Y Y Y
Train staff to teach basic skills Y Y Y
Enable learners to accredit
basic skills
Y Y
Use of ILP and review of
learner’s progress
Y Y Y Y
Monitoring for quality
outcomes / the action plan
Y Y Y Y
Develop mechanisms by which
basic skills can support
community environmental
regeneration initiatives
Y
Table 1: Analysis of Action Plans
Once Action Plans were drawn up and staff appointed, there was an increasing degree of
acceptance of the basic skills agenda within the partner organisations, and hence a
recognition of new sets of problems not previously identified. As one manager observed,
“You don‟t realise the practicalities until you‟re doing it.”
The BSA development officers helped the organisations to develop the action plans but it
was not clear to what extent they were systematically monitored. They seem not to have
been systematically monitored by the BSA, and once the process of writing them was
complete they are not referred to in the Steering Group minutes. It was left to the
organisations to monitor their implementation.
Some tasks in the action plans proved to be difficult to deliver. “Everyone had
difficulties” observed one manager. Appointing someone to deliver the bulk of the
activities in the action plans was an initial hurdle. Awareness raising was, as managers
quickly realised, a sensitive issue which was potentially disruptive for most of the
organisations.
A difficulty for all the organisations was that they can not compel their users to „do basic
skills.‟ This is likely to have caused anxiety among managers that they might not meet
the targets outlined in the proposal. This appeared to become less of an anxiety as
An analysis of the main objectives of the plans gives the following picture:
Tai
Trothwy
Ground
work
NACRO WRC
Write a strategy Y Y Y Y
Establish scale of need Y Y Y
Train staff to be aware of basic
skill need
Y Y Y Y
Train staff to teach basic skills Y Y Y
Enable learners to accredit
basic skills
Y Y
Use of ILP and review of
learner’s progress
Y Y Y Y
Monitoring for quality
outcomes / the action plan
Y Y Y Y
Develop mechanisms by which
basic skills can support
community environmental
regeneration initiatives
Y
Table 1: Analysis of Action Plans
Once Action Plans were drawn up and staff appointed, there was an increasing degree of
acceptance of the basic skills agenda within the partner organisations, and hence a
recognition of new sets of problems not previously identified. As one manager observed,
“You don‟t realise the practicalities until you‟re doing it.”
The BSA development officers helped the organisations to develop the action plans but it
was not clear to what extent they were systematically monitored. They seem not to have
been systematically monitored by the BSA, and once the process of writing them was
complete they are not referred to in the Steering Group minutes. It was left to the
organisations to monitor their implementation.
Some tasks in the action plans proved to be difficult to deliver. “Everyone had
difficulties” observed one manager. Appointing someone to deliver the bulk of the
activities in the action plans was an initial hurdle. Awareness raising was, as managers
quickly realised, a sensitive issue which was potentially disruptive for most of the
organisations.
A difficulty for all the organisations was that they can not compel their users to „do basic
skills.‟ This is likely to have caused anxiety among managers that they might not meet
the targets outlined in the proposal. This appeared to become less of an anxiety as
Page 7
page 7 of 18
organisations became more confident about what they were doing and it was understood
that objectives could change.
2.3.2 Appointment of staff
All the organisations found it very difficult to find suitable applicants to interview and
appoint. Training to teach Basic Skills did not appear to be well developed in local areas
and whilst courses are run at Swansea and Neath colleges there appears to be no pool of
qualified Literacy and Numeracy staff looking for employment. There was agreement
among managers that it was absolutely crucial to get the right staff and all the
organisations were concerned not to compromise over this.
Organisation Appointment -start Appointment – stop
Groundwork Bridgend Anna Wargan, Feb 2002 Employment continuing as
a coordinator of local
projects with educational
focus.
Groundwork Caerphilly Christine Luff, Feb 2002 Oct. 2002 End of funding
Tutor appointed / contracted
from a training organisation
for 36 weeks however she
finished in September when
initial funding ceased. BSA
was looking into work
based learning funding.
NACRO Caerphilly Hayley Jan / Feb 2002 April 2002 Maternity leave.
Then resigned.
NACRO (Anglesey Bryn Moore (already
employed by NACRO)
Continuing in 2003 to
deliver basic skills.
WRC Rebekah Auty, Jan 2002
Phillip Jones, Sept 2002
April 2002 resigned
Employed as an ESOL
tutor. Presumed still in post
2003
WAYC John Holmes, July 2002 Consultancy 2003
A local research consultant
experienced in Youth Work
for appointed for 7 days to
survey involvement in
supporting basic skills
delivery with the intention
that he would be involved
with further consultancy
organisations became more confident about what they were doing and it was understood
that objectives could change.
2.3.2 Appointment of staff
All the organisations found it very difficult to find suitable applicants to interview and
appoint. Training to teach Basic Skills did not appear to be well developed in local areas
and whilst courses are run at Swansea and Neath colleges there appears to be no pool of
qualified Literacy and Numeracy staff looking for employment. There was agreement
among managers that it was absolutely crucial to get the right staff and all the
organisations were concerned not to compromise over this.
Organisation Appointment -start Appointment – stop
Groundwork Bridgend Anna Wargan, Feb 2002 Employment continuing as
a coordinator of local
projects with educational
focus.
Groundwork Caerphilly Christine Luff, Feb 2002 Oct. 2002 End of funding
Tutor appointed / contracted
from a training organisation
for 36 weeks however she
finished in September when
initial funding ceased. BSA
was looking into work
based learning funding.
NACRO Caerphilly Hayley Jan / Feb 2002 April 2002 Maternity leave.
Then resigned.
NACRO (Anglesey Bryn Moore (already
employed by NACRO)
Continuing in 2003 to
deliver basic skills.
