PCS Skills for Life Programme

PCS Skills for Life Programme An evaluation of the processes involved in the pilot phase Contents Introduction Background    UK Government’s re...
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PCS Skills for Life Programme

An evaluation of the processes involved in the pilot phase

Contents Introduction Background   

UK Government’s response to Leitch recommendations Leitch and the Scottish Government Background data: PCS, Government Skills, Employers

The PCS Skills for Life programme   



Initial stages Learning agreements and Statement of Intent Scottish approach Working in partnership with Scottish Qualifications Authority (SQA)

Pilot phase  

Pilot workplaces Raising awareness

Union Learning Reps 

PCS Learning Rep training

Skills checks 

Embedded learning route



Pilot Skills checks results summary

Provision 

Funding



Examples of literacy provision



Dyslexia Awareness

Issues and Resolutions Roll out

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Introduction “The benefits of improved Skills for Life would lead to higher levels of accuracy and efficiency and boost staff morale, resulting in higher staff performance. Unions Learning Representatives in departments can engage with hard to reach learners and provide sensitive and confidential support.” – Hugh Lanning, PCS Deputy General Secretary An influential group of educationalists has called for an overhaul of the country‟s approach to literacy. The Literacy Commission has set out a plan to improve standards and achieve the aim of making Scotland the first fully literate country. [1] According to the Literacy Commission, about a fifth of adults do not have the literacy skills they need for their daily lives. Civil service employees may not have the same representative skills gap - in terms of lower levels of literacy and numeracy issues – but a 2003 PCS Skills for Life screening programme showed a significant number of staff not reaching recommended national standards in literacy (16%) and numeracy (55%). Through the use of the Scottish Union Learning Fund, the Public and Commercial Services union (PCS) [2] has begun implementing a „Skills for Life‟ programme in partnership initially with the two largest UK Government departments, Department for Work and Pensions (DWP) and Her Majesty‟s Revenue and Customs (HMRC) to support the literacy and numeracy needs of members. PCS has embraced both Scottish and UK Government recommendations on literacy and numeracy by working in partnership with employers and other agencies in adopting a clear strategy for addressing the Everyday Skills needs of its members. This report serves as an evaluation of the processes involved in the initial phases of the PCS Skills for Life programme.

“A Scottish Executive report in 2001[3] found that some 800,000 adults, of whom 500,000 were in work, had significant literacy problems, whilst a subsequent report in 2008 [4] revealed that 39% of men and 36% of women of working age had literacy abilities at a level that was likely to impact on their employment and life chances.” – Literacy Commission: A vision for Scotland

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Background “Without greater ambition it is clear that the UK is far from on track to have world class basic skills by 2020” On 5 December 2006, Lord Sandy Leitch published his final report: „UK Skills: Prosperity for all in the global economy – world class skills.‟ [5] Lord Leitch was commissioned by the Chancellor in 2004 with a remit to “identify the UK‟s optimal skills mix in 2020 to maximise economic growth, productivity and social justice, and to consider the policy implications of achieving the level of change required.” Subsequently, Lord Leitch was further asked to consider how to better integrate employment and skills services at a local level. In his final report, Leitch recommends that the UK should aim to be a world leader on skills by 2020, in the upper quartile of OECD countries. Lord Leitch also makes a number of recommendations for how that vision should be delivered. The Leitch report looked at the skills levels of the UK workforce and concluded that there was a need to improve skills in basic literacy, numeracy and IT to Level 2 (SCQF Level 5 equivalent in Scotland).

“Unless the UK tackles its basic skills deficit much more quickly, the UK risks a lost generation, with millions of adults ever more detached from the labour market, their life chances severely curtailed” – UK Skills: Prosperity for all in the global economy – world class skills

Leitch recommended that employers should pledge to support all their employees so they have basic literacy and numeracy skills and qualifications to at least Level 2. The emphasis on qualifications is to certify, in a consistent and reliable way, the skills and competences that an individual has gained through their training. These recommendations apply to both public and private sector employers. The Government considers that Government Departments should be exemplars. PCS membership in Scotland largely comes from UK government departments; therefore the need for PCS to embed the Westminster approach as well as the Scottish approach to skills is crucial in ensuring our members in Scotland have the appropriate influence and opportunities. PCS Skills for Life Programme

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UK Government’s response to Leitch recommendations

“The Sector Skill Council has agreed a PCS proposal to use PCS ULRs to facilitate the delivery of Skills for Life screening and the appropriate diagnostics and learning to all 500,000 Civil Servants in Britain.” – Mark Serwotka, PCS General Secretary Initiated by PCS Deputy General Secretary and Government Skills Board member, Hugh Lanning, the Sector Skills Council for Central Government [6] urged all Permanent Secretaries of UK Government Departments to sign the Leitch „Skills Pledge‟ in April 2007; making them the first national employers to do so. The Skills Pledge is a long term commitment to provide time-off and funding for all staff in the sector - including devolved areas Scotland, Wales and Northern Ireland - to gain their first Level 2 qualification (equal to five GCSEs at A* to C or vocational equivalent). The Skills Pledge includes a commitment to support employees to gain improved literacy and numeracy skills. Although the Skills Pledge is a voluntary, public commitment by the employer, Lord Leitch recommended legislation to make such support compulsory should no significant progress in raising skills levels be made. Leitch and the Scottish Government “Trade unions engage with and raise the aspirations of individuals in the workplace that other agencies struggle to reach. We will encourage employers and unions to work together, using local learning agreements, to support the development of individuals in the workplace.” - Skills for Scotland: A Lifelong Skills Strategy The Leitch report and recommendations have been accepted in principle by the Scottish Government, which has its own strategy on Skills for Life, otherwise known as Everyday Skills or Adult Literacies. The Adult Literacy and Numeracy in Scotland Report (2001) [3] defines adult literacies as: "The ability to read, write and use numeracy, to handle information, to express ideas and opinions, to make decisions and solve problems, as family members, workers, citizens and lifelong learners." Scotland has a proud tradition of valuing skills and investing in learning and Skills for Scotland: A Lifelong Skills Strategy [7] successfully builds on the past, as it maps out the blueprint for the future. The Skills Strategy is a framework to show how all of the constituent parts of Scotland‟s education and learning systems can contribute to giving the country a skills base that is world class. “Smarter Scotland” - One of the five strategic objectives for Scotland set out in Principles and Priorities: The Government’s Programme for Scotland (September 2007) [8] - is underpinned by the belief that a skilled and educated workforce is essential for productivity and for driving the economy forward. Spin-off benefits include stronger communities and more engaged citizens. PCS Skills for Life Programme

