GoSkills

Travel Training – Project Report

March 2009

Executive Summary

The volume of training taking place to support individuals in developing their independent travel skills is growing rapidly in England. This training is provided by a wide range of different organisations (such as local authorities, colleges and schools) for a diverse range of learners with many different needs. Most of the training is person-centred. Although there are many commonalities in terms of the content of training programmes, there are many different approaches in relation to who delivers the different aspects of the programmes.

Currently, there are no central learning frameworks in place to support and inform programmes for either the training of individuals or the training of those who deliver the travel training. There are no common standards to drive quality assurance either for those who deliver the training or for those who train the deliverers. This makes it difficult for organisations such as Local Authorities to introduce training and/or to monitor performance against national standards. It also impacts on the profile and credibility of travel training.

There is no common terminology to describe either the broad area of training or to describe the individuals who deliver it. For the purpose of this report, travel training is defined as: “Any training scheme that supports individuals in developing the skills and confidence needed to broaden their travel horizons and to make journeys independently.” In relation to delivery, we identified two broad levels of responsibilities amongst those who deliver training. We have adopted the following terms to differentiate between these two levels:

Travel Training Assistant – Individuals working at this level provide buddying/mentoring support with guidance from a travel trainer. They support learners on a one-to-one basis, particularly in relation to making journeys
Travel Trainer – Individuals working at this level have responsibility for assessing learner needs, identifying an appropriate training programme, overseeing/delivering the programme and evaluating the learners’ progress.

This research project took forward previous work undertaken by Paul Beecham and Sheffield Hallam University on behalf of the Department for Transport in June 2007. The initial report provided five recommendations including the two following recommendations:

There should be one curriculum framework for travel training, available to learners, to which programmes of training can reference their curriculum for accreditation by recognised awarding bodies
There should be one curriculum framework for travel training, available to trainers, to which programmes of training can reference their curriculum for accreditation by recognised awarding bodies.

GoSkills was tasked by the Department of Transport (DfT) with identifying whether or not there was support amongst those engaged in travel training for the development of the recommended curricula and associated qualifications and, if so, how this work should be taken forward.

The GoSkills research was carried out between November 2008 and March 2009. The research included quantitative research in the form of a consultation questionnaire as well as qualitative research in the form of in-depth interviews and focus groups. Guidance was provided by a project Steering Group comprising experienced travel training professionals and key stakeholders.

The research revealed that there is widespread support for both of the proposed curriculum and qualification frameworks subject to the inclusion of appropriate flexibilities.

There was broad agreement around the flexibilities needed in the curriculum for learners, reflecting the diverse needs of learners. There was also agreement around the content areas for the proposed learning framework with the caveat that learning remained person-centred and trainers could dip into a framework of flexible modules rather than a prescriptive curriculum. A flexible learning framework was favoured. There was less agreement around the need for accreditation of independent travel skills. Qualifications/Accreditation options were more likely to be welcomed by those in school and college contexts with less support from groups supporting adult learners. However, there was agreement that qualifications should be available for those that wanted to be able to access them.

The proposed curriculum and qualification for deliverers was widely welcomed. This was clearly tied to issues around raising the profile of travel training, quality assurance and the credibility of the delivery process. However, identifying how the framework and qualifications might work is complex as there are many different approaches to delivery with different organisations operating in their own way. Individuals engaged in travel training contribute in different ways and at different levels. There is no common structure or titling convention in place to differentiate between job roles at different levels.

Deliverers of travel training at all levels require two distinct skills sets: generic teaching/training/mentoring skills and subject specific skills. There are existing qualifications that address generic teaching/training skills but critical gaps in relation to the subject-specific knowledge and skills that need to be addressed.

The research identified a fundamental need to establish a recognised infrastructure for the training of Travel Trainers and Travel Training Assistants. To sustain the development of travel training and to ensure consistent, and ongoing improvements in, standards a robust training infrastructure is needed. Curricula and qualifications for deliverers will not be enough on their own – professionals who can train the trainers and drive forward the standards set by curricula and qualifications are needed. Establishing this infrastructure of trainers to train the deliverers is a prerequisite to introducing standards and qualifications for the system overall.

