Soft skills. One of the other findings coming from the Stage 1 report and referred to in section 2 above concerned the demand for soft skills, which were usually expressed in terms of literacy, team working, communication, problem solving and values. Training in soft skills per se appears to be limited with less than 25% of respondents in the SSSC’s employers’ survey indicating that they provided such training for staff. However, it is acknowledged that other forms of training may well provide coverage of soft skills, for example with Modern Apprenticeships. The gaps in soft skills identified by employers in the survey and the consultation process were primarily at a level no higher than SCQF 5. We know this as the comments received frequently referred to problems with literacy and communication that if not addressed prior to someone undertaking a Level 3 SVQ or HNC, would prove a serious obstacle to their successful completion of the award. It is clear from feedback received from employers that many have concerns about the ability of staff to achieve registration qualifications without prior support and training in literacy. There do not appear to be many courses currently available to meet this need. The exceptions are the training offered via Return to Learn (see section 6) and training offered by the Scottish Institute for Residential Child Care (SIRCC) one of the 6 Centres for Excellence in the sector.
Soft skills. The College has identified four broad clusters of Soft Skills, and for each has identified the key elements in how it will help students to develop them. Each cluster consists of a different mix of skills, essential understandings and underpinning attitudes. However, the College recognises that there is a high degree of integration of these essential skills. The College has mapped the soft skills to the 4 capacities of Curriculum for Excellence and to the experiences and outcomes to help learners identify the full range of essential skills that they are developing and being credited for.
Soft skills. The gaps in soft skills identified by employers in the survey and the consultation process were primarily at a level no higher than SCQF 5. We know this as the comments received frequently referred to problems with literacy and communication that if not addressed prior to someone undertaking a Level 3 SVQ or HNC, would prove a serious obstacle to their successful completion of the award. In terms of the prior support that may be required the only training courses known of that tackle such issues are; the Return to Learn course that is funded by Government and delivered by the Workers’ Educational Association and Unison; and a similar course provided by the Scottish Institute for Residential Child Care (SIRCC). Adult Literacy funding may also help but is at a level below SCQF 5. Given the numbers of people identified in 3.2.1 above, who will need to undertake a level 2 or level 3 SVQ in the next five years and the comments of employers regarding pre-support it seems likely that such support will prove to be an area of increasing demand. 5 As defined by Section 2 of the Regulation of Care (Scotland) Xxx 0000.
Soft skills. The Contractor will develop skills training programs that embed soft skills with delivery of technical skills that workers too are known to support a better transition from training to employment.
