WCS. Developing Responsive Provision

Transcription

1 WCS Developing Responsive Provision This resource was originally produced under the QIA s Development Programme for Train to Gain, which ran from September 2006 to August 2008.

2 Employer Responsiveness resource pack Module 2 Developing flexible delivery 2 Feedback and more information We hope you find our range of resources practical and informative. Feel free to print and distribute them within your organisation. Please note that these materials are constantly evolving and should be considered a draft rather than a final product. The Development Programme aims to build on experiences with providers and in turn update materials so that they are relevant and accurate. We welcome your feedback about these resources and will ensure all suggestions are considered for future material updates. Please send your comments to <traintogain@lsneducation.org.uk> or contact us on If you have useful materials that you would like to share please send these into the same address. Introduction Moving from provider-focused to employer-focused delivery represents a significant change with implications for the whole organisation. Flexible delivery can help to ensure that: what is being learned is relevant to employers and employees needs learning takes place in the most convenient way to enable busy employers and employees to carry out their normal duties. This module has been designed to: stimulate your thinking about the meaning of flexible delivery help you assess how the delivery of training and related services can be shaped to meet the needs of learners and their employers through the use of initial assessment (IA), individual learning plans (ILPs) and embedded literacy, language and numeracy (LLN) deepen your understanding of the benefits of using the Assess-Train-Assess model. There will be many challenges along the way. You may find it helpful to access the website < to find out how providers around the country have responded to some of these challenges. Click on each section overleaf to go to straight to it. Each section is accompanied by useful checklists or forms plus illustrative case studies and quotes from the Train to Gain Improvement Projects. At the end there is a final message for easy reference, further reading and a list of resources including a glossary. Page 1 of 14 The Quality Improvement Agency for Lifelong Learning ( QIA ) 2007

3 Module contents 1 <What is flexible delivery?> Background information to help users reflect on factors that affect the what, where and how of the training and related services offered to employers. This section draws on learning from the Improvement Projects. Target audience Managers, teachers and assessors may find this useful. 2 <Flexible delivery of learning> Considers some of the factors that should be taken into account when planning flexible delivery. Target audience This section is particularly appropriate for those who are in direct contact with the learner, whether as teacher, trainer, tutor or assessor. 3 <Meeting the needs of individual learners> How to use initial assessment and individual learning plans to ensure that every learner gets a learning programme tailored to their needs, which reflects their job role and their employer s needs. Target audience Skills for Life coordinators and vocational teachers are the primary audience for this section. It may also be of interest to staff involved in marketing provision to employers. For more information on marketing provision to employers download Module 1: Working with employers as customers from Resource aspx>. 4 <Embedding literacy, language and numeracy> A brief overview of research on how to integrate literacy, language and numeracy (LLN) into vocational learning. Target audience This section has important implications for coordinating the efforts of Skills for Life and vocational teams so it should be of interest to managers as well as practitioners. 5 <Assess train assess> An approach to learning that takes account of the existing knowledge and skills of employees and their specific learning goals. It provides a tailored learning and assessment programme to accelerate achievement of qualifications. Target audience Assess train assess is an often-misunderstood concept. This section should be useful to trainers, assessors and people who negotiate the overall plan for delivery with employers. 6 <Final message> Provides a reminder of the purpose of the module. <Further reading> <Resources> Overall target audience Vocational teachers, tutors, trainers, assessors and vocational support staff. Skills for Life practitioners. Curriculum managers and programme leaders. Business development managers. Middle and senior managers. Skills brokers. Page 2 of 14 The Quality Improvement Agency for Lifelong Learning ( QIA ) 2007