A further issue that emerged in the research is the critical role played by transport operators, particularly those in the bus industry. It is vital that transport operators are engaged in travel training and that their staff, particularly customer facing staff such as drivers, are aware of the needs of those developing their independent travel skills.

A summary of the recommendations from the research follows. The recommendations, together with the supporting rationales, are provided in section 6.

Summary of Recommendations

Recommendations for a learning framework and associated qualifications for learners

Modules that could support trainers in putting together learning programmes for individual learners should be developed. These should be based on a learning framework.
Qualifications for learners should be developed. The qualifications should be branded as “independent travel” and should be positioned within the Foundation Learning Tier of the Qualifications and Credit Framework (QCF)
The value of qualifications should be promoted to DCSF as well as to potential delivery centres

Recommendations for a learning framework and associated qualifications for deliverers of travel training

A clear progression map should be developed to recognise the skills of the different people engaged in delivering travel training ie:

· Travel Training Assistants (Level 2)

· Travel Trainers (Level 3)

This framework should be developed and made available to all offering travel training.

A qualification should be developed for Travel Training Assistants at level 2, Introduction to Travel Training
Travel Trainers operating at level 3 should be advised to achieve the Preparing to Teach in the Lifelong Learning Sector (PTLLS) qualification to develop their teaching/training skills and, alongside this, should be advised to undertake the level 2 introductory qualification to develop their subject knowledge

Recommendations for recognising Trainers of Travel Trainers

Trainers of Travel Trainers and Travel Training Assistants should be recognised centrally via an external quality assurance/registration scheme. This will enable those LAs and other agencies who purchase training for their travel training teams to identify appropriately experienced and high quality professionals.

Recommendation for Learning Resources

Web-based resources should be developed to support trainers at all levels

1 Introduction

This report provides a summary of the outcomes of the research undertaken by GoSkills to assess the need for learning frameworks and qualifications for two distinct groups: those who receive travel training; and those who deliver it. The report includes recommendations on the way forward based on an analysis of the research outcomes and also the current situation.

For the purpose of this report, travel training is defined as: “Any training scheme that supports individuals in developing the skills and confidence needed to broaden their travel horizons and to make journeys independently.”

The audience for travel training is very wide and includes individuals of all ages. Learner groups include those with learning disabilities, those with physical disabilities, those from different ethnic groups and those who have not used public transport before. Training is delivered in school/college contexts and in a wide range of adult-focussed centres. The over-riding aim of travel training is to support individuals in undertaking travel autonomously so that they can expand their social and working opportunities. An additional benefit for local authorities is that travel training can lead to cost savings in that it can reduce the need to provide dedicated, publicly-funded services at individual level.

Travel training is developing and expanding rapidly across England. There are many examples of successful programmes and a growing number of case studies demonstrating the benefits of travel training. There is already a body of professional knowledge, championed by recognised professionals at national level. However, there is no central training framework in place, no central guidance on delivery and no standardised approach to quality assurance.

The GoSkills project follows on from research undertaken by Paul Beecham and Sheffield Hallam University on behalf of the Department for Transport in June 2007. The Beecham and Sheffield Hallam report produced five recommendations, two of which focussed on the development of training frameworks, one framework for trainers and one framework for individual learners ie:

There should be one curriculum framework for travel training, available to trainers, to which programmes of training can reference their curriculum for accreditation by recognised awarding bodies.
There should be one curriculum framework for travel training, available to learners, to which programmes of training can reference their curriculum for accreditation by recognised awarding bodies.

GoSkills was tasked by DfT with taking forward the two recommendations. As a first step, GoSkills was tasked with identifying whether there was a demand for curricula and qualifications for both learners and trainers and, if there was a clear demand and rationale for this proposal, with exploring the scope and options for qualifications.

A key consideration when taking the work forward was the need to recognise and build on existing professional expertise and current best practice.

This report provides a summary of the research undertaken by GoSkills and recommendations for the way forward.

2 Methodology

Introduction

The research activities took place between November 2008 and March 2009.

A steering group of experts and stakeholders was established. The steering group members contributed to the analysis of the research by providing expert views on the recommendations.

