How to Embed Literacy and Numeracy Skills in Vocational ...

How to Embed Literacy and Numeracy Skills in Vocational Qualifications Embedded NOS model March 2007 1 This guide contains step-by-step guidance on how to create a set of electronic (CD-ROM) tools, using models developed as part of the DfES ‘Embedding Skills for Life in Vocational Qualifications’ project. From 2004 – 2007, the project team worked with various sector skills councils to develop models for embedding literacy and numeracy skills in vocational qualifications. Introduction Audience and aims The guide is intended for standards' writers, employers and those developing qualifications. It focuses on the need to take account of both the Skills for Life agenda and workplace requirements when developing or modifying qualifications or standards. The aims of the guide are to provide an understanding of: • how to develop contextualised literacy and numeracy assessment tools • the work involved in developing a dedicated CD package • the issues that may be faced • ways of resolving possible issues • starting points for specific versions of any of the models. For more details and a copy of the model go to www.totallyskilled.org.uk Content Development This section deals with the development of literacy and numeracy assessment tools and other support materials to be embedded within specific vocational qualifications. Step 1 - Identifying the standards The first step should be to select the qualification or standards to be used and the literacy and numeracy standards to be mapped. For example, in the case of Skillfast (the Sector Council for Apparel, Footwear, Textiles and Related Businesses), the developers worked closely with the BMB Group Ltd, a large men's clothing manufacturer, and chose Health & Safety Standards as the subject for assessment. See Appendix 1 for a copy of the standards used. Step 2 - Employer engagement It is strongly recommended that the next step should be to identify an employer or 'champion' who has access to the actual workplace documents that will be used, such as the forms, stationery and other reading matter that the would-be employees would be expected to use at work. Tip: If possible, involve an employer who has a sound understanding and experience of the Skills for Life agenda. 2 Step 3 - Style guide It is important that any package designed to embed skills within a vocational qualification or programme should resonate with the relevant employment sector. Contextualising tools and support materials is often critical when embedding literacy and numeracy, as learners often need convincing that these skills are directly relevant to their chosen vocation. Many commercial organisations will have 'style guides' and branding documentation (logos, photographs, images, colour schemes etc) that could be exploited in order to enhance and contextualise tools and other support materials. As many of these documents as possible should be obtained from the lead organisation’s marketing department, or from employers involved in the project. The standards that will be used to illustrate opportunities for embedding Skills for Life must be identified. It is rarely necessary to include all the standards and a few examples are usually sufficient. See Appendix 2 for a copy of the standards the Embedding Project used for the Skillfast model. The precise standards used are highlighted in red. When deciding on the criteria to be used, the types of documents available, and the extent to which a learner or employee would use them at work, need to be considered. A useful example would be a workplace handbook, as all employees would be expected to read it and it should also provide abundant opportunities for addressing literacy and, possibly, numeracy standards. Step 4 – Reviewing the standards to be used When standards have been chosen, examples of documents such as forms, spreadsheets, information leaflets, signs, guidelines, should be analysed and opportunities identified for using them for embedding purposes. Wherever possible, practitioners and employers should be consulted so as to ensure that there are relevant, authentic documents to use and that those developing the tools have a firm grasp of the ways in which literacy and numeracy skills apply to the chosen vocation. Where necessary, there should be visits to organisations in order to take photographs, record conversations and make notes in situ. Tip: Remember that any paper documents collected will need to be converted to an electronic format. Step 5 - Collecting the documentation 3 A Skills for Life literacy or numeracy specialist will be needed for this aspect of the work. It is they who should examine any documents collected and identify possibilities for using the documents for the purposes of the tool. They will be seeking opportunities to assess particular literacy or numeracy criteria at various levels. In the example below (Figure 1), a workplace fire extinguisher poster was used as the basis for an Entry 3 example. Step 6 - Auditing the documentation Figure 1. The original fire poster Figure 2, shown overleaf, illustrates the same poster with the words that an Entry Level 3 reader would not be able to understand blanked out. The literacy expert’s input is to identify the words that would not be accessible to readers of each level illustrated (in this example Entry Level 3) and also to develop a literacy audit with reference to the Adult Literacy Core Curriculum. 4 Figure 2. The masked Fire Safety poster Note In the Skillfast/BMB version of this model, the embedding team identified the specific Key/Basic Skills criterion being assessed and included links to it on the DfES Key Skills website. In the same model, additional information was also included on the CD on 'readability', so that test developers could assess texts for their reading level, using the Fleshe Reading Ease Formula. Additional information for writers included in the Skillfast/BMB model, incorporated links to tools such as the DfES Workplace Skills Check and Initial Assessment Tools. Signposting is also an important feature of embedding support tools and the team included signposts in the Skillfast/BMB model to: • similar materials available elsewhere • research carried out on the subject • relevant information, such as curriculum mappings. 