WRC Rebekah Auty, Jan 2002
Phillip Jones, Sept 2002
April 2002 resigned
Employed as an ESOL
tutor. Presumed still in post
2003
WAYC John Holmes, July 2002 Consultancy 2003
A local research consultant
experienced in Youth Work
for appointed for 7 days to
survey involvement in
supporting basic skills
delivery with the intention
that he would be involved
with further consultancy
Page 8
page 8 of 18
activities.
Tai Trothwy Kathryn McAuliffe Jan
2002
Jan 2003 end of secondment
from local FE. Plans to use
Kathryn at Llanelli site
Table 2: Appointment of project workers
Apart from NACRO gaining the Quality Mark, accreditation for staff to deliver basic
skills and qualifications proved to be unrealistic, and sometimes undesirable; although
some organisations may want to reconsider this later. Tai Trothwy staff now have access
to the C&G 9282 'Introduction to Basic Skills' certificate.
There were no strategies in place for pre-project support, and the workers appointed were
not able immediately to provide mutual support. As a consequence project workers
sometimes felt that they did not have sufficient support. Plans were made to develop a
Partnership Programme Advisory Group with representatives from the Welsh Council for
Voluntary Action but this did not materialise.
2.3.3 Initial objectives
The initial objectives in the action plans illustrate the differences between the
organisations and the challenges they faced:
Groundwork intended to provide placements to expand and strengthen the direct
basic skills training undertaken by other agencies and set up two projects. It also
wanted to audit current provision and to assess its position in relation to the
national strategy.
NACRO proposed writing additions to the strategy for one centre which would
include basic skills and an equal opportunities statement for basic skills.
Tai Trothwy was primarily concerned with raising awareness of the need for basic
skills provision and to secure agreement for the project. The main initial activity
was to get the agreement of managers and directors.
WRC was concerned to recruit a basic skills tutor/project worker and to write a
strategy for delivering basic skills within the organisation, including a statement
on equal opportunities.
2.4 Development and understanding of basic skills
Education is not the primary purpose of any of the voluntary organisation involved in the
project. At one level this was a major strength of the project, and one of the aims was to
raise awareness. However it may be that the BSA was not sufficiently pro-active in the
early stages of the project in bridging this gap.
activities.
Tai Trothwy Kathryn McAuliffe Jan
2002
Jan 2003 end of secondment
from local FE. Plans to use
Kathryn at Llanelli site
Table 2: Appointment of project workers
Apart from NACRO gaining the Quality Mark, accreditation for staff to deliver basic
skills and qualifications proved to be unrealistic, and sometimes undesirable; although
some organisations may want to reconsider this later. Tai Trothwy staff now have access
to the C&G 9282 'Introduction to Basic Skills' certificate.
There were no strategies in place for pre-project support, and the workers appointed were
not able immediately to provide mutual support. As a consequence project workers
sometimes felt that they did not have sufficient support. Plans were made to develop a
Partnership Programme Advisory Group with representatives from the Welsh Council for
Voluntary Action but this did not materialise.
2.3.3 Initial objectives
The initial objectives in the action plans illustrate the differences between the
organisations and the challenges they faced:
Groundwork intended to provide placements to expand and strengthen the direct
basic skills training undertaken by other agencies and set up two projects. It also
wanted to audit current provision and to assess its position in relation to the
national strategy.
NACRO proposed writing additions to the strategy for one centre which would
include basic skills and an equal opportunities statement for basic skills.
Tai Trothwy was primarily concerned with raising awareness of the need for basic
skills provision and to secure agreement for the project. The main initial activity
was to get the agreement of managers and directors.
WRC was concerned to recruit a basic skills tutor/project worker and to write a
strategy for delivering basic skills within the organisation, including a statement
on equal opportunities.
2.4 Development and understanding of basic skills
Education is not the primary purpose of any of the voluntary organisation involved in the
project. At one level this was a major strength of the project, and one of the aims was to
raise awareness. However it may be that the BSA was not sufficiently pro-active in the
early stages of the project in bridging this gap.
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page 9 of 18
The existence of educational aims within some of the organisations before the project
started, probably affected their ability to take up the opportunities offered by this project.
For example NACRO has a remit to deliver basic skills and was inspected by ALI in
summer 2002, and apparently received high praise for its work.
One of the common difficulties that emerged was that the among the organisations‟
workers some may have themselves had had weaknesses in literacy, and lacked the
confidence and/or conviction to address basic skills needs in users. This was particularly
true of organisations whose core activity allowed staff to see their role as a helping one;
but one, which could also accommodate an informal approach to helping users address
weaknesses in basic skills.
There is a continuum of approaches to teaching basic skills which ranges from one of
extreme informality (learners don‟t realise they are being encouraged to learn) to explicit
teaching to acquire formal qualifications. The organisations span this range and this
needs to be recognised in future developments and decisions about basic skills provision
in these and similar organisations. Recognition of this range of approaches, and its
relevance, was probably only understood in the final six months of the project. This is an
important achievement and is probably the result of two things: increasing contact with
the two development officers and the organisations activation of their own networks. By
mid 2002 there appeared to the evaluators a much greater understanding of what could be
accomplished.
2.5 Ways of integrating basic skills within the organisation’s
work
Voluntary organisations generally lack the security of assured funding, tend to have a
small core of full-time staff, a clear set of values which define relationships with users or
clients (so educational terms like „student‟ or „learner‟ are not used) and are responsive to
changes in society. They are accustomed to bidding for funding, frequently short-term
funding, and do not generally have the resources to continue a project beyond its funding
without strategic planning, which usually involves applying for further funding. Time,
money and human resources are always in particularly short supply and these concerns
are likely to lie very close to the surface in any discussion, although they may not be
made explicit initially. Awareness of their existence needs to be borne in mind when
planning meetings etc because of the pressures on staff to develop something new,
outside what they see as the scope of their work, and this may lead to resistance to the
project.