4 1 What is flexible delivery? Flexible delivery is often associated with the use of various media and/or web-based methods of learning but it has a broader meaning in the context of employer responsiveness. Research into effective employer engagement has suggested that employers expect training with minimum disruption to work patterns and flexibility of delivery, assessment and qualifications. Delivering learning in a way that accommodates the competing demands of working and running a business is fundamental to successfully equipping the workforce with the skills that businesses and the economy need. Flexibility may be required in different aspects of the service to employers: the timing, location and duration of provision when, where and how long? course content the mode of provision. Some of this may well be supported by using e-learning or distance learning, but delivering flexibility in Train to Gain also means taking into account: the specific skills that will help employers to grow their businesses learners prior experience and preferred ways of learning learners development needs timing and location of learning to accommodate employers and employees needs the opportunities and constraints inherent in learners jobs the requirements of qualifications methods of assessment that suit the content of the programme and the learners work contexts. This will often mean providing learning at or near the workplace at times that are convenient to the company, rather than a regular timetable. Flexibility may be particularly important for small and medium-sized enterprises (SMEs) and their needs may be more difficult to meet because of the small numbers of employees to be trained at any one time. How responsive to employers are you? Changing the culture within your organisation to become employer facing is a long-term proposition that must involve the people delivering all aspects of the service. It should begin with an honest appraisal of how flexible your current practice is and how it might be changed to become more responsive. To stimulate discussion with staff from across the organisation, either in staff meetings or staff training sessions, download How responsive to employers are you? from Resource aspx>. Feedback on flexible learning from Improvement Projects Providers engaged in Improvement Projects as part of the Development Programme for Train to Gain identified many instances where adapting their systems and procedures would help them become more responsive to employers needs. Their experiences might give you ideas for developing your organisation s employer responsiveness. Building relationships We could do more effective monitoring and feedback: for example, telling employers about how their staff are doing on the learning programmes. There should be more consultation with employers at the programme planning stage and more contact during courses. Page 3 of 14 The Quality Improvement Agency for Lifelong Learning ( QIA ) 2007

5 Effective initial meetings Our initial meetings with employers are often hurried and ineffective because they take place when the employer has a spare five minutes. We need to emphasise to the employer the need for a productive meeting that leads to an agreed training plan for all stakeholders involved. Internal working We need to work across boundaries rather than adopting a silo mentality in our own organisation. This way, we can share processes more efficiently. Developing our skills Delivering training in the workplace isn t the same as delivering it in a classroom or workshop. We need to develop the skills of staff in our delivery teams so that they can do both. We could do more in induction to identify potential workplace training opportunities and resources for learners. Providers realised that they needed to change their organisational systems and structures as well as people s attitudes. A consistent approach to working with employers is needed across the organisation, together with an awareness of the specific characteristics of sectors or companies. For some staff, this could be daunting without guidance on how to adapt their approach. To see how one college helped its staff to adapt to an employer-focused approach download Case study: Helping staff adapt to working with employers from Resource aspx>. 2 Flexible delivery of learning Motivating busy people to take part in, or support, learning may be challenging. This section considers the factors that should be taken into account to ensure that learning programmes are perceived by employers and their employees to lead to real benefits. Various players may be involved in the different stages, requiring good communications across the board. For more details download Train to Gain journey chart from Resource aspx>. The challenges Employer-responsive provision often requires providing learning for employees who: are located in many different places may have few or no colleagues following the same programme and no opportunities to learn alongside other learners may have little or no access to support from an onsite tutor. Establishing the starting point The starting point for the development of responsive learning programmes must be the company s or organisation s business needs and how the provider s services can help. This perspective should be the core of early discussions with employers along with establishing what employers want to get out of the learning programme, which will be essential when assessing impact at a later stage. In many cases, this discussion will take place between the employer and a business development manager or broker. The outcomes of these discussions should be recorded in a clear and comprehensive way and made available to whoever is designing the learning programme. Page 4 of 14 The Quality Improvement Agency for Lifelong Learning ( QIA ) 2007

6 If you would like some help with this download Module 1: Working with employers as customers from Resource aspx>. It is also very important to find out what the individual learners want to get out of the programme. What is offered must be easily adapted to reflect the needs of each individual, taking into account their: past experience current levels of skills and knowledge plans for the future demands of their current job and likely future jobs. You will find more about this under Section 3 of this module <Meeting the needs of individual learners>. The workplace environment also needs to be considered with any factors that might support or constrain learning, such as: time available for learning work activities that relate to the learning programme availability of mentoring and/or tutor support, or peer support access to a computer and/or e-learning a quiet place to work on learning materials. Designing flexible programmes The content of responsive programmes should draw as far as possible on the practices and needs of the particular enterprise and its industrial sector. Learning materials and strategies have more credibility and relevance to the learner when they have a strong industry focus and reflect current practice. Developers of flexible learning strategies and materials have found it valuable to consult employers and their representative bodies in the development and review of learning materials. Negotiating content and/or learning plans with learners and employers can be useful in securing buy-in from these key stakeholders. The structure of learning programmes may need to be less or more flexible depending on the anticipated learning outcomes, particular learning needs and the learning environment. Although a fixed course is the least flexible approach it may be appropriate in some instances perhaps for very short learning episodes or in medium to large organisations with the capacity to support day-release. In some cases the structure of the course may be fixed, but the content adapted to match the demands of the job role of the learners. In others, there may be a core of standard content with some extra options, for example reflecting companyor organisation-specific working practices. A crucial aspect of designing flexible learning is dividing the content into bite-sized chunks to fit in with the learners other commitments and to ensure that their progress can be frequently assessed. Early success is a key motivator and will motivate learners to continue. Page 5 of 14 The Quality Improvement Agency for Lifelong Learning ( QIA ) 2007

