Evaluation of the Skills for Life at Work Project: final report

Aynsley, Sarah, Rickinson, Mark, Shepherd, Jacqui, Owen, Jocelyn and Brooks, Greg (2011) Evaluation of the Skills for Life at Work Project: final report. Project Report. University of Sussex with the CfBT Education Trust.

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Executive Summary: This document reports on an independent evaluation of the Skills for Life at Work project in the south east of England. It focused particularly on impacts on employers and learners, and is based on interviews with 30 employers, 5 groups of learners and 3 training providers. Main Findings The bulk of the feedback from employers, learners and training providers during this evaluation was overwhelmingly positive. Employers cited benefits in three main areas: productivity (both for specific tasks and generally); motivation and teamwork; and confidence and communication. In a small number of cases, such positive impacts were less clear. For learners, it was clear in many cases that Skills for Life at Work had: opened up new possibilities; increased confidence and self-belief; and enabled the development of knowledge and skills. Strengths of the project as a whole included its potential for beneficial impacts, the nature and quality of the training, and its focus on certain target groups. Areas of weaknesses, though, included set up issues for employers, training issues for learners, and administration issues for training providers. Main Recommendations The overall recommendation of this evaluation is that Skills for Life at Work-type basic skills training in the workplace should continue as part of wider efforts to improve skills attainment levels. To this end, there should be continued support for certain current practices such as: the provision of ESOL courses; the involvement of small and large training providers; the tailoring of courses to workplaces; the provision of accredited and non-accredited courses; the highlighting of progression pathways between and beyond courses; and the involvement of Trade Union Learning representatives. There should also be support for the development of certain improved practices: more systematic recruitment of employers across all sectors; encouragement for previous employee participants to act as recruiters for future courses; communication of learner feedback and impact examples to senior staff within workplaces; simplification of funders' paperwork demands on training providers; and streamlining of initial assessment processes.

Item Type: Reports and working papers (Project Report)
Schools and Departments: School of Education and Social Work > Education
Depositing User: Sarah Aynsley
Date Deposited: 06 Feb 2012 20:51
Last Modified: 03 Sep 2012 08:44
URI: http://sro.sussex.ac.uk/id/eprint/28479
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