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Background data: PCS, Government Skills, Employers It is important to emphasise everyday core skills involve a spectrum of functional literacy and numeracy skills and is not an exclusive need for those with reading and writing difficulties. Everyday skills are the broad, transferable skills that help to develop the main capabilities people need to be full, active and responsible members of society. Core Skills contribute to employability, and are a component of Modern Apprenticeships in Scotland.

Research by PCS across two government departments highlighted real skills gaps in the Civil Service. Of the total number of civil servants screened during the PCS Skills for Life project conducted in offices throughout the UK in 2003, 16.3% of the workforce, including staff at higher grades, scored below level 2 for literacy (SCQF level 5) and 54.85% showed similar gaps in numeracy.

Table 1: PCS 2003 Skills for Life screening results

Literacy Skills Numeracy Skills

Competent at Level Two 83.67%

Below Level Two 15.53%

Below Level One 0.80%

45.15%

49.87%

4.98%

Figure 1: PCS 2003 Skills for Life screening results

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

83.67% 49.87% 15.53% 0.80%

PCS Skills for Life Programme

45.15%

4.98% Competent at Level Two Below Level Two Below Level One

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Data from the 2008 Government Skills Employee Skills Survey [9] suggest that around 18% of staff in central government lack a Level 2 qualification (SCQF level 5, SQA Intermediate 2). Based on these figures we estimate the total number of employees in our sector who are not qualified to Level 2 to be around 145,000 individuals. However, there is also a recognition that some staff may have gained qualifications but their skills in the subject have faded over time. Government Skills Employee Skills Survey (2008), key findings: The highest qualification levels of staff in the Government Skills footprint are lower than Lord Leitch‟s target (for 2020) for the proportion of staff qualified to Level 2 and above; 27% of survey respondents in Scotland are not qualified to Level 2 in Maths; 10% of survey respondents are not qualified to Level 2 in English; 25% of respondent employees have received no learning and development in the previous 12 months; 37% said that there were occasions in the previous 12 months when they would have liked to attend a development course/seminar but were unable to do so.

The view from employers is shown in a 2008 CBI survey on the impact of lower everyday skills level in the work place. [10] This gave evidence that the major concern about literacy, shared by 72% of respondents, was the quality of written English – constructing properly spelt sentences with accurate grammar. Table 2: CBI Education and Skills survey (2008)

Area of concern Constructing properly spelt, grammatically correct writing More complex literacy tasks Understanding oral communication and articulating a clear response Reading and understanding basic text

% of respondents 72 46 39 32

It is clear that many of the concerns identified in this survey report relate to higher levels of skill than basic decoding. This accords with the Commission‟s opinion that literacy is a continuum with significant points relating to key skill levels at different stages along it.

Comparing qualifications across boundaries Scotland and England use different terms to refer to levels of education. To facilitate understanding of how the Scottish and English qualifications broadly map onto each other a „Qualifications can cross boundaries‟ leaflet has been produced. [11] (See Appendix 1 for SQA qualification levels and progression routes)

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The PCS Skills for Life Programme “Eye-opening. This programme shows that there is a need to continue training and learning throughout your life.” – PCS Skills for Life learner

In the social context, lack of numeracy skills can lead for example to financial problems which can have a knock on effect at work. At work many of our members can cope in their current post but would not be confident of progressing. Improved Skills for Life can increase self-esteem, lead to better pay and help family development. The Public and Commercial Services Union (PCS) are working in partnership, initially with the two largest government departments in Scotland to improve the literacy and numeracy skills of our members and staff. [12] PCS have undertaken a Skills for Life programme in partnership with DWP, HMRC and the Scottish Qualifications Authority (SQA) to support the literacy and numeracy needs of our members. The aims and objectives of the union-led project compliments the public commitment made by our employers. PCS plans to make full use of the Skills Pledge as a way of securing the training and skills our members need not just for their immediate job but for their wider employability and personal development. PCS Union Learning Reps (ULRs) are taking the lead on supporting colleagues in delivering a programme to gauge and improve literacy and numeracy. Over the last 12 months, ULRs working in pilot workplaces have carried out voluntary and confidential skills checks whilst ensuring suitable provision for individuals. Having gained valuable knowledge from the successes of this pilot phase and learned from issues arising, PCS can confidently extend the programme to other branches and departments.

