Training & Support
13-March-2006
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How can training and support arrangements and provision be improved?
The summary of responses (total 40) from the IAG website as of the 30 June 2006, suggest that in relation to training and support provision:
This question, which was Question 4 of the review has been interpreted by some respondents as probing the need for training support for clients of IAG. Others interpreted it as relating to training and support for IAG practitioners.
Focusing on the majority of respondents who interpreted the question as relating to training and support for IAG practitioners – there is general agreement around the need for increased, high quality training for practitioners, with clear progression routes, introduced as a statutory, minimum requirement. An example of well-developed, highly structured nextstep training provision is cited, with a warning that what had already been achieved is at risk because of ‘standstill’ core budgets and reduced financing available from the European Social Fund (ESF). The cost of high quality training is a matter of general concern. Some strategies identified for encouraging more training included: grants for contractors with tight budgets; financial incentives to employers to provide work experience for NVQs; and long term investment in IAG, to give providers the confidence to commit resources to training. Economies of scale are thought to be achievable if training for adult services and young people was merged, with specialisms (e.g. for adults and young people) available as additional to core elements of training. Some doubt was expressed about: the efficacy of National Vocational Qualifications (NVQs) for guidance; the commissioning of expensive resources (e.g. NARIC) without the necessary user support; and the lack of learner-centred continuing professional development (since in-house training provision is thought to focus on employer, rather than practitioner, needs). Particular suggestions for additional training included: using labour market information; interviewing skills; group work skills; and ICT skills. A particular need for capacity building is identified for Trade Union Learning Reps (TULRs).
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