Get documents about "How to Embed Literacy and Numeracy Skills in Vocational ... - PDF
Document Sample
How to Embed Literacy and Numeracy Skills in
Vocational Qualifications
Embedded NOS model
March 2007
1
Introduction
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.
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.
Step 4 – Reviewing the standards to be used
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 5 - Collecting the documentation
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.
3
Step 6 - Auditing the documentation
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.
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.
Step (i) - Reviewing documents
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.
The tool used to create this model
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.
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.
Step (ii) – Creating the overall look and feel for 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 (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
Step (iv) - Designing the audited documents
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
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
Step (vi) – Quality assurance
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.
Further details
For more information on this or any other embedding model please contact:
barry.smith@alphaplusconsultancy.co.uk
11
Appendix 1
HS1 Health, safety and security at work
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
The competent person can: The key areas of knowledge and understanding
1. Take action in the event of fire, 1. Where alarms, emergency exits, escape routes,
emergencies or accidents emergency equipment and assembly points are located
2. Monitor the workplace for 2. What the alarm sounds like
hazards 3. What hazardous substances are used in the workplace and
3. Contribute to maintaining the methods of making safe or reducing their danger in the
security of the workplace and its event of an accident
contents 4. How to handle and store hazardous substances
5. What the most likely accidents and emergencies in the
workplace are and how to deal with them
6. Who the nominated first aiders are
7. How to deal with loss of property
The skills and techniques
1. Identifying the location and type of incident
2. Raising alarms
3. Following emergency procedures
4. Using emergency equipment
5. Recognising potential hazards and rectifying them where possible
6. Storing materials and equipment
7. Handling waste and debris and moving them to safe locations
8. Identifying malfunctions in machinery and equipment, correcting if possible, and reporting them
9. Noting service malfunctions and chemical leaks
Regulations, rules and guidelines
1. The organisation’s rules, codes, guidelines and standards relating to health, safety and security
2. Equipment operating procedures
3. Handling and lifting techniques
4. Correct use and maintenance of any protective clothing and/or equipment
5. Responsibilities under the Health & Safety at Work Act and COSSH (Control of Substances
Hazardous to Health)
6. Environmental requirements
7. Manufacturers’ instructions
12
Workplace skills
1. Communicate effectively with colleagues and customers
2. Comply with written instructions
3. Complete forms, reports and other documentation
4. Keep accurate records
13
Appendix 2
HS1 Health, safety and security at work
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
The competent person can: The key areas of knowledge and understanding
1. Take action in the event of fire, 1. Where alarms, emergency exits, escape routes,
emergencies or accidents emergency equipment and assembly points are located
2. Monitor the workplace for 2. What the alarm sounds like
hazards 3. What hazardous substances are used in the workplace and
3. Contribute to maintaining the methods of making safe or reducing their danger in the
security of the workplace and its event of an accident
contents 4. How to handle and store hazardous substances
5. What the most likely accidents and emergencies in the
workplace are and how to deal with them
6. Who the nominated first aiders are
7. How to deal with loss of property
The skills and techniques
1. Identifying the location and type of incident
2. Raising alarms
3. Following emergency procedures
4. Using emergency equipment
5. Recognising potential hazards and rectifying them where possible
6. Storing materials and equipment
7. Handling waste and debris and moving them to safe locations
8. Identifying malfunctions in machinery and equipment, correcting if possible, and reporting them
9. Noting service malfunctions and chemical leaks
Regulations, rules and guidelines
1. The organisation’s rules, codes, guidelines and standards relating to health, safety and security
2. Equipment operating procedures
3. Handling and lifting techniques
4. Correct use and maintenance of any protective clothing and/or equipment
5. Responsibilities under the Health & Safety at Work Act and COSSH (Control of Substances
Hazardous to Health)
6. Environmental requirements
7. Manufacturers’ instructions
14
Workplace skills
1. Communicate effectively with colleagues and customers
2. Comply with written instructions
3. Complete forms, reports and other documentation
4. Keep accurate records
15
Related docs
