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MERTHYR LIFELONG LEARNING CAMPUS ELWa Feedback on: Work based Learning Research Report Completed by ‘What If’ development Services Ltd • Quality The report addressed the guidance given in the brief. The analysis of what learning is currently being provided and how this should be improved to meet future needs and demands in the County Borough of Merthyr Tydfil is informative and provides a broad understanding of issues currently faced. Cross - cutting themes such as equal opportunities, social inclusion and bilingualism are also adequately covered in the report • Value for Money Overall the report appears to provide good value for money, particularly in providing a detailed overview (despite the availability of data being a problem) of WBL provision in Merthyr Tydfil. • Report Recommendations Although several of the recommendations, if implemented, would no doubt bring about a major step-change in improving the strategic planning process and ultimately WBL provision in the borough, many of the suggested activities would necessitate major changes in current WBL, e.g. flexibility with frameworks. However some may compliment the changes suggested in the workforce development review as well as the introduction of the credit and qualifications framework. Changes such as the FMA/MA framework flexibilities would require political change from WAG. Although as with ever in this debate, it must be recognised that ...
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MERTHYR LIFELONG LEARNING CAMPUS ELWa Feedback on: Work based Learning Research Report Completed by ‘What If’ development Services Ltd •Quality The report addressed the guidance given in the brief. The analysis of what learning is currently being provided and how this should be improved to meet future needs and demands in the County Borough of Merthyr Tydfil is informative and provides a broad understanding of issues currently faced. Cross cutting themes such as equal opportunities, social inclusion and bilingualism are also adequately covered in the report •Value for Money Overall the report appears to provide good value for money, particularly in providing a detailed overview (despite the availability of data being a problem) of WBL provision in Merthyr Tydfil. •Report Recommendations Although several of the recommendations, if implemented, would no doubt bring about a major stepchange in improving the strategic planning process and ultimately WBL provision in the borough, many of the suggested activities would necessitate major changes in current WBL, e.g. flexibility with frameworks. However some may complimentthe changes suggested in the workforce development review as well as the introduction of the credit and qualifications framework. Changes such as the FMA/MA framework flexibilities would require political change from WAG. Although as with ever in this debate, it must be recognised that frameworks are developed by employers for employers and squaring the circle remains a challenge. Changes like universal entitlement to preparatory learning for all school pupils at statutory school leaving age would demand major budgetary increases for
this strand of learning, which could only be implemented at the expense of other areas of learning. This recommendation fails to recognise the 1419 agenda and the role of schools at Key Stage 4 in making pupils employment ready. The removal of the ESF element from Merthyr Tydfil learners is also suggested to enable Merthyr providers to use WBL funding for match funding purposes. This, it proposes, would enable providers to develop local solutions and addresses gaps in the current WBL programmes; this would be impractical given the ESF bid. There are other suggestions included in the report which may lead to Compliance issues: ¾The use of learndirect elearning as part of the WBL programme may be a double funding issue and would have to be checked to ensure it complied with the programme specification. ¾The use of Adult Skills for employed learners to follow level 1 and 2 NVQs. Currently eligibility for individuals in receipt of learning allowances paid through the Department of Work and Pensions (DWP). ¾School transition programmes for year 11 leavers. ¾Collaborative working with the LA and FE so that WBL can access the CIF. The report cites ‘endorsements’ as a ‘real barrier to learning activity due to the eligibility rules and significant bureaucracy attached to the process of engagement’, particularly with adult programmes.Any relaxation of this procedure would also lead to compliance issues and would disenfranchise Careers Wales who have a key role ensuing young people are referred to, and undertake, learning appropriate to their needs. Suggestions for the development of essential skills agenda follows the work initially developed by the TEC South East Wales which was not taken forward by ELWa.A study was commissioned by TEC SE Wales to ‘report on the level of soft skills support which training providers (WBL) offer in SE Wales’ May 2002 by the Independent Psychological Service.This study, as well as addressing soft skills learning in WBL, indicated a lack of understanding among WBL Skillbuild providers of the many complex specific learning difficulties, which in term impeded learner’s development on WBL.(An IiQ project has been submitted to help address this issue). The report recommends a series of shortterm actions, which could be implemented as ‘relatively’ quick, hits but would need to be driven by ‘a strategic body’.These shortterm recommendations revolve around a ‘joined up’ approach at a practitioner level by all partners working in the area, promoting WBL to maximize its potential in developing the economy and residents of Merthyr.This would require a ‘hands on’ facilitator to act as a
catalyst and develop the links and partnerships and ensure progress was made. The recommendations have not been costed in the report and would require considerable budgetary input to develop ‘partnerships’, ‘materials’, ‘marketing materials’ etc. in addition to the facilitator role.There is no suggestion of how much additional funding is required and where this funding may be accessed. The medium to long term actions involve more complex issues involving other autonomous organisations and would require considerable negotiations and extra funding for these organisations, e.g. the suggestions involving Careers Wales, recommendations for medium term MT.5,MT.6 and MT.7 and Merthyr Tydfil CBC ST15 WBL champion (page 5&4 of Executive Summary). Other ELWa initiatives which need to be considered in relation to this report: •Skillbuild review •Developing the Workforce review •Credit and qualifications framework implementation •E learning initiative •Geographic pathfinder •1419 Learning Pathways •Bilingualism •Basic skills •Essential skills •Additional support for learners •LLWR •Investing in Quality •Quality Improvement Fund •Common Investment Fund •Is There Evidence for Strategic Change Linked to a Lifelong Learning Campus The report recommends a series of short, medium and longterm actions, which need to be driven by ‘a strategic body’. The report does not make clear whether a Lifelong Learning Campus is, or is not, the most suitable mechanism for taking this forward. There is reference in the report that a new Lifelong Learning Campus building would present opportunities for training providers to benefit through sharing of improved resources, and there would no doubt be other key benefits arising from a new build. The report states that outreach is an issue in relation to WBL, therefore a new build alone would probably not cater for Merthyr’s needs as a whole, but assist in driving forward change. The picture may become clearer once the outcomes from the other reports have been taken into consideration and strategic direction becomes more informed.