The implementation process depended initially on the individual workers. Some had prior
experience of working in community education and this background was valuable. As far
as the evaluators are aware all the project tutors/workers were used to working within a
more formal structure, whether school, college or training organisation. Consequently
they had to find out about incorporating basic skills in organisations where the main
purpose is not education provision. Operating outside a formal structure gave the workers
a lot of autonomy but it also meant working in a more isolated environment than they
were used to. One manager in an interview talked of the importance of mutual support
The existence of educational aims within some of the organisations before the project
started, probably affected their ability to take up the opportunities offered by this project.
For example NACRO has a remit to deliver basic skills and was inspected by ALI in
summer 2002, and apparently received high praise for its work.
One of the common difficulties that emerged was that the among the organisations‟
workers some may have themselves had had weaknesses in literacy, and lacked the
confidence and/or conviction to address basic skills needs in users. This was particularly
true of organisations whose core activity allowed staff to see their role as a helping one;
but one, which could also accommodate an informal approach to helping users address
weaknesses in basic skills.
There is a continuum of approaches to teaching basic skills which ranges from one of
extreme informality (learners don‟t realise they are being encouraged to learn) to explicit
teaching to acquire formal qualifications. The organisations span this range and this
needs to be recognised in future developments and decisions about basic skills provision
in these and similar organisations. Recognition of this range of approaches, and its
relevance, was probably only understood in the final six months of the project. This is an
important achievement and is probably the result of two things: increasing contact with
the two development officers and the organisations activation of their own networks. By
mid 2002 there appeared to the evaluators a much greater understanding of what could be
accomplished.
2.5 Ways of integrating basic skills within the organisation’s
work
Voluntary organisations generally lack the security of assured funding, tend to have a
small core of full-time staff, a clear set of values which define relationships with users or
clients (so educational terms like „student‟ or „learner‟ are not used) and are responsive to
changes in society. They are accustomed to bidding for funding, frequently short-term
funding, and do not generally have the resources to continue a project beyond its funding
without strategic planning, which usually involves applying for further funding. Time,
money and human resources are always in particularly short supply and these concerns
are likely to lie very close to the surface in any discussion, although they may not be
made explicit initially. Awareness of their existence needs to be borne in mind when
planning meetings etc because of the pressures on staff to develop something new,
outside what they see as the scope of their work, and this may lead to resistance to the
project.
The implementation process depended initially on the individual workers. Some had prior
experience of working in community education and this background was valuable. As far
as the evaluators are aware all the project tutors/workers were used to working within a
more formal structure, whether school, college or training organisation. Consequently
they had to find out about incorporating basic skills in organisations where the main
purpose is not education provision. Operating outside a formal structure gave the workers
a lot of autonomy but it also meant working in a more isolated environment than they
were used to. One manager in an interview talked of the importance of mutual support
Page 10
page 10 of 18
among project workers but commented that specific working arrangements (e.g
secondment from local FE for short term contracts) made this difficult.
Resistance and initial rejection was a common experience and (unsurprisingly) all
workers found this difficult to come to terms with. Workers reported cancelled staff
meetings (when basic skills were on the agenda) and a refusal to see basic skills as
relevant. Workers found potential allies in staff also involved in human development (e.g.
personnel) and learnt to value small changes as evidence that their role was effective.
Most managers and workers interviewed recognised that the sense that „it‟s not our job‟
was an important issue within their organisation. One manager strongly disliked, and
refused to use, the term basic skills because of its overtones of deficit. The project
worker, who agreed with him, was also able to use this in informal discussions with staff
to gain their understanding if not more active support.
Many clients with basic skills needs are unwilling to enter into formal provision of basic
skills teaching, partly through bad memories of institutions and formality within schools
and colleges and partly as a result of their own self-image (as independent, adult and self
sufficient). One manager said 90% of his users wouldn‟t entertain going to college. These
clients have found strategies to manage without the skills they lack.
As the project progressed it was increasingly recognised that a more informal approach to
learning is required. One manager spoke about finding ways of „doing basic skills
through the back door.‟ Organisations not delivering basic skills explicitly recognised
that the personal and social development or social and life skills work already being done
could (or did) involve basic skills. This realisation helped projects to move forward.
Groundwork
Within Groundwork, the trusts operate independently and two trusts elected to be
involved in this project. The Caerphilly Trust used a tutor from a local training
organisaton, „Include‟. The manager, who is active in the local community, was well
informed about particular basic skills needs and understood the local barriers to
participating in FE. He was confident that the tutor had the skills and qualities to develop
an approach which might be accepted by participants (mainly young men) involved with
the Trust‟s furniture recycling project. The tutor used an approach based on delivering
basic skills in the workplace. This involved developing her own context based learning
materials and included digital images and using the CTAD authoring tool after training
from the CTAD consultant. Unfortunately her contract came to an end shortly after this
development. The CTAD consultant was able to use her work to demonstrate potential
use to other tutors in September 2002.
The Bridgend Trust used an experienced trainer and qualified teacher from a local
training organisation called „Creation‟. The project focussed on the community of a
former mining village, Bettwys, and used the local community centre to research and
develop a range of activities that could integrate basic skills with their delivery. This
approach is typical of community education (bottom-up, learner centred and informal).
The initial planned activity (a parent education course) was not as successful as the
project worker anticipated so she critically examined the reasons for this and realised that
at least 50% of the parents had basic skills needs. A new programme was proposed using
among project workers but commented that specific working arrangements (e.g
secondment from local FE for short term contracts) made this difficult.
