The accreditation also assessed, through direct feedback, the quality of the services and how information is shared with all partner organisations.
An important part of the process is the use of learner feedback. As well as recognising the high quality of IAG at edt, the flexible standard is also a requirement for many ESFA (Education and Skills Funding Agency) and ESF (European Social Fund) funded contracts. EDT achieved the award after being given a rigorous assessment which reviewed all aspects of the our IAG provision.
Benefits of The matrix Standard
There are many benefits to working towards matrix accreditation, including:
- Improved systems.
- Resources better deployed.
- Growth in internal capacity and productivity.
- Continuous improvement as a way of life.
- Robust relationship between strategy and operations.
- A boost to confidence and competence.
- Improved team working.
- A valuable feel-good factor.
- Clear payback on the investment in information, advice and guidance support.
Colleges, Schools and Academies, Sole Traders, Next Step Providers, Voluntary and Community Organisations and Private Businesses.
Organisations are awarded the accreditation when they have shown that their IAG service/s meet the matrix Standard. There are currently 2084 organisations accredited to the matrix Standard.
I had wanted to learn how to use a computer for a long time, mainly to keep up with my daughter, who was at school at the time - but I didn't really know how to go about it.
I'd bought some beginners books but found them really confusing, and I started to think IT and using computers just wasn’t for me.
I heard about EDT’s IT course by chance when attending a TORUS Tenant open day. I was a bit apprehensive to begin with, but the Induction process and class was so relaxed and friendly that I soon overcame that.
As well as learning about email and Internet, Kevin taught me how to use Microsoft Word and with his guidance I was able to re-write my CV and given some career advice and support to apply for work by searching job websites and sending my CV with cover letters. I eventually got a job at a local school - I downloaded the application form from the school website, filled it in and emailed it back to them as an attachment, something I would never have been able to do before starting the course!
Every step of the way I was supported through my Individual Learning Plan (ILP), which kept me focused on my goals and helped me act upon any of Kevin’s feedback, and even when I’d finished the course I was still supported to achieve my goals through regular contact to see how I was doing and if I need any extra support.
I still work at the school, but I finish early enough to complete my shift and still attend the computer class, but now I’m doing a qualification that will help me in my future career. I would advise anyone who’s interested in learning something new to just do it – come along to EDT and you’ll be well looked after!
IAG Policy and Procedure
EDT promotes its services through a tried-and-tested recruitment and marketing strategy that effectively combines its activities with those of its partner agencies, community connections and employers – all aimed at ensuring that information is accessible to all of our service users, with fully-embedded and bespoke IAG across all service delivery.
We provide services to all members of the community, with a specific emphasis on the unemployed / economically inactive, under-employed or those with no or low skills, lone parents and carers, mental health sufferers, disabled people, BAME groups, older learners and ex-offenders.
The following promotion methods are used:
- Existing outreach and online provision – currently engaging with a wide variety of service users at a number of satellite venues across North Liverpool. Within teaching and learning environment EDT’s Learner Handbook and Induction process are key service and IAG dissemination tools.
- EDT’s Community Learning Champions and working relationships with government agencies and city-wide key linkages across the Third Sector, educational institutions and employers. Key partners include but are not limited to: CABs, local Foodbanks, Children’s Centres, DWP and Jobcentre Plus; Liverpool Adult ADHD – Ladders of Life, Addaction, Inclusion Matters, EITC; Liverpool Community Learning Partnership, City of Liverpool College and Hugh Baird; Liverpool Lighthouse Sainsbury’s, EFC and LFC. Partners are kept up-to-date with our service offer through regular bulletins and face-to-face contact.
- High-visibility marketing through leafleting, posters and social media and EDT’s website and those of area-based partners. Additionally, favourable publicity through local print (community newspapers), radio and social media.
- Running interesting and informative taster sessions at public libraries, doctors’ surgeries, job fairs, community festivals.
- Engagement at RSL tenant open days; EDT already works very closely with several RSLs and their tenants delivering training initiatives – the key relationships are with TORUS, Plus Dane and Riverside Housing.
Naturally, given the diversity within our service users, we are able to take into account different needs by adopting or adapting new or existing engagement and promotion approaches based upon our community intelligence, experience and knowledge of what works best with particular kinds of service users or groups.
In terms of practical context, EDT delivers IAG which is impartial, high quality, embedded within all learning provision, and directly delivered to each service user by professionally trained EDT staff with strong support links to the National Careers Service and Career Connect, and has implemented the applicable aspects of the Government’s current Careers Strategy.
For example, in addition to ongoing circulation of job vacancies, mentoring and 1-2-1 support, IAG support is given to a community learner both throughout their learning and post-course, and takes the following form:
- An ILP is developed with the learner, utilising RARPA best practice principles and schematic, that also incorporates a detailed IAG section and Action Plan that is focused from the outset on the most appropriate and best fit progression, with impartial and informative advice that guarantees each learner is aware of all their potential progression options.
- Both the ILP and IAG Action Plan are regularly reviewed by both tutor feedback and learner input for relevance and monitoring against goals and career aspirations.
- At their course’s end, the learner has an Exit Review – with specific emphasis on their IAG Action Plan and follow-up support and progression options, including periodic post-programme tracking at 3, 6 and 12 months.
Crucially, service users see a direct correlation between courses offered by EDT and the results of Learner Voice Consultations; ensuring that provision has community credibility that encourages and attracts learners, along with enabling local partners to refer with absolute confidence knowing that EDT’s impartial IAG will signpost or support to the most appropriate provision. Additionally, direct feedback from employers and partners to learners regarding required skills and opportunities further enhances this engagement model. Under-represented and vulnerable groups are also sure to have their needs supported through internal expertise and knowledge but also by extensive specialist support partners.
For further information, contact Andrew Williams on (0151) 298 2478