7 Delivery and assessment methods Delivery methods offer differing degrees of flexibility and choices need to be carefully considered when deciding the most appropriate mix. Another factor that can often be overlooked is the level and types of interaction expected of and by the learner. The more flexible the delivery, the higher the degree of interaction expected of the learner while the least flexible modes of delivery are likely to be relatively passive learning exchanges. Consider the following points. How flexible can your structure be? Take into account possible core content and options. What delivery media can you offer that would suit the learner? For instance, computer-based learning might appeal to some but not to others. How can your delivery fit around the learner s work commitments? What form of support would be most helpful to the learner? How much support can you offer the learner? What support might the learner get from colleagues in the workplace? To see how one organisation adopted and adapted a remote delivery, blended learning approach, download Case study: Developing a flexible delivery using blended learning from Resource aspx>. 3 Meeting the needs of individual learners This section looks at how to use initial assessment (IA) and individual learning plans (ILPs) to ensure that every learner gets a learning programme tailored to their needs, their potential, their job role and their employer s needs. It contains checklists and examples that will help tutors and assessors to make more effective use of IAs and ILPs. You could also use this material to review your assessments for depth, comprehensiveness and consistency. Initial assessment Effective practice in teaching and training places great emphasis on treating each learner as an individual and ensuring that learning programmes are tailored to meet individual needs. In the context of workforce development, however, the primary customer is the employer and enhancing employees skills and employability is ultimately related to increasing the success of the business. This means that the focus of initial assessment (IA) is on learners current levels of skills and knowledge relating to their job and on what more is needed to enable them to work more effectively and productively. It can also, however, be an indicator of potential by exploring individuals abilities in areas that are not directly related to their current work. The reason for conducting an initial assessment is to ensure that an individual s learning programme is tailored to their needs, giving them a better chance of succeeding. It is also a requirement of programmes funded by the Learning and Skills Council. The results of the initial assessment are used to draw up an individual learning plan that outlines the learner s goals and their current position in relation to those goals. This process has intrinsic merit in that it supports the learner in becoming more employable. Page 6 of 14 The Quality Improvement Agency for Lifelong Learning ( QIA ) 2007

8 The content for an IA of adult employees is broader than for younger learners to take into account their more extensive work and life experience. It should encompass experiences at work and in other aspects of their life, such as useful skills and knowledge derived from their leisure activities. For more guidance on the initial assessment process download Initial assessment: checklist from < search/resource aspx>. Common concerns about initial assessment Providers have reported a number of concerns about initial assessment that appear to be common across much Train to Gain provision. These common concerns and ways of addressing them are considered in the table below. Common concerns The purpose of IA is not fully communicated to the learner and the employer The results of the IAs are neither discussed with the learner nor used to inform the ILP Employers who are primarily concerned with their employees getting an NVQ will not accept the use of an uncontextualised IA tool It is often hard to find appropriate settings in the workplace for undisturbed, confidential learning. IAs were conducted in crowded works canteens, for example, and interrupted by employees being summoned back to their jobs during learning time Providers frequently struggled to maintain the confidentiality of the outcomes of an IA because the paperwork associated with the Train to Gain service requires the provider to record the results of the IA and the employer to sign to confirm their agreement to the training How to avoid them The purpose of IA needs to be articulated to both the employer and the employees at the planning stage of the programme and should clearly relate to meeting their needs. Senior managers should ensure that all those involved in the set-up process should understand the relevance of the IA and emphasise its importance to employers and learners The process for using the outcomes of the IA and including them in the production of the ILP should be clearly articulated across the organisation. Regular checks on compliance need to be in place, with leadership from senior managers A range of contextualised tools should be produced. If these are not available, the rationale for using a generic test should be explained to the employer, with information on how this test will benefit the learners and the business The environment required for IA and subsequent learning must be discussed and agreed with the employers at the outset. Staff taking part in these discussions need to be aware of the requirements and of alternatives to using the workplace, such as assessment centres The protocol for sharing information should be agreed before the assessment takes place. It is essential that the learner gives a wholehearted agreement and that only information with a direct impact on the employee s work practice is shared with the employer Page 7 of 14 The Quality Improvement Agency for Lifelong Learning ( QIA ) 2007

