Annex G – Specification: Entry Level
There is key role for entry level provision alongside community learning in connecting individuals who for a variety of reasons are disconnected from the mainstream economy. However, through qualification and curriculum development we have seen a drift in adult offers moving away from the purpose of entry level provision related to personal and social development. As a result, we are seeing too much generic employability provision which isn’t moving people on and learners undertaking multiple episodes of the same learning at too many different providers.
Therefore, our intent is to re-align this provision back to first principles of entry level provision (excluding English, Maths and ESOL) and the providers who deliver it. Provision at entry level should provide a bridge from community learning and those furthest away from the job market to enable progression to vocational learning to secure employment.
There is also a need to define a clearer role for our providers to reduce blurring of lines between the role of community learning focusing on health and well-being and personal and social development, and that of broader skills element of the AEB focused on vocational learning to secure work and/or upskill.
The Offer
Our focus for entry level provision is for it sit alongside community-based provision to enable learners to access this provision easily. It should focus on life-skills development providing individuals with personal confidence and motivation to move into further learning to secure employment. Short and sharp vocational tasters may also be offered at entry level to support individuals in making progression decisions to further learning to secure work.
At this point, entry level provision should not be characterised by employability which should only be introduced at higher levels once the individual can be considered ready to work – at which point we would expect to see employability embedded within pre-employment training e.g. Sector Based Work Academies and construction gateway.
Role of providers
We see community learning providers playing the primary role in delivering entry level provision excluding English, maths and ESOL alongside community learning provision. Progression routes within providers and onto colleges and training providers to support further learning to employment should be established.
Through this approach we expect to see better value for money in terms of progression to further learning, a reduction in ‘churn’ generated through employability programmes and clearer access points for individuals at community level.