Resistance and initial rejection was a common experience and (unsurprisingly) all
workers found this difficult to come to terms with. Workers reported cancelled staff
meetings (when basic skills were on the agenda) and a refusal to see basic skills as
relevant. Workers found potential allies in staff also involved in human development (e.g.
personnel) and learnt to value small changes as evidence that their role was effective.
Most managers and workers interviewed recognised that the sense that „it‟s not our job‟
was an important issue within their organisation. One manager strongly disliked, and
refused to use, the term basic skills because of its overtones of deficit. The project
worker, who agreed with him, was also able to use this in informal discussions with staff
to gain their understanding if not more active support.
Many clients with basic skills needs are unwilling to enter into formal provision of basic
skills teaching, partly through bad memories of institutions and formality within schools
and colleges and partly as a result of their own self-image (as independent, adult and self
sufficient). One manager said 90% of his users wouldn‟t entertain going to college. These
clients have found strategies to manage without the skills they lack.
As the project progressed it was increasingly recognised that a more informal approach to
learning is required. One manager spoke about finding ways of „doing basic skills
through the back door.‟ Organisations not delivering basic skills explicitly recognised
that the personal and social development or social and life skills work already being done
could (or did) involve basic skills. This realisation helped projects to move forward.
Groundwork
Within Groundwork, the trusts operate independently and two trusts elected to be
involved in this project. The Caerphilly Trust used a tutor from a local training
organisaton, „Include‟. The manager, who is active in the local community, was well
informed about particular basic skills needs and understood the local barriers to
participating in FE. He was confident that the tutor had the skills and qualities to develop
an approach which might be accepted by participants (mainly young men) involved with
the Trust‟s furniture recycling project. The tutor used an approach based on delivering
basic skills in the workplace. This involved developing her own context based learning
materials and included digital images and using the CTAD authoring tool after training
from the CTAD consultant. Unfortunately her contract came to an end shortly after this
development. The CTAD consultant was able to use her work to demonstrate potential
use to other tutors in September 2002.
The Bridgend Trust used an experienced trainer and qualified teacher from a local
training organisation called „Creation‟. The project focussed on the community of a
former mining village, Bettwys, and used the local community centre to research and
develop a range of activities that could integrate basic skills with their delivery. This
approach is typical of community education (bottom-up, learner centred and informal).
The initial planned activity (a parent education course) was not as successful as the
project worker anticipated so she critically examined the reasons for this and realised that
at least 50% of the parents had basic skills needs. A new programme was proposed using
Page 11
page 11 of 18
local people and Creation tutors. This included: First Aid, Childcare, and soft toy making,
which all incorporated literacy and numeracy and with some exciting potential for ICT
use. Links were also beginning to be made with learndirect. These developments
occurred at the end of the project and consequently further information is not available.
NACRO
There were two aspects to NACRO‟s work within the project. In Bridgend /Caerphilly
the manager researched and did an analysis of need towards achieving the BSA Quality
Mark. The ALI inspector praised this, and the learner centred, activity based delivery,
and advocated it be used as a model for NACRO Wales.
In Anglesey the project worker is delivering basic skills in people‟s homes through a
drop-in advice and guidance programme called Youth Choices. It includes an action plan
with long and short-term aims, identified by the individual as important, and the worker
has introduced literacy and numeracy into this.
Tai Trothwy
A very experienced Communications tutor with a strong background in community
provision was seconded from the local FE college. She quickly developed her approach
and tried out different ideas. These included: drop in support for study skills, taster
courses (e.g. Yoga, pottery), a magazine produced by and for residents, and functional
literacy activities. Soon after her appointment the project worker convinced the manager
that poor literacy skills could prevent residents from understanding the heavily text based
information manual. This led to a reconsideration of alternative ways of delivering the
residents‟ handbook. The CTAD consultant helped the Foyer to produce centre specific
interactive resources e.g. on using a cooker. Work with staff, to embed basic skills work,
is ongoing. The concern to find alternatives to formal assessment is leading to links with
learndirect.
The project worker has compiled basic skills handbook which includes Tai Trothwy‟s
policy on basic skills, indicating what the organisation does in relation to basic skills.
This gives detailed, practical information on contacts and local provision, has a section
on initial assessment materials and includes an information section addressed to support
workers which has been designed to help staff. This is a useful document, and its
significance goes somewhat wider in that it helps to establish a sense of all staff being
part of the agenda for change rather than it being simply the teacher‟s role.
WRC
The first appointed project worker was based in Swansea where she established an
extensive network of contacts with other community organisations and education
provision. She also identified a gap in the area of informal learning which she felt WRC
could fill. Her activities included some original ideas that could link with literacy and
numeracy work: bicycle recycling, an allotment to grow food, visits to museums and
galleries, and informal language work.
local people and Creation tutors. This included: First Aid, Childcare, and soft toy making,
which all incorporated literacy and numeracy and with some exciting potential for ICT
use. Links were also beginning to be made with learndirect. These developments
occurred at the end of the project and consequently further information is not available.
NACRO
There were two aspects to NACRO‟s work within the project. In Bridgend /Caerphilly
the manager researched and did an analysis of need towards achieving the BSA Quality
Mark. The ALI inspector praised this, and the learner centred, activity based delivery,
and advocated it be used as a model for NACRO Wales.
In Anglesey the project worker is delivering basic skills in people‟s homes through a
drop-in advice and guidance programme called Youth Choices. It includes an action plan
with long and short-term aims, identified by the individual as important, and the worker
has introduced literacy and numeracy into this.