“A very worthwhile programme. It shows that PCS is trying to help staff sustain and perhaps even develop basic transferable skills which with the uncertainty around jobs could prove to be invaluable.” – PCS Union Learning Rep

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Initial stages The PCS Skills for Life programme is a national strategy to improve literacy and numeracy among our members. PCS has been involved in engaging the workforce in other regions throughout the UK. In undertaking the Skills for Life programme in 2008, PCS in Scotland had to adapt to the devolved Scottish education system and respond to major disparities in our approach. With funding secured though the Scottish Union Learning Fund (SULF), PCS were now in a position to equip our network of Union Learning Reps with the knowledge, skills and tools in order to proficiently work with employees in addressing their everyday skills needs and open the door to continued learning and personal development. (See Appendix 2 for extract from PCS SULF application) A priority in the initial stages was a recognition that the success of the initiative was based on sound partnership working with our employers and other key partners in delivering a programme to gauge and improve literacy and numeracy levels. The Skills for Life Committee was established involving; PCS staff and Union Learning Reps, DWP and HMRC employer representation, STUC, SQA, and Communities team (formerly Learning Connections) The working remit of the Skills for Life Committee is to oversee the delivery of the programme and be accountable for the decision making process. The committee‟s responsibilities include:  Produce a commitment pledge and cascade to local management  Identify pilot workplaces and negotiate access with local management  Identify and co-ordinate skills checks training  Promote the use of and access to the skills check tool  Support local ULRs in dealing with literacy and numeracy providers Learning agreement and Statement of Intent Learning agreements exist between PCS and several government departments and sectors including DWP and HMRC. Signed off at senior level, the live documents affirm the importance of learning to PCS, the employer and the individual whilst detailing official rights. The joint aim is to encourage staff to undertake learning so that they realise their potential, enhance their career prospects and maximise their personal development. However, the Skills for Life Committee recognised that the learning agreements focussed on UK policies and terminology and that there was the need for a bespoke agreement specific to a Scottish approach in the context of the Skills for Life programme. The Statement of Intent (See Appendix 3) was developed by the committee specific to the Skills for Life programme in Scotland and serves to support ULR duties and training, awareness raising and assurances for paid time off for staff to participate in skills checks and subsequent learning provision as has been agreed through the implementation of the Skills Pledge. PCS Skills for Life Programme

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Scottish Approach In Scotland, the approach had to be different from the PCS Skills for Life projects throughout the rest of the UK due to the devolved nature of education and the literacy and numeracy landscape. There was the need to seek clarification on related policies and the tools to carry out the landmark initiative. The Scottish approach to adult literacies adopts a social practice model, which sees literacies as part of the wider lifelong learning agenda. Such an approach recognises that:  literacy and numeracy are complex capabilities rather than a simple set of basic skills  learners are more likely to develop and retain knowledge, skills and understanding if they see them as relevant to their own context and everyday literacy practices.  learning should be negotiated with the learner through an individual learning plan, selecting the knowledge and skills most relevant to the individual learner's goals - Adult Literacies in the Scottish Government

[13]

Working in Partnership with Scottish Qualifications Authority (SQA) PCS approached the Scottish Qualifications Authority (SQA) [14] after satisfactorily reviewing the available options in supporting the process of assessing literacy and numeracy levels among our members. The SQA Screening Tool is an interactive CD-ROM, based on national standards, which adopts an on-screen approach providing an indication of the learners‟ existing knowledge and skills to support plans for appropriate learning opportunities. The SQA Screening Tool provides screening for Communication (literacy) and Numeracy. It is advised that this screening tool should be seen as indicative of the level at which a learner is at, rather than being definitive. Based on an algorithmic bank of questions, it is designed to indicate whether the user may need further assessment by completing an initial assessment in each element.

“I have worked through the tool myself and found it easy to navigate and very user friendly.” – PCS Union Learning Rep Previous UK wide screening projects made use of the Department for Education and Skills (DfES) screening tool. Other paper based screening methods were available but following an extensive review, PCS felt that the SQA CD-ROM version was more user friendly, less time consuming, and easier to administer. The screening procedure - or skills checks - conducted by ULRs are used as a prompt to establish a learner's indicative levels. Further diagnostic assessment can be subsequently attained by expert learning providers should an individual volunteer additional literacy and/or numeracy support. PCS Skills for Life Programme

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Pilot phase PCS represents around 34,000 of the near 50,000 civil servants working in Scotland. In the ethos of partnership working, an agreement to offer everyday skills opportunities to all staff working in the sector was formed at a very early stage. Due to the volume of potential employees taking part in the Skills for Life Programme, there was a recognition that an initial pilot phase should be introduced. A smaller section of employees involved in the pilot phase made the initial stages of the programme more manageable and served as a platform to raise potential issues and determine resolutions for the benefit of future roll out. The Skills for Life Committee agreed that a sample of six pilot workplaces – three from each department – should be selected based on a range of criteria including: Number of employees – mix of small, medium and large offices Geographical spread Sound Union Learning Rep structure and record of activity Local learning provision – established links, proximity, resources available.

The pilot workplaces selected were as follows: DWP Glasgow (Northgate and Portcullis House) ~ 1500 staff DWP Dundee (Pension Centre) ~ 500 staff DWP Edinburgh (High Riggs JCP) ~ 100 staff HMRC Cumbernauld ~ 1500 staff HMRC Dundee (Contact Centre) ~ 600 staff HMRC Inverness ~ 95 staff The Skills for Life launch event marked the official launch of the pilot phase of the programme. In a bid to raise awareness of the programme at a local level, PCS Scotland hosted the event aimed at management, union learning reps and branch reps from DWP and HMRC pilot workplaces as well as members of the Skills for Life Committee. Hosted in the Royal Concert Hall, Glasgow, the event took place on 10 December 2008, fully funded by PCS through the Scottish Union Learning Fund.

