WORKSHEET EC4: LEARNING AND SKILLS DEVELOPMENT
TASK: To explore local skills and learning issues and assess how a learning culture could be developed to foster economic performance and individuals' development.
1: Introduction to the task
The strength of the labour force can be a key driver of economic competitiveness. Well developed entrepreneurial and management skills feed the growth of small businesses and a more highly skilled labour force is essential for increasing productivity and moving to a higher wage and value-added economy. This means that the skills of the local workforce are crucial in attracting employment and supporting entrepreneurs.
There are generic skills that help to:
- ensure good business practice and development
- meet legal requirements
- foster staff development
The presence or absence within the workforce of these skills has an important impact on the employability of local people. It is also important to know what employers‘ specific skills and training needs are, and what their recruitment and staff development experiences are.
Market towns may have a key role in delivering training and skills development opportunities. As a minimum, towns have an information and support role in assisting local businesses and individuals (including those from the rural hinterland). The larger market towns and those that play a key service-centre role for a large rural hinterland could look to providing more comprehensive facilities and services. This is a role that is particularly applicable in delivering generic business skills.
Adult Education and volunteering are recognised pathways back to work for a significant number of people. However, often the adult education provision in market towns is not as broad as in urban areas and voluntary sector training services are also weaker. There may be potential in larger market towns to broaden the adult education curriculum and integrate it more closely with other learning opportunities. Voluntary sector training could be encouraged and provided locally so that skills that are relevant both to voluntary organisations and to the workplace are developed.
The last part of the analysis involves finding out:
- what training and learning is available
- who decides what is provided and how to influence these providers
- what opportunities there are to meet identified need
2: Getting the following information will help you examine key trends in the local economy and identify opportunities to support local people in acquiring the right skills and participating in lifelong learning.
Sub-section 1: Overall Economic Performance
EC4 Q1
What are the regional norms and trends for those industry sectors that are present in the town?
Starting points for information
EC4 Q2
To what extent has the town centre become a less significant location for retail and service sector development?
Assess to what extent it is maintaining and attracting branches of major chains, and maintaining or attracting independent shops.
(Worksheets S7; T2 Q12; T3 Q16 also refer to the retail and service sector)
Starting points for information
EC4 Q3
How has employment in retail and service sector changed regarding full time/part-time jobs?
(Worksheets S7; T2 Q12; T3 Q16 also refer to the retail and service sector. Worksheet S1 Q4 also refers to employment)
Starting points for information
Sub-section 2: Generic Skills Gaps
EC4 Q4
What are the issues around the attainment of basic literacy and numeracy skills?
Starting points for information
ANSWER EC4 Q4: The main issue concerning the attainment of basic literacy and numeracy skills in Yateley is not enough appropriately qualified basic skills tutors. There are difficulties, in the first place, in identifying people who need to improve their basic skills. Other barriers for these people include childcare and transport costs. (Julia)
EC4 Q5
SKILLS:
What particular generic skills needs do the industries in your area have?
To what extent are they being met?
Starting points for information
Sub-section 3: Employers‘ Needs
EC4 Q6
TRAINING:
a. How do existing training services in the town meet employers‘ requirements?
b. How good are those services?
ANSWER EC4 Q6: Courses are available locally in childcare, ICT, business and accounting in partnership with Farnborough College of Technology.
All courses meet the Quality Standards of the Adult Learning Inspectorate.(Julia)
NOTES EC4 Q6:How well these existing training services in the town meet employers’ requirements must be answered by the employers.
EC4 Q7
Which employers provide local training or have their own training facilities for which there might be scope for sharing?
Starting points for information
EC4 Q8
What are employers' specific skills training and development needs?
Starting points for information
EC4 Q9
What specific recruitment and staff retention issues are there that could be addressed through local training provision?
(Worksheet S1 Q4 also refers to employment)
Starting points for information
ANSWER EC4 Q9: In order to fulfil specific recruitment and staff retention issues through local training provision, basic skills needs such as literacy and numeracy must be addressed. (Julia)
EC4 Q10
SKILLS DEVELOPMENT:
a. How do employers encourage training and skills development?
b. How do employers participate in training and skills development?
c. What are the barriers to that participation?