5 Technical Development In addition to the development work outlined above, the technical team needs to work closely with skills experts to ensure that tools development is technically feasible and that opportunities are exploited to develop the most effective product. The aim of reviewing the documents that have been collated is to advise on technical limitations and on what it is possible to achieve. In the case of the Skillfast/BMB model, all documents and materials collected were reviewed by a Skills for Life specialist and each was examined to establish how and where it might be used to give maximum impact. When designing the software, different methods were used to increase the impact on learners. These included: • eliminating words that might not be understood by those at certain levels • creating exact replicas of documents and maps to give them a 'real feel' • incorporating audio to aid understanding • annotating documents by adding overlays that can be turned on and off, as needed. In this respect, there are almost endless possibilities but the goal should always be to make the information as clear and precise as possible, using the most appropriate technology available. Step (i) - Reviewing documents Two options for the development of this model were considered: • Adobe FlashTM • HTML. Each product has both strengths and weaknesses. Adobe FlashTM is a very powerful tool that allows software developers to create highly complex interactivity. It allows greater freedom for designers to create intricate and detailed designs and is the standard software package used in the industry for this kind of development. However, it does have drawbacks. For example, it is more difficult, but not impossible, to alter content after it has been created. Also, it requires the installation of special software on the user's machine to run the program although, according to the Adobe web site, "98% of machines have Flash installed, and every conceivable type of media file (images and video) can be used". HTML is very good for developing web pages and enables learners to view the information on web sites quickly and easily. All modern computers can read HTML documents and it will be familiar to most computer users. For example, links are underlined and most computer users will know that the back button will take them to the previous page. Also, content can be changed and updated quite easily. The tool used to create this model 6 It does, however, have drawbacks in the restrictions it places on designers as well as in its limited interactivity. Also it is worth noting that web pages are normally hosted on a server to be accessed over the internet and this adds to administration costs. Final decision: After reviewing the documentation, the developers decided that Flash was the software package that should be used as it was necessary to create complex interactions. This decision was also based on the requirements of the skills assessment packages and the messages the designers wanted to convey through the product. When creating sets of embedding tools, one of the first considerations, from a technical point of view, should be their overall look and feel. It is essential, therefore, to establish a style guide that is acceptable to the vocational organisation involved. Using existing logos, colours and literature taken directly from the vocational sector will, of course, help enormously. Having reviewed the style guide supplied by both Skillfast and BMB the embedding team selected appropriate colours and layouts. Once complete, a demonstration disc was sent to the two organisations for approval. Tip: The approval process can take some time. In the Skillfast/BMB case, the marketing department was not directly involved in the development of the tools but was required to 'sign off' the style documents. Sufficient time should be factored into the development process for such approvals. Step (ii) – Creating the overall look and feel for the product Step (iii) – Producing the front-end interface for the materials Once the scope and content of the product are agreed, the 'front-end' (title and introductory screens) for the product can be developed. An example taken from the BMB model which was designed to be used separately in England & Wales; Scotland; and Northern Ireland is given overleaf - see Figure 3. 7 Figure 3. The final front-end layout design Once the front-end is in place, it is possible to add the standards document to the software. For example, the standards document in Appendix 1 was used to create an electronic version of the product for Skillfast/BMB. In order to create an appropriate 'feel' for the product, the layout mirrors that used in the Health, Safety and Security at Work documents in the vocational standards. This would, of course, be familiar to learners and their teachers and thus be considered 'important'. See Figure 4. 8 Figure 4. The final layout of the standards documentation Once Step 6 in the content development (Auditing the documentation) has been completed, the design for the presentation of the audited documents can be developed. This is possibly the most important part of the development process as it is this that has the biggest impact on users. The impact of the materials will be far greater if they are well designed and easy to understand. The basis for this aspect of the work will already have been completed in Step 1 (Identifying the standards). Here, the designer(s) and the skills expert(s) will have discussed documentation and design issues. They will have discussed each document/tool in turn and these will have been developed separately. Only later will the components be housed within a complete package. There are no hard and fast rules as to how to design and develop the final composite package and much will depend on the anticipated audience for the product and types of documents available. For example, the poster, 'Responsibilities under the Health and Safety Act' formed Step (iv) - Designing the audited documents 9 an important part of Health and Safety training at BMB so it was used extensively for that product. As mentioned before, the more difficult language used in the Health and Safety poster was 'faded out' for illustrative purposes at some levels - see Figure 5 below. Figure 5. The authentic Health and Safety poster as used in the product. The layout for the presentation of the poster above was created in order to make it as accessible as possible. In it, a number of sections can be 'faded' out (removed) by selecting ‘Entry 3 view’ or ‘Level 2 view’. Users may also click on the A icon button (middle bottom of screen) should they wish to reveal further details. Tip: It is good practice to use the same icon throughout a product so that users always know what to do to find additional information. 