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Raising Awareness The Skills for Life launch event served as an ideal platform to raise awareness of the aims and aspirations of the programme to management representatives selected to attend. However, with several business streams involved in a number of the pilot workplaces, the onus of cascading information and agreements to all levels of management in these areas was entrusted to the employer representatives serving on the Skills for Life Committee. PCS Learning Reps have been at the forefront in engaging the workforce in the pilot workplaces in thinking about their literacy and numeracy levels and how they can be improved. As part of the promotional campaign, PCS, through the Scottish Union Learning Fund, has funded sources of information to support employees establish their skills levels and the options available to them to improve and build on these skills where necessary. Co-branded promotional materials aimed at raising awareness of the Skills for Life programme – designed and funded by PCS – have been made available. Pull-up display stands, Skills for Life scratch-cards, Skills for Life business cards, A4 Skills for Life posters, and branded calculators have supported ULRs in their engagement with staff in the pilot workplaces. Figure 2: PCS scratch-cards and co-branded information

These promotional materials have been sourced to ULRs in all pilot workplaces and used and distributed to staff in a variety of events, desk drops and inductions supported by the employers. The materials are designed as an initial step to disseminate information and engage employees at all grades in the upskilling opportunities.

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Union Learning Reps “When I discovered Britain‟s place in Europe with regards to literacy & numeracy among adults I was shocked. As a PCS Learning Rep I have the chance to help those people achieve their goal.” – PCS Union Learning Rep There is sensitivity in assessing basic skills levels, particularly in relation to work competences. Government employers recognise that good practice requires that this is not carried out by direct line management. Union Learning Reps are pivotal in the delivery of the Skills for Life programme with trust and confidentiality key to the success. PCS Learning Reps have considerable experience in encouraging members of staff in everyday skills awareness. Evidence from the civil service and other sectors shows that people are far more likely to discuss everyday skills needs with a ULR than with their line manager. ULRs are seen as trusted colleagues who are “on their side”. PCS Learning Reps have proved invaluable in their work with staff, managers and learning providers. Their understanding of the subject has enabled them to liaise with management and engage with their fellow colleagues in a way that would cause some consternation if conducted by their employer. The role of the ULR in working with individuals, assessing their everyday skills levels, identifying learning opportunities and accessing public funding, is vital to the increase in skills levels and qualifications.

PCS Learning Rep training ULRs involved in the initial pilot stage have undertaken extensive training to enable them to best support staff throughout the programme. A key priority for PCS is to ensure that our ULRs are equipped with the most suitable knowledge, skills and tools needed to proceed with promoting awareness of everyday skills, lead on the implementation of skills checks, negotiate with literacy partnerships and support members throughout the process. As part of ongoing development for PCS Learning Reps, it is common practice for ULRs to undertake basic Everyday Skills Awareness training, tutored by TUC, shortly proceeding initial Union Learning Rep training. However, it was deemed that in order to fully support staff throughout the Skills for Life programme PCS Learning Reps should be equipped with more in-depth knowledge and understanding of adult literacies. At a cost borne by PCS, our ULRs are more adequately prepared for adult literacies support, by introducing them to ways of working, which exemplify good practice in this area. PCS Skills for Life Programme

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The two day TUC Everyday Skills Awareness course helps ULRs gain knowledge of literacy and numeracy issues and the national strategy as well as providing the skills to identify and support learners‟ basic needs. However, it was felt that in order for ULRs to offer some degree of expertise and practical application within the Skills for Life programme, a more extensive training programme was required. PCS Learning Reps in DWP Glasgow and HMRC Cumbernauld pilot workplaces took on studies in the Professional Development Award in Introduction to Tutoring Adult Literacies (PDA:ITALL) at John Wheatley College, Glasgow. This qualification was deemed to be the most suitable to the needs of the ULRs at the time of course commencement. PDA in Introduction to Tutoring in Adult Literacies Learning (SCQF level 6)

The SQA PDA: ITALL is aimed at tutor assistants or those candidates working in direct contact with learners in the field of adult literacies to provide the first level of support for learners. Achievement of the PDA: ITALL helps to ensure a national standard of adult literacy and numeracy support. [15] Learning Reps from Dundee, Inverness and Edinburgh pilot sites completed their studies to obtain the SQA Professional Development Award in Developing Literacies Learning Programmes for the Workplace tutored by Adam Smith College and funded by PCS through the Scottish Union Learning Fund. PDA in Developing Literacies Learning Programmes for the Workplace (SCQF level 7)

The SQA PDA in Developing Literacies Learning Programmes for the Workplace is designed to develop the specific knowledge, skills and understanding to prepare practitioners for a role that includes engaging employers and employees in adult literacies. It also provides them with the skills required to develop, plan and deliver literacies learning in workplace contexts. [16] In all, 28 PCS Learning Reps involved in the pilot workplaces completed studies in the literacy PDAs. Both employers allowed paid time off (up to 80 hours of study) for completion of the qualifications. ULRs confirmed the PDAs have been helpful for the programme and their own development. One instant benefit of these qualifications is that they allow the ULRs to assist in tutoring workplace literacy courses, a key element in ensuring sustainability of support for our members. Skills for Life specific training In order to maintain coherent standards, ULRs received additional support training in the use and functionality of the SQA Screening Tool as well as learner support and designing individual learning plans throughout the process. (See Appendix 4) PCS Skills for Life Programme

