Understanding_Inclusive_Learning_and_Teaching_in_Lifelong_Learning

UNIT 009 – Understanding Inclusive Learning and Teaching in Lifelong Learning By Sandra Addae Working as an Assessor in Marketing and Business Administration for a Training and Development Company, the learning strategy that I employ with my learner is one to one. I conduct personal discussions and observations in order to build evidence to deliver Level 2 and Level 3 NVQs in Marketing and Business Administration. Using a one to one technique allows ease for the Apprentice and it is the only way in which I work due to how the qualification is delivered. The advantages of having a one to one relationship with the learner, who is acquiring a qualification via a paid work placement, is great as they are entitled to having my full and undivided attention. I am able to ask questions on What activities that they participated in' What was their biggest learning curve' How they were able to solve issues, etc. As on the job experience falls in line with the modules that the learner has selected, in agreement with their employer, it offers me as an Assessor the opportunity it see if they have maximised their knowledge of their module firsthand in their place of work. I am also able to track their progress easily, and I feel that there is a confirmation from the manager who works with me, to ensure that all module criteria has been completed through a variety of placements in different areas of the business. Working with people, group/team work exists, professional discussions amongst colleagues is another advantage. I believe the disadvantages are not working with peers. What is meant by this is that the learner is not working alongside other Apprentices within the programme to be able to have a possible informal peer discussion/assessment. Working with many learners, whom I see every 4-6 weeks, to discuss their modules and fulfilling the criteria, I feel the length of time offers a disadvantage, of 4-6 weeks. Although, there is support that is offered to each learner through email and phone calls. However, it is expected that the manager who works with the Apprentice will be monitoring their progress. As a communicator, the strength is to have consistent communication with the learners, however, human contact is invaluable use to the development of a learner. Any individual who takes on an Apprenticeship will always follow the same procedure which can be recognised as Contextualized Teaching. Apprenticeship learners experience inclusive learning, using visual reasoning, auditory teaching and learning, by working in an industry with professionals who have had longevity in their role, offers a form of engagement for the learner. The strategy which I use is ensuring that the learner is placed with individuals who have strength and a form of autonomy in their role. Giving the learner tasks to get gain the full spectrum of a job description is important. As a learner is able to move around the business it is my responsibility to that the learner is placed in 3-5 different departments which will educate that learner about adaptation, and also the organization having the necessary resources to meet the learner’s needs. Inclusive engagement learning is fundamental for my learners as working for a company to be able to communicate effectively, allowing learners to understand the basis of CPD, which will stem from the Individual Learning Plan (ILP). Relating ideas to experiences is an important aspect of the deliverance of the NVQ via the Apprenticeship. The relation of experiences can be identified within a case study, provided by the learner, as well as real time observation of criteria of modules physically carried out by the learner, while on the job. All information is recorded in the Visit and Assessment Record form which identifies; 1) Details of training/support/guidance given during this work, 2) Assessment Feedback given to learner, 3) Action Plan, 4) Feedback given to the employer at Visit, and 5)Assessment Plan. During the initial assessment, a Skills Scan is provided to recognise what the learner will need while carrying out their evidence solidifying the criteria of their module. Providing workshops and tests of Functional Skills with the learner will identify their level in Maths, English and ICT. The resources that area provided during the tests are dictionaries, calculators and all tests are conducted on a computer within our training facilities. All Functional Skills are given to learners who do not have specific related GCSE’s that are older than four years. All Functional skills are non discriminatory and each candidate has the same opportunity and the same information which provides equality for each learner, measuring their ability when answering the questions, whether structured or multiple choice. When learners are taking on Apprenticeships it is important to acknowledge that they are nervous and are taking on double responsibility of working full time and acquiring a qualification, therefore it is my responsibility as an Assessor to motivate the learner using a variety of techniques in order for them to successfully engage with their working environment and implementing the theoretical with the practice and also delivering all units/modules on time, fulfilling the relevant criteria. When meeting learners for the first time, it is important to approach them with respect, positivity, options, support, confidence and benefits of their learner journey. Having clarity on where a learner stands is important, and it is sets the tone for the relationship that will continue building. Through the initial meeting, ground rules will be set and also, the way in which the learner will receive feedback will also be highlighted. A learner should never be left wondering, and should be encouraged to ask questions to ensure that they have fully understood what is expected of them from their employer and what is expected of them from the Assessor in order to gain an NVQ in either Marketing or Business Administration.