- verbal reasoning (forming and expressing verbal thought
- acquired knowledge (general knowledge)
- sequencing skills (memory, sequence,order)
- general cognitive ability
- learning needs and disabilities
- soft skills/social personal skills (dyssemia)
- literacy/numeracy/IT (essential skills)
What we did based on analysis (2006) onwards:
Provided environments that enabled learners to learn by doing and using a scientific problem-solving approach to leaning (observe, hypothesise, test, review, observe, etc.) unconstrained by qualifications.
Provided all tutors with guidance from keyworkers based on detailed assessments, e.g. interests, abilities, learning and support needs.
Provided all tutors with soft skills action plans for learners (based on dyssemia assessments).
Provided all tutors with essential skills action plan, i.e. teach basic skills by stealth based on learners’ interests and needs.
Gave ownership of planning decisions to the learner throughout the process, including opting in to relevant qualifications.
The Dyssemia Rating Scale (DRS) measures 10 functional areas of social and personal communication. It enables an objective
multi-rate assessment to determine the settings of mutual targets between the keyworker and learner.
The 10 areas of social/personal communication:-
Understanding time schedules
Paralanguage (voice tone/volume)
Fashion (personal hygiene)
Social norms (rules)
Rhythm of conversation
NEET Ability Levels
Full Scale I.Q.: overall, in average range (90 – 109)
Learning Style : 1% verbal only (i.e. one learner)
(N=170) 64% visual/practical
14% practical only
6% visual only
I.Q. range : 70 (borderline) to 155 (very superior)
Median I.Q. : 105 (average range = 90 – 109)
NEET Interests ( > 3)
Photography Music Technology
Psychology Charity Work
Computer Repair Public Services
Web design I.T. (data input/programming)
Games design Illustration
3D Packaging design Pottery/ceramics
Motor Vehicle Design Engineering
Performing Arts Youth Work
Animal Care Paint/Chemical
Sports Instruction Catering
i.e. full-time education, employment or WBL
67% ESF (MKOB)
74% e2e (Oxon e2e)
91%-100% (3 Wiltshire F.E. colleges)
Caring for parents
We can provide all these programmes, “jollies” and ‘initiatives’, but if it is not based on the underlying reasons why the learners are not achieving their potential, they will go around the ‘revolving doors’ again.