Tai Trothwy
A very experienced Communications tutor with a strong background in community
provision was seconded from the local FE college. She quickly developed her approach
and tried out different ideas. These included: drop in support for study skills, taster
courses (e.g. Yoga, pottery), a magazine produced by and for residents, and functional
literacy activities. Soon after her appointment the project worker convinced the manager
that poor literacy skills could prevent residents from understanding the heavily text based
information manual. This led to a reconsideration of alternative ways of delivering the
residents‟ handbook. The CTAD consultant helped the Foyer to produce centre specific
interactive resources e.g. on using a cooker. Work with staff, to embed basic skills work,
is ongoing. The concern to find alternatives to formal assessment is leading to links with
learndirect.
The project worker has compiled basic skills handbook which includes Tai Trothwy‟s
policy on basic skills, indicating what the organisation does in relation to basic skills.
This gives detailed, practical information on contacts and local provision, has a section
on initial assessment materials and includes an information section addressed to support
workers which has been designed to help staff. This is a useful document, and its
significance goes somewhat wider in that it helps to establish a sense of all staff being
part of the agenda for change rather than it being simply the teacher‟s role.
WRC
The first appointed project worker was based in Swansea where she established an
extensive network of contacts with other community organisations and education
provision. She also identified a gap in the area of informal learning which she felt WRC
could fill. Her activities included some original ideas that could link with literacy and
numeracy work: bicycle recycling, an allotment to grow food, visits to museums and
galleries, and informal language work.
Page 12
page 12 of 18
The second appointment is based in Cardiff and has done some outreach work in the
homes of beneficiaries and some teaching. WRC have begun to develop Entry level
accreditation in ESOL and there is a formal system of referral with Swansea College.
WAYC
The consultant devised a questionnaire and carried out focus group interviews to examine
the issue of youth workers‟ involvement with basic skills. He found that the youth
workers were aware of basic skills needs but were resistant to targeted work because they
did not want to expose or embarrass young people.
3 Addressing the evaluation brief
3.1 Quality of developed materials and operational management
Each organisation received a laptop from the project, and CTAD provided copies of
software including Basic Skills on-line (a tutor training programme).
Once the project worker had attended a training session provided by BSA, they were
given a collection of basic skills resources for training organisations. (Worth about
£2000). These included software (including TUC Communications and Numbers disks)
These materials are generally only available to training organisations under contract to
ELWa to deliver basic skills and there is the expectation of staff attending training and
eventual achievement of the Quality Mark.
Project workers use and adapted published materials and some project workers produced
materials specifically for their organisation and users.
Groundwork
Caerphilly
Tutor produced context specific flash cards, activity sheets and
worksheets. CTAD training led to incorporation of site specific
materials within the software.
NACRO CTAD training for NACRO staff to customise software
Project materials on football developed
Tai Trothwy Magazine - Foyer Voices - produced by Tai Trothwy residents.
Utilisation of residents‟ food diaries for teaching literacy and
numeracy.
Induction manual for residents put into on-line format with CTAD
Consistent use of functional literacy approach
Basic Skills handbook for staff
WAYC Questionnaire developed as a research instrument. This also
developed awareness of need and was used for discussion with youth
workers
The second appointment is based in Cardiff and has done some outreach work in the
homes of beneficiaries and some teaching. WRC have begun to develop Entry level
accreditation in ESOL and there is a formal system of referral with Swansea College.
WAYC
The consultant devised a questionnaire and carried out focus group interviews to examine
the issue of youth workers‟ involvement with basic skills. He found that the youth
workers were aware of basic skills needs but were resistant to targeted work because they
did not want to expose or embarrass young people.
3 Addressing the evaluation brief
3.1 Quality of developed materials and operational management
Each organisation received a laptop from the project, and CTAD provided copies of
software including Basic Skills on-line (a tutor training programme).
Once the project worker had attended a training session provided by BSA, they were
given a collection of basic skills resources for training organisations. (Worth about
£2000). These included software (including TUC Communications and Numbers disks)
These materials are generally only available to training organisations under contract to
ELWa to deliver basic skills and there is the expectation of staff attending training and
eventual achievement of the Quality Mark.
Project workers use and adapted published materials and some project workers produced
materials specifically for their organisation and users.
Groundwork
Caerphilly
Tutor produced context specific flash cards, activity sheets and
worksheets. CTAD training led to incorporation of site specific
materials within the software.
NACRO CTAD training for NACRO staff to customise software
Project materials on football developed
Tai Trothwy Magazine - Foyer Voices - produced by Tai Trothwy residents.
Utilisation of residents‟ food diaries for teaching literacy and
numeracy.
Induction manual for residents put into on-line format with CTAD
Consistent use of functional literacy approach
Basic Skills handbook for staff
WAYC Questionnaire developed as a research instrument. This also
developed awareness of need and was used for discussion with youth
workers
Page 13
page 13 of 18
WRC Some materials developed
Customised CTAD software for ESOL learners
Table 3: Materials produced by project workers
Operational management
In the first phase of the project – that is until the second Steering Group meeting – the
project devoted considerable attention to the development of the finance and
administrative systems that were necessary for capturing the appropriate beneficiary
information. Once established these systems worked well.
In all the organisations the manager had to manage the new project worker and help them
into their new role, a role that was new for the organisation itself. The introduction of the
project worker was probably the most significant event in the life of each project, and the
greatest challenge for the managers.
All the organisations felt comfortable with the idea of raising awareness of basic skills
needs. They were less comfortable with the next step, of training. This was an issue for
managers because training requires explicit leadership from managers to translate into
action whereas awareness raising may be viewed as requiring less organisational change
and is consequently less threatening.
Some organisations may have been particularly concerned about training in that they
equated a training role with formal provision. By the end of the project such views had
markedly changed as an understanding of informal approaches to learning developed.
One problem for organisations was to find previous experience of a possible role within
basic skills provision that they could refer to.