Research activities took the following formats:

Consultation questionnaire
One-to-one interviews with current deliverers
Focus groups

· Analysis of qualification provision and issues

Key issues for the Research

The research addressed the needs of learners (recipients of travel training) and also the needs of deliverers of this training. The two separate groups (ie learners and also deliverers) each had their own distinctive training needs so this meant that a diverse range of needs and contexts had to be covered. This was further complicated by the fact that there are at least two tiers of deliverers engaged in travel training. Additionally, it became clear early in the research that there was further key group who needed to be considered ie those who train the trainers.

As travel training is an emerging area, there was an immediate issue around the use of terminology. This became evident during the postal phase when recipients of the consultation questionnaire queried terms used within the questionnaire. Additionally, some recipients were not aware that they were engaging in “travel training” as the training was part of a wider programme of learning/support for an individual. To clarify what was being covered, the term “independent travel” was used in some contexts.

The terminology issue was also evident in relation to the profile of travel training. Travel training is often subsumed within wider support/training packages and there is limited recognition of the specific expertise required by trainers. Without a recognised titling and referencing framework, travel training was easily lost within wider programmes. This was also evident in the difficulty in identifying appropriate points of contacts amongst deliverers and was a particularly issue for the postal questionnaire where identifying appropriate contacts was a significant issue barrier to engagement with organisations.

A further significant issue was the need to unpick the different roles and responsibilities involved in the delivery process. As noted above, there are at least two tiers of trainers engaged in delivery (some of whom are volunteers or are contributing as part of a different job role). It was not possible to identify what training and qualifications might be needed without first exploring the range of deliverers and their various contributions.

The Consultation Questionnaire

The full summary of responses in provided in annex 1.

The questionnaire was initially distributed at a Travel Training workshop at the Community Transport Association’s annual conference in November 2008. This event attracted a wide range of experts and therefore the questionnaire received high quality responses from over 40 organisations.

The questionnaire was subsequently distributed by post to a sample of local authorities, colleges, schools and awarding bodies. A further 150 questionnaires were sent out. The response rate from the postal circulation was poor, with a return rate of around 9%. Responses were hindered by the issues around terminology and also the challenges of unpicking travel training from a wider programme of support/learning. Thirteen additional organisations responded. The additional responses were in line with those secured via the initial CTA event and it was clear that there are common views.

It was clear from the questionnaire responses that there was a high level of commonality in the views held by those who had responded ie:

There was support for learning frameworks for learners provided that these were flexible, modular and could be tailored to the needs of learners
There were mixed views on qualifications for learners – there was support from schools/colleges for qualifications for learners under 25 but less support for adult learners
There was support for learning frameworks for trainers
There was widespread support for qualifications for trainers

The responses to the questionnaire also exposed an issue around the development of the training infrastructure – most notably the question of who trains the trainers. The link to quality assurance was also made.

Respondents also provided valuable information on the potential scope of learning frameworks for both learners and also for deliverers. This feedback was subsequently used as the basis for in-depth discussion with the focus groups.

General comments from respondents also identified the importance of working with local transport operators and ensuring that there was understanding from those engaged in delivering transport services. This was outside of the scope of this project but it was a recurrent theme throughout all aspects of the project.

The outcomes of the questionnaire were subsequently confirmed via the qualitative interviews and focus group discussions.

One-to-one Interviews with Current Deliverers

The summary of the interview outcomes is provided in Annex 2.

Ten in-depth interviews were undertaken in order to explore detailed, qualitative issues in relation to the current delivery of travel training and to assess how the proposed curricula and qualifications could support existing practice. The interviews were carried out by an independent consultant, Stirling Wood.

The interview participants were targeted in order to capture:

· a good geographical spread across England

· a good mix of urban and rural locations

· a good mix of local authority, Third Sector (voluntary) and employer organisations.

The interviews confirmed the findings of the consultation in relation to the requirements for learning frameworks and qualifications. The issues relating to the development of the infrastructure, the diverse approaches to delivery, the links to quality assurance and the need to develop a quality the “train the trainer” system were also identified.

Focus Groups

The summary of the focus group discussions is provided in Annex 3.