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Skills checks PCS Learning Reps have taken the lead in offering staff at all grades confidential and voluntary access to the SQA screening tool and ensuring suitable provision is in place for staff wishing to up-skill. ULRs have made sure that the process is sensitive, friendly and confidential and that employees get time off to take part in screenings and courses. Learning Reps working in pilot workplaces have carried out voluntary and confidential skills checks whilst ensuring suitable provision for individuals. ULRs monitor progress assisted by an innovative data recording tool developed throughout the project. A generic, anonymous Skills Check Survey Form (See Appendix 5) is completed by the ULR and the member of staff at the skills check session. This data is then entered onto a data collection system to enable the overall outcomes to be ascertained. The skills check is an interactive series of questions that should take around 30 minutes to complete. Following the skills check, participants can discuss their results with a PCS Learning Rep in confidence and the support available to them. Paid time off has already been agreed at the highest level through the implementation of the Skills Pledge. Embedded learning route The diagram below shows the steps involved in the skills checks process and the options available to the employee: Awareness raising session prompts employee to volunteer for a skills check

ULR and employer agree timetabled slot

Individual takes both communication and numeracy skills check assessments with support of ULR in confidential setting

Skills check result recorded anonymously by ULR

Confidential follow up session with ULR to discuss support options available

Outcome level at Int 2 – no further support required

Outcome level at Int 2 – course provision requested

PCS Skills for Life Programme

Outcome level below Int 2 – no support wanted (may change with time)

Outcome level below Int 2 – opt for course in the workplace

Outcome level below Int 2 – opt for course outside the workplace 15

Pilot Skills checks results summary Whilst the Skills for Life programme is entirely dependent on people volunteering for outcomes to be accumulated, PCS proposed ambitious targets in the initial Scottish Union Learning Fund application over the three years of the project: 5000 700

Number of members undertaking literacy & numeracy skills checks Number of individuals accessing learning opportunities for core skills/literacy/numeracy

A considerable number of skills checks have already taken place in the pilot workplaces and with continued help and support from local and national management these targets can realistically be achieved. Based on the collated sample outcomes obtained in the pilot workplaces, trends are already beginning to emerge. Figure 3: Volunteer’s grade

Figure 4: Length of Service

Figure 5: Volunteer’s highest qualification Volunteer's highest qualification Answer Options

Response

None SCQF Level 1 - Access 1 SCQF Level 2 - Access 2 SCQF Level 3 - Access 3 (Foundation standard grade) SCQF Level 4 - Intermediate 1 (General standard grade) SCQF Level 5 - Intermediate 2 (Credit standard grade / O grade) SCQF Level 6 - Higher SCQF Level 7 or above

6.5% 0.5% 0.5% 0.2% 5.6% 18.4% 30.2% 38.1%

Figure 6 & 7: Skills check results Volunteer's skills check result Literacy below Intermediate 1 Literacy Intermediate 1 Literacy Intermediate 2 Numeracy below Intermediate 1 Numeracy Intermediate 1 Numeracy Intermediate 2

PCS Skills for Life Programme

1.20% 52.28% 46.52% 0.48% 53.25% 46.75%

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Provision “Most adults develop their skills up to the level needed for work and everyday life. Issues often arise when people are required to perform a new task in the workplace.” – Unionlearn It can be seen from the data collated through the skills checks in the pilot workplaces, there is a significant number of staff working at levels below Intermediate 2 (Level 2), despite obtaining qualifications at this level or higher. Rusty or unused skills affect individuals in terms of confidence and competence at work. Due to the stigma often attached to lower everyday skills, course provision should be discrete when learning is focussed on literacy and numeracy. This might include skills for work tasks, personal life, hobbies and interests. Following the skills check, PCS Learning Reps inform individuals of the provision options available to them. With confidentiality a key component throughout the Skills for Life programme, alternative opportunities have to be made available to maintain this. Should individuals choose to pursue provision to help develop particular needs; the options available to them vary: Course provision within the workplace – A range of tutor-led courses can be negotiated. In order to obtain paid release, line management would need to be informed. However, workplace literacy course provision should be made available to all regardless of levels. Thus, maintaining confidentiality of skills check levels. Course provision out with the workplace – Course provision can be negotiated by the ULR in a venue out with the workplace for a group of staff. However, should this option be taken in order to maintain confidentiality (ie. no line management involvement), employees would have to study in their own time. Alternatively, individuals may choose to join a community group or distance learning options. Funding The Single Outcome Agreement passed by the Scottish Government in November 2007 has resulted in much reduced financial resources available to Community Literacy Partnerships, particularly workplace provision. [17] Funding can be drawn for individuals working in DWP and HMRC in line with Cabinet Office policy for support of individuals to reach skills at „Level 2‟. However, it has been expressed by employer representatives that this is a limited account. PCS have access to funds for literacy programmes through the ESF fund for union learning in Scotland. [18] This appears the most likely way of funding provision and has been used to fund Communication and Numeracy courses in pilot workplaces. However, currently this funding round ends in March 2011. Therefore, as well as trade unions; employers and government ministers must commit to long term funding sources in order to achieve sustainability. PCS Skills for Life Programme

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Examples of literacy provision

“The increased self-confidence and motivation learners gain from completing a course is of huge personal value and helps them start the process of transforming their lives.” – Government Skills Employees who are not confident with their everyday skills will be at a disadvantage and may struggle to:  Competently interpret written information  Fill out forms, report writing, memos or minute taking  Access work-based training opportunities or train towards promotion  Cope with rapid changes within the workplace  Estimate and interpret numerical data  Fully understand payslips, tax or pension deductions PCS has had applications submitted to the ESF fund for union learning in Scotland successfully approved for a range of literacy/numeracy courses:  Workplace Professional Development (Communications Intermediate 2)  Public speaking and presentation skills (Communications Intermediate 2)  Developing finance skills (Numeracy Intermediate 2) Dyslexia Awareness

