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Lessons from the literacy/numeracy pathfinder (2002-3) |
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March 2003
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- It was possible to take new training, new toolkits, etc and put them into a wide range of provision within a relatively short time. Having done this there was the need to revisit some organisations who may not have fully engaged first time round. Rapid progress in putting the new infrastructure in place for very large numbers of learners was very feasible.
- Intensive provision (around 50-60 hours over 4-5 weeks) and provision targeted at improving specific sets of identified skills (often leading up to test entry) were welcomed by learners. LSC learning programmes team can then work with providers to increase this type of learning opportunity within the ongoing provision within Birmingham. Planners also ensure that targeted and/or intensive support is built into all new developments as far as appropriate.
- The opportunity to gain the new national certificates in adult literacy/numeracy was welcomed by learners (in spite of the initial misplaced reservations of tutors about how ‘their’ learners would respond to tests). Success rates were high and providers got early introduction to the style, content and usefulness of the tests. There was a need to prepare learners for the style of answer sheet; a need to describe ‘getting a new qualification’ rather than stressing ‘taking the test’; diversifying the range of venues able to act as assessment centres.
- Probation Service; Library Service; parts of the health Service and major voluntary organisations locally were all keen to play a role in unlocking basic skills learners and doing early appropriate support work with these learners.
- (More details of the overview of all literacy/numeracy Pathfinder outcomes is in the DfES report ‘Pathfinders – Lessons for Success’)
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