Improving learner retention and success through progress monitoring

Brief contextual information about provider/partnership

The Construction Industry Training Board (CITB) is an industry body that represents the construction sector.  It works in partnership with a significant number of employers, most colleges of further education across Wales and a small number of private training providers to train apprentices across a wide range of construction programmes.  The provider delivers higher apprenticeships, apprenticeships and foundation apprenticeships across Wales.

Context and background to excellent/sector-leading practice

The provider identified a need to continue to improve the performance of their college sub-contractors and learners across Wales.  As a result, they developed a comprehensive learner and sub-contractor progress tracking strategy.  The strategy led to the development of a detailed performance management system that collects a wide range of information relating to learner progress and the performance of each college sub-contractor.   

Description of nature of strategy or activity identified as excellent/sector-leading practice

The provider has developed a performance management system to track learners’ progress and monitor the performance of their college sub-contractors.  It has been highly effective in identifying and tracking the effectiveness of support given to those learners at risk of under achieving or leaving their training programme.  As a result, learner retention and success rates have continued to improve and the number of learners who completed their training by the scheduled completion date is very high.

The provider has produced a comprehensive guide for training staff.  It clearly highlights the main causes and indicators of under-achievement and leaving training programmes before the scheduled end date.  This guide sets out in simple terms the actions that should be taken and questions that should be asked by training staff to determine the level of risk of learners leaving the programme.  The guide was developed by a team of practitioners using feedback from learners and analysis of data relating to the reasons why learners leave training programmes early.  The document asks four key questions for staff to use during the early days of the training programme to determine risk, by ensuring:

• that all learners are still happy with their choice of programme

• that all learners have and understand their learning or training plan

• that all learners are comfortable in the workplace and at college

• if there is anything additional the provider can do to help learners settle into their training programme

What impact has this work had on the quality of provision and learners’ standards?

The strategy has been highly effective in improving learner retention, progress and success.  It has highlighted the importance of constant learner progress monitoring and rapid intervention to address identified concerns.  Training staff have developed their skills and confidence in being able to meet individual learner support needs and are effective in supporting them to achieve their qualifications and training.