9 Individual learning plans An ILP is a living document, which captures information from the initial assessment and forms the basis of future planning, reviewing and recording achievement. It can be a very effective way of helping learners to set personal targets and keep track of their progress. Providers should ensure that this concept is understood by learners and their employers. For the key elements to include in an individual learning plan download Key elements of a typical individual learning plan: checklist from Resource aspx>. Providers feedback on IAs and ILPs Three prevalent development needs emerged from providers work on IAs and ILPs: the development of holistic IA systems, which identify both literacy, language and numeracy skills LLN and vocational learning needs and operate with the full collaboration of vocational and LLN staff to secure integrated, or at the very least related, learning goals the development of a cross-curriculum ILP with individual outcomes that can be linked to vocational subject and/or career objectives training for staff across the organisation to ensure that IAs and ILPs are used correctly and consistently, and are quality assured. The quotes below demonstrate some of the advantages and drawbacks providers and employers found with IAs and ILPs. I found a case in our college where learners are asked to do a brief assessment of their competence in the vocational subject but the assessor s section is not completed. The learner is not given a copy of the ILP as it is not seen as a worthwhile process. College provider Our current ILP is over 10 pages long. Although it s thorough, it s not recognised as effective practice nor is it fit for purpose across all programmes. Our challenge is not only to create a whole organisation ILP but also to ensure that it s fully integrated into each vocational area. College provider We have amended the ILP to demonstrate what learning has taken place and the impact on the learner. This shows learner progression and has allowed learners to be involved from day one in their learning and assessment. The feedback from learners reveals that they have a greater understanding of their qualifications. Work-based learning provider We were very pleased with the initial assessment process. It was flexible both in the method and time. It was not intrusive and was introduced in a tactful and non-threatening way. A range of materials was used and adapted to the needs of the individual. We and our employees were kept informed at each stage of the process. The employees were enthused and excited at the prospect of learning again after years of being out of education. Employer You might also find it useful to compare the way IAs are done by your department or organisation with the quality criteria for Topic C from Improvement Projects. To access the criteria download Flexible delivery and working with employers: quality criteria from the Year 1 Improvement Projects from Resource aspx>. Page 8 of 14 The Quality Improvement Agency for Lifelong Learning ( QIA ) 2007

10 4 Embedding literacy, language and numeracy One of the aims of the Train to Gain service is to enable many more employees to achieve a first full Level 2 qualification and to improve their basic literacy, language and numeracy (LLN) skills where these inhibit their ability to start a Level 2 qualification. To do this requires a flexible approach to the content and delivery of learning which starts from the current capacity of the individual in both vocational and basic skills. Learning programmes need to accommodate the individual s starting point and get them to their desired end point as soon as possible, rather than following a set course of study. Providers have a responsibility to assess the LLN levels of each learner against national standards and to design training programmes that address the LLN needs identified by initial assessment. The National Research and Development Centre (NRDC) has demonstrated the effectiveness of integrating or embedding LLN into vocational study. Although the research was mostly concerned with the work in colleges rather than workplaces it still has important implications for work-based learning (WBL). The research Many learners are keen to learn vocational skills to access employment but much less motivated to improve their literacy, language and numeracy skills. They are often reluctant to return to studying English or mathematics, because they associate these subjects with negative experiences at school. At the same time, many vocational qualifications require learners to pass examinations in key skills, requiring competence in English and mathematics. Learners also need to develop the LLN required for the workplace and the job. One way to resolve these conflicting perceptions is to embed LLN in vocational training, so that learners (and employers) are able to see its relevance in the context of their vocational aims. The NRDC found that when LLN was embedded into vocational programmes, it led to: 16% more learners staying on programme 26% more learners achieving a Level 2 qualification. They also discovered the importance of: contextualising LLN and differentiating according to individuals needs vocational and LLN staff being willing to work as a team and to spend time jointly planning ways of embedding LLN vocational and LLN staff being willing to deepen their understanding of each other s areas the importance of departmental and institutional managers who support embedded provision both in principle and in practice. On the other hand, retention rates and achievement were relatively poor when an organisation s interpretation of embedding resulted in the vocational teacher being given sole responsibility for delivering literacy, language and numeracy, with no specialist LLN staff involved in support or delivery. The ideal situation is vocational and LLN staff working alongside each other. The research report identified the features of embedding that contributed to achievement in LLN and grouped them under four headings as outlined overleaf. Page 9 of 14 The Quality Improvement Agency for Lifelong Learning ( QIA ) 2007