3.2 Quality and effectiveness of the support and guidance
routes developed
All the workers interviewed spoke of the importance of community links and of
networking with other organisations, particularly those which could provide access to
educational opportunities. Groundwork Bridgend is in the process of contributing to
developing community education facilities in an area where access to other educational
opportunities for adults do not exist. WRC is developing as an accreditation centre.
Groundwork Development of community education
provision at Bettwys Community centre
NACRO Staff see this as part of their role
Tai Trothwy Worker established advice and guidance
sessions, initially with Swansea College,
later included Neath and Llanelli.
WRC Some materials developed
Customised CTAD software for ESOL learners
Table 3: Materials produced by project workers
Operational management
In the first phase of the project – that is until the second Steering Group meeting – the
project devoted considerable attention to the development of the finance and
administrative systems that were necessary for capturing the appropriate beneficiary
information. Once established these systems worked well.
In all the organisations the manager had to manage the new project worker and help them
into their new role, a role that was new for the organisation itself. The introduction of the
project worker was probably the most significant event in the life of each project, and the
greatest challenge for the managers.
All the organisations felt comfortable with the idea of raising awareness of basic skills
needs. They were less comfortable with the next step, of training. This was an issue for
managers because training requires explicit leadership from managers to translate into
action whereas awareness raising may be viewed as requiring less organisational change
and is consequently less threatening.
Some organisations may have been particularly concerned about training in that they
equated a training role with formal provision. By the end of the project such views had
markedly changed as an understanding of informal approaches to learning developed.
One problem for organisations was to find previous experience of a possible role within
basic skills provision that they could refer to.
3.2 Quality and effectiveness of the support and guidance
routes developed
All the workers interviewed spoke of the importance of community links and of
networking with other organisations, particularly those which could provide access to
educational opportunities. Groundwork Bridgend is in the process of contributing to
developing community education facilities in an area where access to other educational
opportunities for adults do not exist. WRC is developing as an accreditation centre.
Groundwork Development of community education
provision at Bettwys Community centre
NACRO Staff see this as part of their role
Tai Trothwy Worker established advice and guidance
sessions, initially with Swansea College,
later included Neath and Llanelli.
Page 14
page 14 of 18
Individual guidance given by worker
Worker identified a flexible time when
residents can get help with study skills and
word-processing
WRC Worker established advice and guidance
sessions with Swansea College. A referral
system was established.
WAYC Youth workers see this as their Personal
and Social Development Role.
Table 4: Arrangements made for support and guidance to access educational
opportunities
Several of the organisations were articulate about the need for anyone doing basic skills
work with their clients to be able to empathise with young people, in particular to have a
knowledge of drugs and alcohol abuse, and an awareness of issues around depression and
long term unemployment. Advice and guidance frequently required a counselling
approach rather than „telling‟ people where to go.
3.3 Assessment of increased basic skills capability of
participating organisations
The Partners‟ progress reports for the penultimate steering group meeting contain
positive accounts from all the organisations and show that the final months were proving
to be very productive.
By the end of the project all the organisations were rightly proud of what they had
achieved and confident of their increased basic skills capability. All had realised the bulk
of their objectives, and would meet the others with further time. Ongoing support is
probably required by most of the organisations. This has been recognised by BSA who
have placed the organisations (the only voluntary organisations included) on their active
partners register and this will mean they are kept informed of training and other events.
3.4 Efficiency and accessibility of the ICT elements
For many potential basic skills learners, particularly young adults, the pressure to not
stand out (real or imagined) from peers (neighbours, colleagues, friends) is a barrier adult
literacy practitioners are familiar with.
ICT can sometimes be so attractive that the offer of ICT training breaks down these
barriers (whilst maintaining some elements of self image) thus enabling these learners to
get into formal provision. An alternative approach is to develop more informal
approaches to learning that go out to the learner. A variety of approaches are possible
here and ICT provides us with further tools to develop a more informal approach to
education which meets their needs. learndirect will be seen by many learners as being
between these two extremes.
Individual guidance given by worker
Worker identified a flexible time when
residents can get help with study skills and
word-processing
WRC Worker established advice and guidance
sessions with Swansea College. A referral
system was established.
WAYC Youth workers see this as their Personal
and Social Development Role.
Table 4: Arrangements made for support and guidance to access educational
opportunities
Several of the organisations were articulate about the need for anyone doing basic skills
work with their clients to be able to empathise with young people, in particular to have a
knowledge of drugs and alcohol abuse, and an awareness of issues around depression and
long term unemployment. Advice and guidance frequently required a counselling
approach rather than „telling‟ people where to go.
3.3 Assessment of increased basic skills capability of
participating organisations
The Partners‟ progress reports for the penultimate steering group meeting contain
positive accounts from all the organisations and show that the final months were proving
to be very productive.
By the end of the project all the organisations were rightly proud of what they had
achieved and confident of their increased basic skills capability. All had realised the bulk
of their objectives, and would meet the others with further time. Ongoing support is
probably required by most of the organisations. This has been recognised by BSA who
have placed the organisations (the only voluntary organisations included) on their active
partners register and this will mean they are kept informed of training and other events.
3.4 Efficiency and accessibility of the ICT elements
For many potential basic skills learners, particularly young adults, the pressure to not
stand out (real or imagined) from peers (neighbours, colleagues, friends) is a barrier adult
literacy practitioners are familiar with.
ICT can sometimes be so attractive that the offer of ICT training breaks down these
barriers (whilst maintaining some elements of self image) thus enabling these learners to
get into formal provision. An alternative approach is to develop more informal
approaches to learning that go out to the learner. A variety of approaches are possible
here and ICT provides us with further tools to develop a more informal approach to
education which meets their needs. learndirect will be seen by many learners as being
between these two extremes.
