Who can help?

Encouraging positive role models for maths and numeracy learning will help staff to see the importance of addressing any skills gaps and to help them take a step back into learning. Learners from the London Borough of Barking and Dagenham were asked whether anything had ever stopped them from applying for a course or developing a skill or interest. The four most significant barriers to learning were:

• family commitments; • lack of time; • lack of confidence; and • lack of skills/qualifications.

Research from the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) tells us that it is not complacency that prevents adults from joining numeracy classes, but fear. Therefore, managers, peers, learning champions or union learning reps (ULRs) can play an important role in encouraging adults to return to numeracy learning.

In consultation with other stakeholders, work out what best suits your organisation. This could be:

4 Short courses 4 Intensive courses 4 Ongoing support 4 Independent study 4 Coaching and mentoring 4 Targeted courses 4 Courses using multimedia 4 Flexible course times allowing for shift patterns 4 Informal learning 4 Tasters 4 Get On at Work 4 BBC Skillswise

There is no one approach; you may want to target certain departments who have a more obvious need or adopt a whole-organisational approach with a thorough training needs analysis. It is important to work closely with colleagues and listen to their particular needs and concerns – not to impose a ‘one size fits all’ model. Listen to what staff want and consult them from the outset. Setting up learner forums is one way of ensuring learners have an opportunity to influence what happens in the workplace classroom.

EXAMPLES OF SHORT COURSES • Work out wage slips • Understand your pension • Use a calculator with confidence • Manage budgets

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