11 Features of successfully embedded LLN 1 Teaching and learning LLN learning activities and materials are developed in the context of the learner s vocational area. Information from the initial assessment is used as a starting point for working with a learner. It is demonstrated in practical ways and by example how LLN skills will help learners to succeed in their work. 2 Teamwork Vocational and LLN staff spend time together planning how to support each other s work. Time is allocated for vocational and LLN staff to do their planning. 3 Staff understanding, values and beliefs It is clear to vocational staff and learners that LLN teachers have an important contribution to make to learners vocational aspirations. LLN and vocational teachers are urged to increase their understanding of each other s work: mutually positive attitudes can make a real difference. 4 Organisational features Departmental and institutional managers support embedded provision. There are organisational policies and arrangements to support embedded provision. What providers said: Skills for Life must have relevance to the learner and not be this is what we have on the shelf so this is what you get. The approach will inevitably fail. College vocational manager Skills for Life as a stand-alone idea is not in the long term of benefit to the learner. College vocational manager When working with WBL students we try to use resources and assessment material that are close to students vocational area. However, we don t always know some of the detail needed to be realistic. Vocational tutors will often help and give good guidance. It would be great if we could develop the relationship between us so that all the assessment material naturally occurred within the vocational assignments. The student wouldn t have to do the work twice, particularly in IT and numeracy. Skills for Life teacher To see the advantages and disadvantages of different approaches taken by providers with Improvement Projects to embedding LLN with vocational learning download Case studies: Embedding literacy, language and numeracy with vocational learning from < search/resource aspx>. More information on these, and other Improvement Projects will be available soon. Go to < for further updates. Page 10 of 14 The Quality Improvement Agency for Lifelong Learning ( QIA ) 2007

12 5 Assess train assess The assess train assess model of training is not used enough. Where it is used well, there can be significant gains in employees underpinning knowledge and their acquisition of new skills, as well as certification of their existing skills. ALI Employer Training Pilot Survey Developing the assess train assess approach is a key priority area for improvement in Train to Gain because of concerns about the over-emphasis on assessment and lack of sufficient training and development within Train to Gain learning programmes. The assess-train-assess approach takes account of the existing knowledge and skills that employees have developed through their experience at work and in life and uses these as a basis for the further learning needed to achieve their learning goals. It provides a focus for learning based on the real needs of employees and their organisation. It can accelerate learning and achievement and so provide early success, which may be motivating to learners and encourage their continued participation. Improvement Projects investigating the implementation of assess-train-assess concentrated on the development and testing approaches that may be suitable for a range of providers. For details of the quality indicators against which project participants reviewed their provision download Flexible delivery and working with employers: quality criteria from the Year 1 Improvement Projects from < search/resource aspx>. They were drawn from research, the experience of the Employer Training Pilots and the Quality Improvement Agency (QIA) publication Implementing Train to Gain support materials (2006) which includes a guide to assess train assess. The approach Assess Find out what each learner already knows and can do. Accredit experience relevant to the qualification they seek. Identify what more they need to know and be able to do in order to gain the qualification. Train Identify the training need. Design and deliver programmes of training to meet the needs of each individual. Assess Measure progress. Accredit the skills and knowledge that are being acquired. Identify where further training might be needed. Benefits Whilst initial assessment might appear to add time and cost to training, in fact, by tailoring training to fill identified skills gaps, redundancy and duplication of training can be avoided, and this helps trainers plan more effective training. Checking the individual s preparedness and suitability for the training helps the trainer ensure it meets the individual s needs, and this makes it more likely they will complete the course. Good practice in assess train assess approaches to workforce development. Institute for Employment Studies for the DfES (2005) Recent White Papers have pointed towards the Government s expectation that skills gaps and the route towards qualifications will be identified and addressed using this model. Page 11 of 14 The Quality Improvement Agency for Lifelong Learning ( QIA ) 2007

