formal funding to support a mass marketing campaign. A number of apprenticeship pro- viders have linked the HAP site to their homepage, and this has been very helpful. Although many training providers are


very supportive, some don’t have the time to promote what we do. The challenge for all those involved in presenting the learner voice is to speak up in a way that is constructive so that its value is widely recognised. HAP has broken the stereotype of ‘typical


young people’ by showing young people to be both active and articulate. However, too many young people don’t see the value of getting involved in issues which affect them and future generations. Our strap line is ‘Building Bridges for Future Apprentices’ as HAP recognises the importance of not only improving our own experience but that of future apprentices too.


In what ways have you tried to engage apprentices and enable their voices to be heard? We have developed a range of publicity, posters and a Users’ Guide. The Users’ Guide is a 12-page booklet with everything apprentices need to know about HAP and learner voice. It covers how apprentices can get involved through joining the panel or through our website, forums and social networking. Our website (http://www.humberapprentice panel.co.uk) is our main communication tool. The website enables all apprentices to communicate with other apprentices at any time. HAP was the first learner panel to create its own website and forum and, since its launch in 2008, other panels have followed suit. We have also developed the facility to send and receive text messages. The telephone


number has been distributed on various promotional materials. This gives apprentices without access to other mechanisms an easy way to submit thoughts, comments, concerns or questions easily in a familiar medium. HAP recognises the importance of util-


ising new technologies. We are active users of Facebook, MySpace, SocialGo, Blogger, YouTube and Twitter, all very popular sites with the target audience, which means they can find HAP information without leaving their favourite website.


Is the panel mainly for young apprentices? Yes and no. The panel was initially set up when apprenticeships were for 16 to 24-year- olds. However, since the change to make apprenticeships open, we have made changes to the website to ensure it doesn’t put off older apprentices. It’s a delicate balancing act as we know the majority of apprentices that would utilise HAP would be in the 16 to 24 age bracket but we don’t want to exclude any- one. HAP is available to assist an apprentice regardless of age.


How do you see yourself as being different from a trade union? Basically we are here to support the apprentice. Feedback from the forum and website is feedback to the apprenticeship provider to assist them to develop their own learner involvement strategy. We may signpost apprentices onto different websites or bodies if we aren’t able to assist fully with a certain problem or issue. HAP has been working with National


Union of Students (NUS) since the beginning of the panel to try to get NUS representation


and discount cards for all apprentices, as, currently, only apprentices who attend NUS- affiliated colleges can get one. As the majority of apprenticeship providers are small, private training organisations many apprentices do not receive representation.


Why is learner voice important? Some bodies feel that learner voice is inappropriate for various reasons. Some feel there is a danger of learners being manipulated into giving a predetermined answer. In HAP we have a neutral, unbiased facilitator and there is no danger of this, but people who feel this way may discourage learner involvement. Others believe that learners should not be given the chance to be involved in decision-making as they are not skilled or trained appropriately to do so. This, of course, is something HAP strongly disagrees with. We know that, as learners, we are the only people who really know how the decisions of policymakers affect our learning.


Turning to the future, if you could improve three things for apprentices, what would they be? First, I would improve information, advice and guidance in schools. This is so important. It would be good to have the funding to extend the good practice here in the Humber to other areas. Second, ensuring all apprentices are informed of our services. And third, NUS representation – we want a level playing field for all learners.


Jan Novitzky is a NIACE Programme Director. Dave Thomson is an information and communications administrator at the Consortium for Learning.


JANUARY 2011 ADULTS LEARNING 19


c Richard Olivier


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32