“It is estimated that 10% of our population is dyslexic, and four percent have severe dyslexic difficulties.” – Dyslexia Scotland As a result of the extensive training PCS Learning Reps have undertaken, the ability to recognise symptoms of dyslexia has proved its potential worth throughout the Skills for Life programme. There have been occasions that possible dyslexia has been identified during the skills check process. At this stage, ULRs should refer individuals for further expert dyslexia screening. Dyslexia is much wider than just difficulties with literacy and numeracy, and there are many areas specific to the workplace such as time management, repetitive errors, attention span and speed of completing tasks. Although employers have responsibilities to dyslexic employees under the Disability Discrimination Act (1995) we believe ULRs can be utilised in working with employers to understand what these responsibilities are, and how „reasonable adjustments‟ can be made. Whilst PCS are able to source funding we aim to invest in the study of the Professional Development Award in Supporting Individuals with Dyslexia in Learning and Workplace Settings [19] for interested Learning Reps. Although not an objective of the Skills for Life programme, PCS recognise support for staff should not be exclusive to literacy and numeracy needs. PCS Skills for Life Programme

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Issues and Resolutions The Skills for Life programme is a major undertaking on a scale that has been unprecedented in terms of a union-led initiative in partnership with government departments and external stakeholders. Those involved in the earliest stages of the programme were under no illusion of the complex nature of the programme and the potential issues that come with such an initiative. The pilot phase of the Skills for Life programme was deemed essential to served as a platform to raise potential issues and determine resolutions for the benefit of future roll out. There have been a number of problematic areas but all partners should be congratulated for identifying and resolving the majority of these. There have been some issues in workplaces that have not been encountered in others, even within the same department. Of the major issues encountered at a local level - IT access (CD ROM enabling), lack of confidential accommodation, security, timetabling, ULR and staff release, conflicting priorities of the number of business streams and workloads – these have been resolved as a result of ULR negotiations, often with the support of branch officers; Skills for Life Committee members‟ involvement; and dissemination of pledges, priorities and refocusing from senior management. IT access has been one of the main areas of concern throughout the pilot phase. In fact, one of the identified pilot workplaces has yet to proceed with any skills checks as the result of the inability to overcome IT security issues and identify the obstacles which need to be adhered to despite contact with local and senior management. This has been highlighted as an obvious area of concern for future roll out of the programme. PCS Learning Reps in pilot workplaces have carried out a considerable number of skills checks using the SQA screening tool. This has given a significant basis for result analysis and identifies areas of strengths and weaknesses in the tool. This is the first comprehensive and formal statistical analysis of the use of the tool and SQA have recognised that information passed on from Learning Reps will support future developments. This a positive move as the emphasis on the use of the tool moved from providing a fairly accurate attainment level to being predominantly used as an awareness raising tool. As previously mentioned, funding for everyday skills provision continues to be an issue in Scotland. Speaking in support of a co-ordinated and properly funded approach to boosting literacy in workplaces across Scotland, Anne Douglas, Scottish Union Learning Board Chair, said; “There is a strong need for a central funding stream that can be accessed throughout the country and the Government has a responsibility to ensure there are consistent funding arrangements in place that are responsive to unique workplaces and the particular needs of every learner. To create a fair and equitable learning society in the future, Scottish Union Learning urges all political parties to commit to provide dedicated funding for workplace literacies.” [20] PCS Skills for Life Programme

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Roll out PCS is very excited at the prospect of developing our members‟ everyday skills needs through building on the relationships formed with government employers and key stakeholders in implementing the roll out of the Skills for Life programme. A considerable amount of groundwork by all parties involved has got us to a position where literacy and numeracy support for our members is in place and already underway in workplaces throughout Scotland. Thanks to the commitment of those involved in the pilot phase of the Skills for Life programme, PCS are now in a position to equip our network of ULRs with the knowledge, skills and tools in order to proficiently work with employees in other workplaces in addressing their everyday skills needs and opening up the door to continued learning and personal development. The successes of the pilot phase together with the lessons learned will enable all parties involved to expand the Skills for Life programme throughout other workplaces and employer groups enabling PCS members and all staff the opportunity to assess and address their everyday skills needs. The sustainability of the roll out programme will be supported by those whom have gained extensive experience of the processes involved in the pilot phase of the programme. PCS has already committed two full-time officers to the area of education and lifelong learning in Scotland. Successful applications to the STUC‟s ESF Development Fund has strengthened the level of support we can offer to the Skills for Life programme by funding three part-time seconded posts until March 2011. ESF funding will allow the additional staff, time and resources to ensure the roll out implementation of this landmark initiative throughout Scotland. This will greatly benefit our Learning Reps by providing support to further roll out Skills for Life in each department and accessing the necessary funding to deliver the everyday skills learning provision. The roll out of the Skills for Life programme has already begun with dissemination events and the annual PCS Learning Conference providing a platform for discussion, sharing of information and the development of workplace action plans. Work will still continue within the pilot workplaces as well as supporting new activity throughout Scotland. PCS are currently developing a generic step-by-step guide for Learning Reps together with senior management input for the dissemination of information to local management in support of the roll out of the Skills for Life programme. This evaluation of the processes involved in the pilot phase of the Skills for Life programme is intended to ensure the success of future roll out and will be achieved with continued commitment from all partners involved. PCS Skills for Life Programme

