Introduction
Anna Pedroza, Centre Director, Skills for Life Development Centre
The publication of Practical guidelines for embedding Skills for Life into vocational programmes marks an important step in the development of the embedded approach to the delivery of literacy, language and numeracy within vocational programmes. To date, activities to support embedded learning have focused on the teaching and learning that takes place within the classroom. This has included the publication of materials and resources, a range of pathfinder projects and programmes of research. However, limited work has been undertaken to consider the practical implications of delivery. These guidelines aim to address this gap.
The guidelines are designed as a practical tool to help in the planning, delivery and evaluation of embedded programmes. The embedding of literacy, language and numeracy within vocational programmes is an important element to successful delivery. Initiatives such as Train to Gain will seek to encourage this approach and will mean that those engaged in delivery will need to have the systems and processes in place to ensure that embedded provision can take place smoothly and effectively.
The guidelines draw on research from FE providers renowned for their successful implementation of embedded programmes. They are designed to help managers and practitioners make a wide range of decisions, for instance who to involve in a planning team, how to manage and monitor the quality of provision or the best way to fund embedded provision.
Throughout the development of the guidelines practitioners from vocational areas, key skills and Skills for Life have all reiterated how important it is to be able to adapt and develop them. Those involved in their production have welcomed this response and believe that the success of the guidelines will be measured by the number of organisations that incorporate all, or part, of the guidelines within their own strategic plans and operational processes.
I would like to extend my thanks to all the providers that took the time to contribute to the development of these guidelines, to the Centre Staff and to the Centre’s Advisory Group. I would also like to thank the Learning and Skills Council who funded and supported the development and publication of the guidelines.
Anna Pedroza
Centre Director
Skills for Life Development Centre
March 2006