Starting points for information
EC4 Q11
To what extent do employers recognise the business benefits of training and skills development?
Starting points for information
Sub-section 4: Peoples' Needs
EC4 Q12
Is there adequate local provision for all the types and levels of learning that are needed?
Look into whether different learning preferences are met or reflected in what is available.
Starting points for information
ANSWER EC4 Q12: Yes there is adequate local provision for all the types and levels of learning that are needed. Both Yateley School and Frogmore Community College offer a good range of courses (Julia)
EC4 Q13
LEARNING OPPORTUNITIES:
a. Are people aware of learning opportunities either as individuals or as employees?
b. By what means have they become aware of the opportunities?
Starting points for information
ANSWER EC4 Q13:
To make local people aware of learning opportunities as either individuals or employees both secondary schools use flyers, leaflets and brochures to advertise. These are delivered to homes in the area as well as being displayed in Yateley Library and at other schools. Both schools also have detailed web sites. Many staff network with local voluntary groups and organisations. (Julia)
EC4 Q14
To what extent do people have to travel elsewhere to match their skills and aspirations with appropriate employment?
(Worksheets T1; T2; T3 also refer to travel)
Starting points for information
EC4 Q16
How important is the voluntary sector in the town as a pathway to skills development?
(Worksheets S5 Q6; S6 Q5 also refer to the voluntary sector)
Starting points for information
EC4 Q17
What is the voluntary sector's track record as a training provider?
Starting points for information
EC4 Q18
Is transport an issue specifically in the context of accessing training/education?
Starting points for information
ANSWER EC4 Q18: Yes transport is an issue specifically in the context of accessing training/education – more so if you are trying to access a specialist course run in the evening or at weekends. (Julia)
EC4 Q19
Is Adult Education recognised locally as a pathway to future learning?
Starting points for information
ANSWER EC4 Q19: Definitely, Adult Education is recognised locally as a pathway to future learning. All courses meet quality standards and encourage progression to other training or qualifications. (Julia)
EC4 Q20
Is childcare available and adequate to meet the needs of those attending courses?
(Worksheets S1 Q3; T2 Q2; T3 Q18,19 also refer to children and young people)
Starting points for information
ANSWER EC4 Q20: Yes childcare is available and is adequate to meet the needs of those attending the courses. Both Yateley centres offer crèche facilities. (Julia)
EC4 Q21
Are there a significant number of childcare providers requiring local training?
Starting points for information
ANSWER EC4 Q21: Yes there are a significant number of child care providers requiring local training since there are a large number of pre-school groups and after school and holiday childcare. (Julia) Such training to volunteers might also help fill the growing provision deficit in the voluntary sector, but is only likely to be taken up by volunteers if it is free (Pater)
EC4 Q22
What links are being made locally between children and family learning programmes and the encouragement of further learning opportunities?
Starting points for information
ANSWER EC4 22: Links are being made locally between children and family learning programmes and further learning opportunities are encouraged. Yateley Centre has a family learning officer who has developed a wide range of family learning programmes. Yateley Centre is also developing an extended schools programme working with all the local infant and junior schools. Parents on these programmes are encouraged to progress to other learning. (Julia)
Sub-section 5: Provision & Mechanics
Starting points for information Information you will need Answers and notes
EC4 Q23
TRAINING PROVISION:
a. Who provides training within the town?
b. Where does the training take place?
c. When does the training take place?
Starting points for information
EC4 Q24
What mechanisms are in place to link the main learning information, advice, and guidance advisors/providers?
Starting points for information
ANSWER EC4 Q24: There are mechanisms are in place to link the main learning information, advice and guidance advisors/providers. Hart Community Learning Forum is the link. Julia Gahagan (former Head of Yateley Centre, the life-long learning and joint community provision on the Yateley Schools Campus) was the Chair of Hart Community Learning Forum until she left Yateley in May 2006. (Julia)
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