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References 1. Literacy Commission Report 2. Public and Commercial Services union 3. Adult Literacy and Numeracy in Scotland Report (2001) 4. New Light on Adult Literacy and Numeracy in Scotland (2008) 5. UK Skills: Prosperity for all in the global economy – world class skills 6. Government Skills 7. Skills for Scotland: A Lifelong Skills Strategy 8. Principles and Priorities: The Government‟s Programme for Scotland 9. Government Skills: Employee Skills Survey (2008) 10. CBI Education and skills survey (2008) 11. Qualifications can cross boundaries leaflet [SCQF level 5 – Qualifications and unit descriptors] Intermediate 2, Credit Standard Grade, SVQ2, National Certificate, National Progression Award • A range of routine skills • Basic, mainly factual knowledge with some theoretical component • Carry out routine and non-routine/new tasks • Work with minimum supervision • Take on leadership responsibility for some tasks

12. PCS Skills for Life programme 13. Adult Literacies in the Scottish Government 14. Scottish Qualifications Authority 15. PDA in Introduction to Tutoring in Adult Literacies Learning 16. PDA in Developing Literacies Learning Programmes for the Workplace 17. Single Outcome Agreement 18. ESF fund for union learning in Scotland 19. PDA: Supporting Individuals with Dyslexia in Learning and Workplace Settings 20. STUC Scottish Union Learning news release: Literacy Commission report demonstrates need for workplace literacies funding 21. Scott‟s Story: PCS literacy support in Ministry of Justice

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Appendix 1 SQA Qualification Levels As candidates move up through the levels, they take on activities which are more demanding in breadth and depth, and in the extent of individual responsibility required. Access 3 — simple Designed for those who have little or no skill and experience of using the skill in a workplace setting and who need support in doing so. Work would be basic and familiar, for example, at trainee level. Intermediate 1 — straightforward Designed for those who have some skill and experience of using the skill in a workplace setting, for example, at assistant worker level. Intermediate 2 — routine but with some complex features Designed for those who have a reasonable level of skill and experience of using the skill in a workplace setting, for example, at intermediate or supervisor level. Higher — complex Designed for those who have significant skill and experience of using the skill in a workplace setting, for example, at managerial level.

The following is a summary of Unit Descriptor requirements for work based Intermediate 2 qualifications: Communication Read a document related to your work, get information from it and evaluate it. This document must either present and analyse factual content, or present a sustained point of view or central argument. The document may use some complex sentences and words that are unfamiliar to you, including some specialist words which are used in your workplace. Write a document, or a collection of related documents, totalling 500 words or more, which conveys several items of information, opinions, ideas or aspects of a subject. Make a substantial contribution to an extended discussion with another person or other people; or make a presentation to others which last at least four minutes with additional time for questions. Numeracy Extract and interpret information from either a number of related, straightforward graphical forms or a complex form. Communicate graphical information. Apply a wide range of numerical skills.

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Appendix 2 Scottish Union Learning Fund Round 7 Application Extract Strand Aims & Objectives Improve literacy and numeracy levels in the Department for Work & Pensions and HM Revenue & Customs. Objectives  Work in partnership with the Scottish Qualifications Authority (SQA) using their alerting tool for skills checks and presenting back statistical information  Develop and implement a roll out programme in literacy & numeracy skills checks in partnership with employers  Train ULRs in using the tool and reporting system with the support of Everyday Skills Awareness training  Raise awareness and encourage participation of members in partnership with employers and Government Skills  Identify and work with Community Learning Partnerships in areas where skills checks take place.  Identify, recruit & train a network of reps in ITALL  Develop an innovative data recording tool  Record results to assist in evaluation and case studies by SQA Year 1  Strengthen and formalise our partnership with SQA  Design and develop a ULR training package on the use of the alerting tool  Develop reporting methods in partnership with DWP and HMRC  Raise awareness of the initiative through events for ULRs  Build on the success of the five Everyday Skills Awareness courses taken up by over 60 PCS ULRs facilitated by PCS and delivered in partnership with TUC Education in SULF 6 by continuing provision for new ULRs Year 2  Identify workplaces to pilot skills checks  Develop and implement an appropriate training programme for ULRs on the use of the SQA alerting tool, negotiating with management and literacy partnerships and the referral process.  Work with the ULRs to raise the profile of skills for life generally and promote the availability of skills checks  Raise awareness through dissemination events for staff in pilot workplaces  Encourage take up of skills check  Promote the role of ITALL and identify candidates  Develop a suitable recording mechanism Year 3  Roll out Skills for Life pilot in all workplaces where ULRs are in place in DWP and HMRC, a potential 20,000 members  Collate findings/reports  Embed skills checks within the role of the ULR  Train reps in ITALL under the guidance of Learning Connections