Page 15
page 15 of 18
So ICT provision:
- is attractive to learners as it is seen as not school based
- fits with role of voluntary organisation worker who does not want to be
seen in a formal educational role
- enables informal delivery outside schools/colleges/institutions
- needs to incorporate materials of relevance to users lives, and to reflect
their identity if it is to be effective.
The use of ICT materials with users was only at an early stage of development within the
project. However all organisations had understood the value of ICT based learning
materials and some had begun to customise them for their own clients.
For a long time it appeared that ICT developments were not going to happen, but in the
final months training opportunities were taken up and it seems likely that this was the
direct result of the CTAD consultant visiting each organisation and discussing / planning
staff support and training.
3.5 Equal opportunities issues.
At the first meeting of the Steering Group in March 2001 the partner organisations were
asked to forward their equal opportunities statements to BSA as implementation of equal
opportunities is an important element to achieving BSA‟s Quality Mark. This request is
noted as having been made on a number of occasions at Steering Group meetings and the
Agency received statements from all partner organisations.
Equal Opportunities was a standing agenda item for Steering Group meetings, and there
was some discussion around the issue of disabilities at the February 2002 Steering Group
meeting, but consideration of equal opportunities issues do not appear to have figured
largely within the project. The majority of the projects‟ beneficiaries are reportedly
young men in 18 – 25 age group. This is a particularly difficult group to attract to formal
provision and so this distribution of beneficiaries may well be appropriate for this project.
This project involves specific equal opportunities issues relating to Welsh language and
culture. Tools for a Learning Country (BSA & IWA no date) states that there is no
research into the level of literacy skills in Welsh for Welsh speaking adults and
acknowledges that employers are increasingly requiring good communication skills in
both languages. The report also states that BSA has commissioned research into this and
the report (by Elspeth Cardy) was to have been available by November 2002.
4 Lessons learned
4.1 Project start up and support
It was valuable for BSA to recognise and respect differences between the voluntary
organisations and to encourage them not to follow a common approach although this
perhaps needed to be established more strongly at the outset of the project. In the second
year of the project BSA staff made an increasing number of visits to organisations and so
So ICT provision:
- is attractive to learners as it is seen as not school based
- fits with role of voluntary organisation worker who does not want to be
seen in a formal educational role
- enables informal delivery outside schools/colleges/institutions
- needs to incorporate materials of relevance to users lives, and to reflect
their identity if it is to be effective.
The use of ICT materials with users was only at an early stage of development within the
project. However all organisations had understood the value of ICT based learning
materials and some had begun to customise them for their own clients.
For a long time it appeared that ICT developments were not going to happen, but in the
final months training opportunities were taken up and it seems likely that this was the
direct result of the CTAD consultant visiting each organisation and discussing / planning
staff support and training.
3.5 Equal opportunities issues.
At the first meeting of the Steering Group in March 2001 the partner organisations were
asked to forward their equal opportunities statements to BSA as implementation of equal
opportunities is an important element to achieving BSA‟s Quality Mark. This request is
noted as having been made on a number of occasions at Steering Group meetings and the
Agency received statements from all partner organisations.
Equal Opportunities was a standing agenda item for Steering Group meetings, and there
was some discussion around the issue of disabilities at the February 2002 Steering Group
meeting, but consideration of equal opportunities issues do not appear to have figured
largely within the project. The majority of the projects‟ beneficiaries are reportedly
young men in 18 – 25 age group. This is a particularly difficult group to attract to formal
provision and so this distribution of beneficiaries may well be appropriate for this project.
This project involves specific equal opportunities issues relating to Welsh language and
culture. Tools for a Learning Country (BSA & IWA no date) states that there is no
research into the level of literacy skills in Welsh for Welsh speaking adults and
acknowledges that employers are increasingly requiring good communication skills in
both languages. The report also states that BSA has commissioned research into this and
the report (by Elspeth Cardy) was to have been available by November 2002.
4 Lessons learned
4.1 Project start up and support
It was valuable for BSA to recognise and respect differences between the voluntary
organisations and to encourage them not to follow a common approach although this
perhaps needed to be established more strongly at the outset of the project. In the second
year of the project BSA staff made an increasing number of visits to organisations and so
Page 16
page 16 of 18
came to have a better understanding of possible difficulties. The site visits generally
(whoever made them; consultants, evaluators, BSA staff) were helpful and were regarded
by the organisations as source of support.
It would have been useful to carry out capacity mapping in the wider community at an
early stage of the project, and to make partnerships and links with existing basic skills
providers.
4.2 The first activities
The identification of action plans and the appointment of workers at the start of the
project were very useful means for focussing the thinking of the organisations on the
project.
The action plans provided a structure that led to development of the projects and were
valuable. Although the process of identifying action took time the judgements made by
the managers proved to be appropriate for their organisations.
The reason for this delay was suggested by one manager who argued that the first stage of
planning needed to focus on understanding within the organisation before developing an
action plan.
4.3 Informal learning
There was a recognition through the project of the relevance of informal learning and
learner or client centred approach to delivering basic skills in voluntary organisations
links with the Individual Learning Plans (for providing a way of monitoring and
encouraging achievement).
4.4 Tutors/workers
The role of the tutors/workers was not one that could be pre-defined, and they therefore
had some difficulty in defining their own roles. The project could have more explicitly
explored possible role descriptions for the project workers: trainer (awareness raising and
Basic Skills), consultant, researcher, teacher, advice worker. Consideration of these roles
in relation to the organisation might help implementation and could help clarify
boundaries created by new and different roles.
When appointing staff organisations realised they need staff with the ability to identify
what needs to be done. This suggests a broader educational role for staff than just
teaching basic skills, and so goes beyond the projects early conception of these as tutors
with basic skills teaching qualifications.