13 to learners Learners get sent on the most appropriate programme and receive training tailored to their specific needs. This means their prior experiences have already been assessed. As a result, they avoid spending time in training sessions relearning what they already know and are likely to feel more motivated and attain their goals more quickly. to teachers, tutors, trainers, assessors and providers Where learners are working towards NVQs, the tutor is able to check that the learner s current job will support the full range of assessment requirements needed for the NVQ. Providers often find that by delivering training to meet specific needs, they can increase the throughput of learners. This can bring financial benefits. Profiling basic or key skill needs means that tutors can identify any additional support the learner needs to cope with the vocational programme. Through assessing them, tutors can make sure that learners are on the correct programme. Where training is to be delivered to a group, it helps the tutor to ensure that the group has similar needs. Basic skills assessments may also allow additional funds to be drawn down to supply additional support. Self-assessment If you would like to examine your organisation s approach to Assess Train Assess, you will find key indicators of effective practice in the Topic D subset of the Flexible delivery and working with employers: quality criteria from the Year 1 Improvement Projects. Download a complete copy of the tool from Resource aspx>. You might find it useful to involve your colleagues in a review of the delivery and assessment of your provision in an attempt to make the approach more widely and consistently applied. Download Assess train assess: checklist from Resource aspx>. to employers Employers like it because it ensures that the training is geared to identified needs and uses their employees time cost-effectively. Page 12 of 14 The Quality Improvement Agency for Lifelong Learning ( QIA ) 2007

14 6 Final message Flexible delivery can help your organisation to ensure that the services offered to employers and their employees are relevant, timely and accessible. Changing the culture in your organisation to make it more responsive needs to start with an honest appraisal of how flexible it is now and the impact this has on meeting employers needs effectively. You then need to consider how to develop more flexible approaches and how the organisation needs to change to become more responsive. This module has provided advice on what flexible learning means in the context of employer responsiveness, how to plan for its implementation, how to take account of the needs of individual learners, embedding literacy, language and numeracy, and considered the assess train assess approach to delivery. Download Module 1: Working with employers as customers from Resource aspx> and Module 3: Developing responsive people and organisations from Resource aspx> for more advice on developing a responsive culture. Further reading ALI (2005). Employer Training Pilot survey. Department for Education and Skills. Available at < programmeofresearch/projectinformation.cfm?projectid=14790&resultspage=1>. Casey H, Jupp T, Grief S, Hodge R, Ivanic R, Lopez D, Cara O, Eldred J and McNeil B (2006). You wouldn t expect a maths teacher to teach plastering Embedding literacy, language and numeracy in post-16 vocational programmes the impact on learning and achievement. NRDC. Hughes M, Smeaton B (2005). Exploring employers perceptions of employer engagement. Learning and Skills Development Agency. IES (2005). Good practice in assess train assess approaches to workforce development. Institute for Employment Studies for the Department for Education and Skills. QIA (2006). Implementing Train to Gain support materials. Quality Improvement Agency. Feedback and more information We welcome your feedback about these resources and will ensure all suggestions are considered for future material updates. Please send your comments to <traintogain@lsneducation.org.uk> or contact us on If you have useful materials that you would like to share please send these into the same address. Page 13 of 14 The Quality Improvement Agency for Lifelong Learning ( QIA ) 2007

15 Resources External resources QIA Train to Gain Development Programme Improvement Project case studies Resource aspx> Framework to measure and improve employer responsiveness Resource aspx> Flexible delivery and working with employers: quality criteria from the Year 1 Improvement Projects Resource aspx> Employers journey Resource aspx> Internal resources Module 1: Working with employers as customers Resource aspx> Module 3: Developing responsive people and organisations Resource aspx> How responsive to employers are you? Resource aspx> Case study: Helping staff adapt to working with employers Resource aspx> Case study: Developing a flexible delivery using blended learning Resource aspx> Initial assessment: checklist Resource aspx> Key elements of a typical individual learning plan: checklist Resource aspx> Case studies: Embedding literacy, language and numeracy with vocational learning Resource aspx> Assess train assess: checklist Resource aspx> Glossary Resource aspx> Page 14 of 14 The Quality Improvement Agency for Lifelong Learning ( QIA ) 2007