learners may vary depending upon when and where your courses are offered. Not all learners will attend traditional classes, some might take a distance learning course or learn on-the-job if they are employed. This section will explore some of the modes of attendance you might come across such as:
• apprentice learners
• distance learners
• offender learners
• part-time or full-time
• workplace learners.
Apprentice learners
Apprenticeships are usually for vocational subjects and should lead to a full-time job at the end of the training period. Some apprenticeship programmes also include formal qualifications but all will involve the apprentice working towards a set of standards. Learners who are on an apprenticeship programme will participate in a combination of practical training in the workplace, known as on-the-job, and training elsewhere, known as off-the-job. Training can also take place near to the job, for example, in a separate area such as a mobile unit on a construction site.
If you are involved with an apprentice learner, it might be to carry out training and/or assessment in their place of work. Alternatively, it might be that you are working in a training organisation or a college and the learner comes to you. You might not know much about where the apprentice works, or you might be able to visit them at work to see how they are progressing. You should always liaise with their supervisor regarding what they are doing at work and the progress they are making. It’s important to make sure that what you are planning to teach ties in with what the learner is doing in their place of work. Off-the-job training should complement on-the-job training and vice versa.
There will be a set of standards which apprentices will need to have achieved by the end of their programme. You might not be the person who assesses what you have taught, as end point assessment (covered in Chapter 10) is usually by someone the learner has not met before. This is a bit like learning to drive, you might teach the person to drive but someone else will assess them during the test. However, you will still need to formatively assess the learner’s progress and ensure that they are ready for end point assessment. If the learner is also taking a qualification, the usual assessment requirements will apply. Apprenticeship learners might also be required to take qualifications in English, maths and digital skills. You may need to support them with these skills and liaise with the person responsible for their progress in these subjects.
Distance learners
Distance learners are those that are learning away from the formal teaching environment. They might be isolated from the teacher and their peers. Learners need to be self-motivated, committed and able to devote a suitable amount of time to this type of study. Distance learning could involve the use of technology or the use of learning materials which are sent and returned via the postal service.
Learning is increasingly taking place online, enabling it to occur at any time and in any place where there is an internet-enabled device. Courses can be tailored to meet individual requirements and learners can work at their own pace. If you are teaching online, you might never meet your learners, but communicate via the online program (covered in Chapter 8).
Offender learners
These learners might be in a young offender institution, on remand or detention, or in a prison. It might be compulsory that they attend various training sessions, and while some will be keen to learn, others may not. This will bring its own challenges regarding motivation and there might also be some behavioural issues to contend with. You will need to allow extra time before and after a session to go through the security procedures. If you are teaching in this type of environment you will need to be careful not to allow yourself to become conditioned to situations. You need to remember that your learners are there to gain skills and knowledge to help them upon their release. You will also have strict guidelines and security procedures to follow. It could be that some of your learners are released or moved elsewhere part way through their training. Others might start at different points and will need to catch up on what has been taught so far. Some may drop in and out of your sessions due to the prison regime, perhaps where offenders are attending other activities such as physical education. You might even arrive to teach a session and find that the learners have been locked in their rooms due to operational issues. Some might be in court or with visitors and will miss a session. Keeping an accurate and up-to-date track of individual progress and achievement will be important. Records may need to be passed onto other places if the learners move elsewhere.
Part-time or full-time
Some learners who have employment, family or other commitments might prefer to study on a part-time basis. This could be to spread their learning over a longer time frame, to help with their budgeting and travel constraints. Classes might range from one to three hours a week to one day a week or more.
Full-time learning has different hours and time frames attached depending upon the subject and funding. Some full-time attended classes might only be 16 hours per week, with the rest of the time for self-study. Others could be much more and spread over different days and times. Some courses are classed as intensive, meaning the subject is covered quickly in a smaller amount of time. Others might take from a few weeks to several years.
It’s useful to keep in touch with your learners between classes as they may need ongoing encouragement to remain motivated, whether part-time or full-time.
The classes might be traditionally attended and take place during the day, the evening or the weekend. Alternatively, they might be by distance learning via a postal or online training programme.
Workplace learners
Workplace learners are those who are learning in their place of work and could be aged 16 and upwards. They might be learning a new task or a procedure, be observed to meet certain standards, or receive training as part of an apprenticeship programme. The way you teach or train in the workplace will usually be on an individual or small group basis. If you are also based in the same working environment as the learners, it will give you the opportunity to spend more time with them. However, it might also mean you are interrupted regularly to give advice and support. You will need to balance your other priorities such as the commitments and deadlines of your own job role.
You might be required to train a learner who is attending your organisation as part of a work experience programme. They could be with you one day a week or for a full week or more. Even though they might not be in paid employment, you should treat them as a member of staff and make them feel welcome. They might have certain tasks they need to learn and carry out as part of their training programme. Therefore, you might need to assess their progress and liaise with staff from the organisation they are from. Work experience isn’t about making the tea and carrying out menial jobs; it’s about carrying out real job roles, but under supervision.
Extension activity
If you could teach any age range or any type of learner, in any location or environment, what would this be and why? Now consider the reality of who you will teach and where. How different are your responses to the first question and what does this tell you?
Motivation
Motivation is the incentive or reason why someone chooses to do something. It’s useful to be aware of what motivates your learners, as their enthusiasm might affect
