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Hi Paul
I think your colleagues are probably right that it's not actually written down that it *must* be done before a learner starts HOWEVER you are more right that why on earth would you start someone if you didn't know the programme was suitable for them? We've "always done it this way" because it makes the most sense! There's a solid chance that you'll end up with people who can't cope with the programme which will be bad for you as a provider, particularly if the umming and ahhing goes past 42 days and ends up affecting your achievement rates...
Paul Baker
Can English and Math IA be completed after start
Edited
Would like to seek peoples opinions on the above question. Before we start, it's a massive NO from me but the question has been asked from management as to Why not? Why can't it conducted two weeks after they start as an example? Full diagnostics that's different and yes agree that can be completed shortly after the learner starts but not the IA.
Suggestion is for a fundamental process change as part of onboarding learners and not getting learners to complete initial assessments in English and Math before they start i.e. the training plan is agreed and learning starts. This is seen, by some, as a blocker (feedback from learners and employers).
Onboarding learners with no exemption evidence and no idea of their level English or Math before they start, for me is a big no. How do we know they're suitable for the programme?
Other than a couple of paragraphs in the funding rules and the actual definition of IA I'm actually finding it extremely difficult to back up my opinion. The message that that's how its done and has always been isn't cutting it!
P57.4 The volume of off-the-job training hours that will be delivered. This must at least meet the minimum policy requirement (see paragraphs P41 to P44).
P57.4.1 The results of the individual’s initial assessment, including recognition of prior learning, must be taken into account before developing the training plan.
Initial assessment
The process of identifying an individual’s learning and support needs to enable the design of an individual training plan). It determines the learner’s starting point for their apprenticeship programme.
HELP