We are constantly looking for ways to improve our training. We frequently ask learners and partners to give us feedback on how to improve. It’s important to us that we are delivering a high standard of training that helps both learners and businesses grow alike.
The Social Media 201/310 course is slower than other online courses and is too long in duration
We have now stopped delivering this course and indeed the level 3 programme. From July 2017 we have changed our delivery over to our new and exciting Digital Marketer Level 3 apprenticeship standard.
The courses start at different times and this can be confusing
As of September 2017, we have amended all of our courses to ensure they start at the exact same time to reduce any confusion. The new start time for all our courses will be 9:00am.
Include more maths, English & ICT support
Our programme now consists of structured maths, English and ICT webinars with a dedicated Functional Skills support tutor running these sessions. The sessions help to embed knowledge and understanding and provide learners with the skills to not only pass the exams but use in everyday life.
In addition, we have implemented 1-2-1 sessions for learners who have a specific development area to improve significantly prior to passing a test, or learners who are exempt from Functional Skills due to prior qualifications held, but still want to improve their skills.
Since October 2016 we have improved our first time pass rate for Functional Skills exams from 51% to over 80% due to the implementation of this added support.
Introduce quizzes to help retain knowledge
In our IT Infrastructure Technician and Network Engineer Programmes we now have daily and weekly quizzes within the curriculum to help retain and cement knowledge and help prepare for the exam associated with the course. We will look to integrate this in to any future development of our curriculum if it is deemed appropriate to the course.
Academic year 2016/2017
In the past, we have received feedback from our customers that we make too much contact, and too many people are involved. This is usually aimed at a cross over in communication from customer relations, co-ordinators and assessors.
We have stripped away the contact from the customer relations team and instead the co-ordinator will be the main point of contact for head office. The co-ordinators will deal with all enquires and escalate accordingly.
Feedback (Course Length)
Recently we have received increased feedback for the 413/420 course to be extended to 5 days.
This feedback has been evaluated and we have made the decision to implement the suggestion made by our learners. By making this decision we are enhancing the learning experience and ensuring all learners have the greatest opportunity to succeed.
As part of the Apprenticeship we issue learners with headsets to be able to attend the webinar training. It was brought to our attention that the quality of the headsets wasn’t great.
We have upgraded the headsets we issue to learners going forward. This will ensure learners have a better experience during online classroom sessions.
The success rates for apprentices on information and communication technology (ICT) for practitioners’ provision, although historically high and now starting to recover, have been declining over the last three year.
Our programmes are reviewed and updated to ensure they meet employer requirements and are current and industry relevant. We have appointed a Customer Account Manager to support employers and learners. We implemented a Customer Feedback procedure so we can listen and act upon improvement suggestions from our learners. Together these actions have seen a decline in our early leavers and an increase in our achievers. Our success rates have gone up by over 5% and now stands at 85% which is well above sector average.
The teaching of English and Mathematics is not challenging all learners sufficiently to enable them to excel in these subjects.
We have increased the number of Tutors we employ and all learners have the opportunity to access teaching sessions with our Maths and English specialist. Our Assessor Team have also completed Functional Skills training and progression in these areas is discussed and documented at every review.
Elements of quality processes such as the use and interpretation of some data, action planning following observations of teaching and learning and internal verification as well as the monitoring of reviews are not fully effective.
We have implemented the collection and analysis of more data including destination data, we have made our observation process more robust and we have increased the quality checks conducted on reviews.
Feedback (Course content)
Some of the assignments for the Social Media and Digital Marketing Apprenticeship were identified as being difficult to understand. Certain questions were highlighted as being complicated and confusing.
We reworded many of the assignments to make them easier to understand while still meeting the grading.
Feedback (Presentation slide content)
Learners have made helpful suggestions to improve the content and style of some webinar presentation slides.
This feedback has been escalated to our training department so the improvement suggestions can be incorporated into our delivery.