FLT progression pathways and integrated employment and skills
Credit Works latest research for LSC, and our suggested way forward on Integrated Employment and Skills is summarised in this May 2008 article for the Basic Skills Bulletin.
The agenda for integrated employment and skills, and the development of pre-employment programmes and “skills for jobs” provides an ideal opportunity to test the value and effectiveness of the FLT progression pathways. The design specification for FLT progression pathways should be able to accommodate successful pre-employment programmes and should be reviewed accordingly. The next stage of development and accreditation within the QCF could be used explicitly to test out the design principles to see how achievements from these programmes can be used to support progression towards occupational qualifications.
Influencing the shape and content of the FLT
Research undertaken by Credit Works from 2004 onwards has contributed to the concept and the development of the FLT programme of work. LSC and QCA have a joint Ministerial remit to develop a high quality, personalised and coherent framework of provision below level 2 for learners aged 14 years upwards: this is the FLT.
Tests and trials of the FLT from 2006/07 will lead to phased implementation of Progression Pathways within the FLT from August 2007 with full implementation in 2010/11. A Progression Pathway will consist of units and qualifications from the Qualifications and Credit Framework (QCF), supported by robust initial assessment and ongoing review and delivered through a coherent and personalised learning programme. Units and qualifications approved as components within Progression Pathways will encompass vocational, functional and personal and social development skills.
Earlier research on Entry to Employment (E2E) in 2004 and 2006 included recommendations on the application of credit, and improved progression paths and support for learners.
Subsequent research on the failure of the learning and skills market (2006) to progress many adults to level 2 analysed the blocks to achievement and progression across the system, and contained influential recommendations including design features for qualifications and curriculum to support progression.
Also in 2006 a report on First Steps Learning
Full Report
Executive Summary clarified understanding on this aspect of learning and helped shape the learner entitlements which were taken forward in the FLT.
In 2007 a detailed baseline study of initial assessment and ongoing reviewFull Report
Executive Summary provides further recommendations and support for phased implementation of the FLT. A parallel study on new workable models of APLFull Report
Executive Summary also in 2007 will also be taken forward through phased implementation of the FLT (and beyond).