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Appendix 3 PCS & DWP/HMRC Literacy & Numeracy Scotland Project – Statement of Intent All Permanent Secretaries of central government departments have signed the Leitch „Skills Pledge‟ which commits their departments to improving literacy and numeracy skills of their staff with Union Learning Reps as key to success. This public commitment has been fully extended to staff in Scotland and enhanced through the recent successful funding bid by PCS for skills screening across DWP and HMRC in Scotland. Due to the funding and devolved learning aspect of this programme, PCS and DWP/HMRC will tackle this major programme of work within the context of the Scottish approach. A partnership approach has been agreed with the Scottish Qualifications Authority (SQA), to support the process of improving literacy and numeracy levels for all DWP/HMRC staff in Scotland by use of the SQA alerting tool. The tool is an interactive CD-ROM, based on national standards, which adopts an on-screen approach providing an indication of the learners‟ existing knowledge and skills to support plans for appropriate learning opportunities negotiated between learners and employers. DWP/HMRC representatives are working in partnership with PCS and Government Skills through the Skills for Life Committee to promote the programme among staff. Union Learning Reps will lead on carrying out voluntary and confidential skills checks ensuring suitable provision for individuals with support from Learning Connections and Community Learning Partnerships. ULRs will monitor progress assisted by an innovative data recording tool developed throughout the project. PCS have agreed to collate anonymous statistics from the pilot programme for DWP/HMRC and SQA for evaluation. Initially the PCS ULR team will be running awareness events, in partnership with DWP/HMRC, to promote the skills checks and opportunities available to all staff ensuring maximum interaction. We would encourage proactive support with the Union Learning Reps in taking business forward. Throughout the period of skills checks we would expect all staff to have reasonable access to the ULRs and facilities for the use of the SQA alerting tool. Specific schedules should be discussed locally between operational managers and the ULR team. Paid time off for staff to participate in skills checks and subsequent learning provision has been agreed through the implementation of the Skills Pledge. As part of the project management PCS will be ensuring sustainability of delivery of the skills checks by the Union Learning Reps through access to Everyday Skills Awareness and ITALL (Introduction to Tutoring in Adult Literacies Learning) training; timetables for such training will be notified to local managers at the earliest known opportunity. We fully encourage your support of DWP/HMRC and PCS commitment to the Leitch Skills Pledge helping to raise literacy and numeracy skills levels within the department across the region through this valued skills programme. DWP/HMRC and PCS PCS Skills for Life Programme

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Appendix 4 Skills for Life – ULR Training Checklist [Pre Skills Check] 

Messages to staff – background, benefits, confidentiality, voluntary skills checks, personal data, results, courses, employer support



Promotional materials – scratch-cards, business cards, calculators, posters



Awareness events



Timetabling skills checks



IT facilities and accommodation

[Skills Checks] 

SQA tool – Use and IT support



1-to-1 or group checks



Form filling

[Post Skills Check] 

Staff interview – Explaining results, options available*, advice



Data collation



Contact with learning providers

*Outcome options 1. Outcome level at Intermediate 2 – No further support needed 2. Outcome level at Intermediate 2 – Course provision requested 3. Outcome level below Intermediate 2 – No support wanted (may change with time) 4. Outcome level below Intermediate 2 – Opt for course in the workplace 5. Outcome level below Intermediate 2 – Opt for course outside work

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Appendix 5 PCS Skills for Life - Skills check survey form All information given in this form will be held in the strictest confidence and used only for the purposes of the PCS Skills for Life Programme and anonymous statistical information.

Employer name Work location Branch name/number Grade Length of Service Contract type:

casual

fixed term

permanent

full time

part time

part year working

Age group:

16-18

19-24

25-45

Gender:

male

female

Ethnic origin:

White

Mixed

Over 45

Asian / Asian British

Black / Black British

Chinese

Nil response

Other (please specify) Do you consider yourself to have a disability?

Yes

SCQF 1

No

Nil response

Highest qualification

none

SCQF 2

previously gained:

SCQF 3 – Access 3 (Foundation standard grade) SCQF 4 – Intermediate 1 (General standard grade) SCQF 5 – Intermediate 2 (Credit standard grade / „O‟ grade) SCQF 6 – Higher grade SCQF 7 or above

Numeracy result: Communication result: Does the volunteer wish to undertake further training?

Yes

No

If yes, does volunteer wish to undertake confidential training?

Yes

No

Additional notes:

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Appendix 6 The Facts “Employees with poor literacy or numeracy skills or a qualification below Level 2 (SCQF Level 5) are far less likely to receive job related training Low basic skills cost a typical business with 50 employees £165,000 a year and the UK economy as a whole a staggering £10 billion each year Union members who are not confident with everyday skills are likely to be less inclined to play an active part in the union.” - Unionlearn “Did you know that 1 in 5 people who live in Scotland have difficulty with reading, writing or using numbers?” – The Big Plus “It is estimated that an individual with improved literacy and numeracy skills could earn £50,000 more over their working life Better skills improve the life chances of not only the learners but also their families and children.” – Government Skills “Research suggests that developing employees‟ skills can have a wide range of benefits, including increased employee retention, saving on average between £1,300 and £3,500 per employee. 98% of jobs are closed to people with basic skills below Entry level and 50% jobs are closed to people with basic skills below Level 1. Poor literacy and numeracy is thought to cost the country as much as £10 billion a year in lost revenue from taxes, lower productivity and the increased burden on the welfare state.” – Department for Children, Schools and Families (DCFS) Perception of skills gaps - Government Skills: Employee Skills Check Two per cent of staff in Scotland indicated that they felt they needed additional learning and development in literacy and numeracy. About one sixth of staff in Scotland (16%) say they require no additional learning and development in relation to their current job. Evidence suggests that individuals benefit significantly from improving their levels of literacy and numeracy and, although the evidence on the benefits to employers of investing in essential skills training is very sparse, some studies have indicated that such benefits may include increases in productivity, reductions in costs and enhanced customer satisfaction. - Skills for Scotland: A Lifelong Skills Strategy

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A special thank you is extended to the commitment of PCS Learning Reps and management in DWP and HMRC, STUC Scottish Union Learning, SQA, Communities team and all other stakeholders involved in the PCS Skills for Life programme. Karen Foster Learning & Education Officer Kevin McIver Learning Organiser Rachael Bonner Learning Organiser (DWP) Alan Simpson Learning Organiser (HMRC) Granite House 4th Floor 31 Stockwell St Glasgow G1 4RX Office: 0141 548 5080 Fax: 0141 552 8126

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