Welcome Working with Young Adults: Facilitating learning and achievement

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Welcome!Working with Young Adults Facilitating
learning and achievement

• Phillip Fairhurst
• Lecturer-E2E Course Leader

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Aims

• To introduce organisations working with young
  adults to a range of identification and referral
  methods
• To support practitioners and organisations to
  integrate these methods into practice
• Raise awareness of the impact of low levels of
  LLN.

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Objectives

• To consider the Skills for Life Strategy in the
  context of work with young adults
• To raise awareness of the impact of low levels of
  literacy, language and numeracy skills
• To highlight informal and formal strategies for
  identifying and assessing learning needs
• To share research findings and consider
  strategies for engaging and motivating young
  adults
• To explore methods of referring young adults to
  learning opportunities

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Agencies working with young adults
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Participants

• What context do you work in?
• What would your favourite person say about you?
• What do you want to achieve from today?

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Skills for Life Strategy Recap

• The national strategy for improving adult
  literacy and numeracy
• Launched in 2001 by the Prime Minister
• Expanded to include ICT
• Includes 4 priority groups
• Unemployed people and benefit claimants
• Prisoners and those supervised in the community
• Employees public sector, low skilled, young
  adults
• Groups at risk of exclusion, including speakers
  of other languages and disadvantaged communities

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Skills for Life The Level of need

• 27 of 16 year olds who leave school each year
  are below Level 1 in both Maths and English
• 22 of these do not go on to training or work
  after leaving school (NEET)
• 4 out of 5 jobs created now will require skills
  levels above A-level
• WHERE DO THESE LEARNERS GO?
• (Source Skills for Life Focus on Delivery to
  2007)

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Activity

• How do low levels of LLN skills manifest
  themselves in behaviour and beliefs?

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What do the LLN levels really mean?
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Activity

• Impact of Low Levels
• of LLN skill

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Maslows 5 Stages
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Sharing, asking and solving

• Discussion Activity

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What do we use assessments for?

• Screening to find out whether or not someone
  has literacy, language or numeracy needs
• Initial assessment to help identify a learners
  skills against a level or levels within the
  national standards
• Diagnostic to provide a detailed assessment of
  a learners abilities and needs

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What do we use assessments for? contd

• Formative assessment to identify and record
  progress throughout the learning programme
• Summative assessment to highlight achievement
  at the end of a learning programme.

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Formal Assessments
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Informal Assessment
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Working with Young Adults overview of research

• Success factors in informal learning young
  adults experiences of literacy, language and
  numeracy (2005)
• Available to download from www.nrdc.org.uk
• Alpha 16 European Project to support the
  identification and referral of young adults
  (16-25 years) to educational opportunities

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Tips for engaging and motivating learners

• Trust a number one priority
• Environment relaxed, friendly and supportive
• Staff committed, congruent and non judgemental
• Effective communication active listening
• Develop confidence praise and encouragement on
  completed tasks

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• Make learning relevant and useful relate it to
  their personal situation
• Scaffold on their interests stimulates
  ownership and enthusiasm
• Provide Incentives to suit the individual, what
  is their motivation?
• Peer mentor buddy the individual up with
  someone who has progressed
• Flexibility reduce hours of attendance, cherry
  pick a timetable

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Tips for referring young adults

• Activity

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Finally

• Underpin and embed literacy and numeracy in all
  sessions (long term)
• Negotiate all learning, rules and outcomes to
  promote ownership and sense of belonging

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E2E Organisational Chart
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E2E Learner Flow Chart
Learner
YOT
Housing Sector
Connexions
E2E Team
Training
Employment
FE
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Contact us!

• Phillip Fairhurst
• phillip.fairhurst_at_newdur.ac.uk
• Silvanna Harvey
• silvanna.harvey_at_niace.org.uk
• Bethia McNeil
• bethiam_at_nya.org.uk