10 Step (v) - Linking everything together The next step is to pull everything together. It should be relatively straightforward to activate the links between the standards and the tools. An example of the source code for this can be found at: www.totallyskilled.co.uk/Documents/howTo/bmb.fla Now the Alpha or first, full version of the product is complete, a quality assurance (QA) process should begin. A testing plan should be created and, ideally, the product should be quality assured for both • its technical aspects, including navigation and usability • and its content accuracy and suitability. The process should be carried out by individuals who are not directly involved in the development and can, therefore, bring a pair of ‘fresh’ eyes to the work. Once the first cycle of testing is over and 'fixes' made, another cycle of testing begins to ensure that the final product is accurate and complete. Tip: The amount of time required for Quality Assurance is frequently underestimated. Ensure sufficient time is allocated for both initial development work and also the ‘fixes’ that may be needed, once the product has been tested. Step (vi) – Quality assurance Further details For more information on this or any other embedding model please contact: barry.smith@alphaplusconsultancy.co.uk 11 Appendix 1 HS1 This unit is for those who take responsibility for their own health, safety and security in the workplace, and who monitor the workplace for hazards. The job will involve: • contributing to the safety and security in the workplace • taking action in the event of an incident • raising the alarm • following correct procedures for shut down and evacuation • using emergency equipment correctly and safely • monitoring the workplace for hazards Health, safety and security at work The competent person can: 1. 2. 3. Take action in the event of fire, emergencies or accidents Monitor the workplace for hazards Contribute to maintaining the security of the workplace and its contents The key areas of knowledge and understanding 1. 2. 3. 4. 5. 6. 7. Where alarms, emergency exits, escape routes, emergency equipment and assembly points are located What the alarm sounds like What hazardous substances are used in the workplace and methods of making safe or reducing their danger in the event of an accident How to handle and store hazardous substances What the most likely accidents and emergencies in the workplace are and how to deal with them Who the nominated first aiders are How to deal with loss of property The skills and techniques 1. 2. 3. 4. 5. 6. 7. 8. 9. 1. 2. 3. 4. 5. 6. 7. Identifying the location and type of incident Raising alarms Following emergency procedures Using emergency equipment Recognising potential hazards and rectifying them where possible Storing materials and equipment Handling waste and debris and moving them to safe locations Identifying malfunctions in machinery and equipment, correcting if possible, and reporting them Noting service malfunctions and chemical leaks The organisation’s rules, codes, guidelines and standards relating to health, safety and security Equipment operating procedures Handling and lifting techniques Correct use and maintenance of any protective clothing and/or equipment Responsibilities under the Health & Safety at Work Act and COSSH (Control of Substances Hazardous to Health) Environmental requirements Manufacturers’ instructions Regulations, rules and guidelines 12 Workplace skills 1. 2. 3. 4. Communicate effectively with colleagues and customers Comply with written instructions Complete forms, reports and other documentation Keep accurate records 13 Appendix 2 HS1 This unit is for those who take responsibility for their own health, safety and security in the workplace, and who monitor the workplace for hazards. The job will involve: • contributing to the safety and security in the workplace • taking action n the event of an incident • raising the alarm • following correct procedures for shut down and evacuation • using emergency equipment correctly and safely • monitoring the workplace for hazards Health, safety and security at work The competent person can: 1. 2. 3. Take action in the event of fire, emergencies or accidents Monitor the workplace for hazards Contribute to maintaining the security of the workplace and its contents The key areas of knowledge and understanding 1. 2. 3. 4. 5. 6. 7. Where alarms, emergency exits, escape routes, emergency equipment and assembly points are located What the alarm sounds like What hazardous substances are used in the workplace and methods of making safe or reducing their danger in the event of an accident How to handle and store hazardous substances What the most likely accidents and emergencies in the workplace are and how to deal with them Who the nominated first aiders are How to deal with loss of property The skills and techniques 1. 2. 3. 4. 5. 6. 7. 8. 9. 1. 2. 3. 4. 5. 6. 7. Identifying the location and type of incident Raising alarms Following emergency procedures Using emergency equipment Recognising potential hazards and rectifying them where possible Storing materials and equipment Handling waste and debris and moving them to safe locations Identifying malfunctions in machinery and equipment, correcting if possible, and reporting them Noting service malfunctions and chemical leaks The organisation’s rules, codes, guidelines and standards relating to health, safety and security Equipment operating procedures Handling and lifting techniques Correct use and maintenance of any protective clothing and/or equipment Responsibilities under the Health & Safety at Work Act and COSSH (Control of Substances Hazardous to Health) Environmental requirements Manufacturers’ instructions Regulations, rules and guidelines 14 Workplace skills 1. 2. 3. 4. Communicate effectively with colleagues and customers Comply with written instructions Complete forms, reports and other documentation Keep accurate records 15