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Skills for Working

Skills for Working. Aims for the day. 1. Aims To enable you to. reflect on your own and your organisation’s practice regarding developing Skills for Life in vocational contexts use the Skills for Working materials and DVDs in your own context. 2. To familiarise you with:.

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Skills for Working

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  1. Skills for Working • Aims for the day 1

  2. AimsTo enable you to • reflect on your own and your organisation’s practice regarding developing Skills for Life in vocational contexts • use the Skills for Working materials and DVDs in your own context. 2

  3. To familiarise you with: • the Skills for Working guidance and DVDs • the key principles underpinning the approaches in Skills for Working. 3

  4. Skills for Working • Supporting the development of literacy, language and numeracy skills for learners with learning difficulties or disabilities in a vocational context 4

  5. Context • Learning for Living Consortium • Guidance for those working with adults who have learning difficulties and disabilities • A wide range of learning and working contexts • Literacy, Language (ESOL) and Numeracy • Pre-entry to Level 2 5

  6. Learning for Living • Suite of guidance documents 6

  7. Quality Improvement Programme • Quality Improvement Agency • Details of other training available from • www.sflip.org.uk • (CfBT Education Trust) 7

  8. Participant from learner focus group • “It’s about being able to access the same job market as everyone else, and not be excluded from that because you’re a disabled person.” 8

  9. Participant from learner focus group • “It’s part of having a life isn’t it? The motivation to do something, and not just vegetate at home all day. It’s not just about the money, but obviously that helps. You’ve got to be able to live.” 9

  10. Who are the learners? • Learners improving their literacy and/or numeracy – up to Level 2 • Learners hoping to gain employment and learn vocational skills 10

  11. What does the guidance cover? • Information on the national curricula for adults • Embedding literacy and numeracy in vocational programmes • Supporting the learning cycle • Working with employers • Supporting employers 11

  12. Key Principles 12

  13. How can I use the guidance? • For information and reference • A teaching resource for induction or continuing professional development • Confirm effective practice in areas of strength • Advice and guidance in areas of weakness 13

  14. How can the DVDs be used? • Individual reflection, using the trigger questions for reflection as part of your personal development • Team development, inviting your colleagues to work with you so that together you can review aspects of your practice • Staff development, using the activities as a basis of professional development 14

  15. Skills for Working • Disability Discrimination Act and Reasonable Adjustments 15

  16. Disability Discrimination Act 1995 • Covers all employers • Part 4 (Special Educational Needs and Disability Act 2001) relates to schools, FE and HE • Covers full-time, part-time and temporary workers but not volunteers • Employers must make ‘reasonable adjustments’ 16

  17. Reasonable adjustments • What are they in practice? • They differ according to the individual’s needs and the requirements of his or her job. • Guidance for employers is available from the Employers’ Forum on Disability 17

  18. Skills for Working • There is a wide range of support for learners in work and through transitions. 18

  19. Types of support • Technology • Finance • Training for job interviews • Travel training • Advice • Monitoring and supervision • Keeping in touch 19

  20. Sources of support • Through Jobcentre Plus: • Access to Work • Disability Employment Advisers 20

  21. Sources of support • Specialist support • for example: • Speech and Communication Therapist • Communication Support Worker 21

  22. Other sources… • Job trainers/job coaches • Buddying • Mentors • Union Learning Representatives (ULRs) • NACRO • Employment Disability Officer • Employers • Connexions 22

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