There is a need for careful co-ordination and substantial support to ensure that project
workers do not become isolated within their organisations. Initially different cultures and
fields of knowledge were operating and neither managers nor workers felt secure about
this.
came to have a better understanding of possible difficulties. The site visits generally
(whoever made them; consultants, evaluators, BSA staff) were helpful and were regarded
by the organisations as source of support.
It would have been useful to carry out capacity mapping in the wider community at an
early stage of the project, and to make partnerships and links with existing basic skills
providers.
4.2 The first activities
The identification of action plans and the appointment of workers at the start of the
project were very useful means for focussing the thinking of the organisations on the
project.
The action plans provided a structure that led to development of the projects and were
valuable. Although the process of identifying action took time the judgements made by
the managers proved to be appropriate for their organisations.
The reason for this delay was suggested by one manager who argued that the first stage of
planning needed to focus on understanding within the organisation before developing an
action plan.
4.3 Informal learning
There was a recognition through the project of the relevance of informal learning and
learner or client centred approach to delivering basic skills in voluntary organisations
links with the Individual Learning Plans (for providing a way of monitoring and
encouraging achievement).
4.4 Tutors/workers
The role of the tutors/workers was not one that could be pre-defined, and they therefore
had some difficulty in defining their own roles. The project could have more explicitly
explored possible role descriptions for the project workers: trainer (awareness raising and
Basic Skills), consultant, researcher, teacher, advice worker. Consideration of these roles
in relation to the organisation might help implementation and could help clarify
boundaries created by new and different roles.
When appointing staff organisations realised they need staff with the ability to identify
what needs to be done. This suggests a broader educational role for staff than just
teaching basic skills, and so goes beyond the projects early conception of these as tutors
with basic skills teaching qualifications.
There is a need for careful co-ordination and substantial support to ensure that project
workers do not become isolated within their organisations. Initially different cultures and
fields of knowledge were operating and neither managers nor workers felt secure about
this.
Page 17
page 17 of 18
4.5 Links
The link to the National Strategy and with the BSA was perceived as a positive element
of the project
The opportunities for networking provided by the project were appreciated, as these
voluntary organisations would otherwise not have been brought together
There needs to be further work done with the organisations to link their work with other
providers to provide access to other opportunities, including with other voluntary
organisations.
5 Recommendations
It is important for continuing commitment to ensure links with the National
Strategy and with the BSA.
The results of the project should be publicised through the production of case
studies describing how basic skills were integrated within each of the projects
In future projects where the BSA is seeking to involve voluntary organisations the
BSA needs to put more resources and time into the initial planning of the project
in order to take on board the differing nature of the organisations it is working
with.
Equal opportunities issues need to be more formally addressed in projects of this
kind that appears to have been the case here.
4.5 Links
The link to the National Strategy and with the BSA was perceived as a positive element
of the project
The opportunities for networking provided by the project were appreciated, as these
voluntary organisations would otherwise not have been brought together
There needs to be further work done with the organisations to link their work with other
providers to provide access to other opportunities, including with other voluntary
organisations.
5 Recommendations
It is important for continuing commitment to ensure links with the National
Strategy and with the BSA.
The results of the project should be publicised through the production of case
studies describing how basic skills were integrated within each of the projects
In future projects where the BSA is seeking to involve voluntary organisations the
BSA needs to put more resources and time into the initial planning of the project
in order to take on board the differing nature of the organisations it is working
with.
Equal opportunities issues need to be more formally addressed in projects of this
kind that appears to have been the case here.
Page 18
page 18 of 18
6 Bibliography
These publications were received from the BSA development officers in Wales
ELWa (Education and Learning Wales) July 2001
Draft Corporate Strategy (National Council)
Basic Skills Agency publications:
Not My Problem, Why improve basic skills in the workplace?
Basic Skills and Personal Advisers
BSA Publications catalogue for 2002/2003
Basic Skills Agency with the National Assembly for Wales publications:
The National Basic Skills Strategy for Wales (April 2001)
The Extent of the Problem, Basic Skills in Wales
Making it Happen, Improving the basic skills of the workforce in Wales
Basic Skills Agency with the Institute of Welsh Affairs (IWA)
Tools for the Learning Country
CD-ROM Adults‟ Basic Skills, Benchmark information on the scale of need in different
areas of Wales
7 ACRONYMS
ALI Adult Learning Inspectorate
BSA Basic Skills Agency
ELWa Education and Learning Wales
ILP Individual Learning Plan
IWA Institute of Welsh Affairs
NACRO National Association for Care and Resettlement of Offenders
WAYC Welsh Association of Youth Clubs
WRC Welsh Refugee Council
6 Bibliography
These publications were received from the BSA development officers in Wales
ELWa (Education and Learning Wales) July 2001
Draft Corporate Strategy (National Council)
Basic Skills Agency publications:
Not My Problem, Why improve basic skills in the workplace?
Basic Skills and Personal Advisers
BSA Publications catalogue for 2002/2003
Basic Skills Agency with the National Assembly for Wales publications:
The National Basic Skills Strategy for Wales (April 2001)
The Extent of the Problem, Basic Skills in Wales
Making it Happen, Improving the basic skills of the workforce in Wales
Basic Skills Agency with the Institute of Welsh Affairs (IWA)
Tools for the Learning Country
CD-ROM Adults‟ Basic Skills, Benchmark information on the scale of need in different
areas of Wales
7 ACRONYMS
ALI Adult Learning Inspectorate
BSA Basic Skills Agency
ELWa Education and Learning Wales
ILP Individual Learning Plan
IWA Institute of Welsh Affairs
NACRO National Association for Care and Resettlement of Offenders
WAYC Welsh Association of Youth Clubs
WRC Welsh Refugee Council
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