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Degrees of Engagement

Consortia can engage with embedded basic skills delivery to varying degrees, and this will effect the nature and the way in which a service develops.

One major point, however, is that partnerships, of one kind or another, are key and that for a voluntary and community sector organisation to deliver a programme on its own is just about impossible, as without partners, building sufficient capacity to deliver effectively is most unlikely.
> Step by  step guide to developing VCS Learning Consortia

Three levels of engagement are popular:

• The VCO activities include:
  • Screening and identification.
  • Identification of appropriate provision.
  • Sensitive referral.
• Capacity Issues include:
  • Use of screening tools.
  • Availability and knowledge of providers and provision.
  • Basic Skills Awareness and Training.
  • Need for accredited Signposter training.
  • Quality systems development.

• The VCO activities include:
  • Signposting.
  • Identification of sufficient numbers of users for a viable programme.
  • Identification of a provider.
  • Progression signposting and support.
• Capacity Issues include:
  • As for signposting.
  • Developing numbers of users.
  • Management skills and commitment.
  • Management information systems (MIS) development.
  • Monitoring and evaluation.
  • Quality systems development.
  • Suitable resources for hosting.
  • Relationships with providers.

• The VCO activities include:
  • Course design and evaluation.
  • VCS staff as teachers/leaders.
  • Continuous Professional Development.
  • Monitoring, evaluation of provision.
  • Maintenance of MIS.
  • Monitoring and evaluation of student activity and progression.
  • Funding responsibilities and accountability.
  • Relationships with funders.
  • Relationships with partners.
  • Development of quality systems.
  • A range of other activities relative to provider status.
• Capacity Issues include:
  • As for the models above.
  • Developing appropriately qualified staffing.
  • Developing tutor support and CPD.
  • Developing funding sources.
  • Developing Quality Frame works and mechanisms to support them.
  • Developing Audit systems.
  • MIS development and use.
  • Developing systems to support AL Inspections.
  • Publicity and recruitment.

More detail on these models and their advantages can be found in Sections 3 and 9 of the RAP Guidance.
> RAP Guide

[National Standards]
[Core Curricula]
[Screening Tools]
[IAG]
[Individual Learning Plan]
[Planning]
[Qualifications]
[Quality systems]
[Staff Development]
[Degrees of Engagement]