Three focus groups were held in March 2009. The meetings, which were held in Birmingham, London and Liverpool, attracted 25 attendees from 15 different organisations. The aims of the focus groups were to explore in depth:

the requirement for learning frameworks and qualifications for recipients of travel trainers and also deliverers of travel training
views as to how the frameworks and qualifications should be shaped to be of most value to those engaged in travel training.

The three focus groups were structured in the same way. Each of the meetings addressed the following key questions:

· What should the learning framework and/or qualifications for learners cover?

How should travel training be delivered and by whom?
What should training and qualifications for travel trainers cover?

The feedback from the focus groups aligned with the feedback from the questionnaire and from the in-depth discussions.

Analysis of Qualifications and Potential Options for Development

Research was undertaken to identify existing qualifications for learners and for deliverers of travel training. The research comprised a desk review of existing provision as well as engagement with awarding bodies to establish the accreditation options currently available.

Relevant qualifications were reviewed in the context of the feedback from the questionnaire to travel training delivery centres, the in-depth interviews and the focus groups. The feedback from the research was also used to identify the key factors to be taken into consideration for future development.

The research into qualifications for learners was complicated by the fact that many accreditation options for learners are sub-sets of broader qualifications addressing areas such as employability and independent living skills. Units/Modules are often positioned within flexible “profiling” schemes which allow individuals to select units/modules across a wide range of subject areas at different levels. However, it was clear that travel training does not have a high profile and that further work is needed to enhance the choice available and to link it more closely to a central framework of best practice.

The research identified that travel trainers need a mixture of generic teaching/training skills and subject-specific qualifications. As a result, a search was carried out for qualifications covering either or both of these areas. Whilst there is a range of appropriate qualifications to cover generic teaching/training skills, there is a gap in the provision of subject-specific qualifications.

A full analysis of the qualifications available for recipients of travel trainer (learners) and the issues for future development is provided in Section 3; an analysis of the qualifications available for deliverers of travel training and the issues for future development is provided and Section 4.

3 Recipients of Travel Training (Learners)

Framework for Learners

The feedback from the consultation questionnaire, in-depth discussions and focus groups demonstrates that there is widespread support for the development of a learning framework for recipients of travel training (learners). This would be particularly useful in providing a resource for trainers who are developing learning programmes. Additionally, the availability of a recognised, national learning framework would help to raise the profile of travel training and enhance the credibility of courses aligned to the framework.

It will be vital that the framework is structured in a way that preserves the flexibility that trainers need when developing person-centred programmes. Some learners will be able to access only a small part of the learning framework so any new framework would need to be modular to enable trainers to dip in and out as needed by individual learners. There was a note of caution about the potential damages of a prescriptive curriculum in leading to a standardised, rather than a person-centred, approach. A key issue is that learners have different abilities and therefore modules may be needed at different ability levels. Guidance would need to be produced to accompany the learning framework; the guidance could explain the flexibilities within the framework and demonstrate how it could be used as a resource.

There was a high level of commonality in views as to what could be covered by a framework. A summary of potential content, based on the feedback of those who participated in the various streams of the consultation is provided in the following section. This summary does not form a recommended framework but is merely a summary of the suggestions returned via the consultation. It could form the basis for further development.

Those who attended the focus groups stressed the value of a central web-based resource. The resource could be based on the learning framework and could cater for the different levels of need. This would be valuable for new deliverers seeking out best practice as it would reduce duplication in investing in the development of lots of separate materials; it would also support more experienced deliverers as they could dip in to the resource as needed and use it as a mechanism for monitoring best practice.

It should be noted, however, that the learning framework will only be used to its best potential if it is supported by training and guidance for the deliverers who use it. Likewise, any framework would need to be updated on an ongoing basis to ensure that it remains up to date and supports current best practice.

Travel Training – Learning Framework for Learners

Possible Areas for inclusion in a travel training curriculum (based on feedback from the consultation and from current deliverers). Note: This summary is provided for information purposes and is not a recommended framework but only a summary of the key themes that emerged via the consultation.

Topic Area	Topic Area
Planning for travel How to plan a journey How to pay for fares/buy tickets Different travel passes available How to read a timetable How to read a map How to get directions How to find out about/understand location of bus stops What travel options are available Working out timings Shop and venue guides Use of information systems to find out about travel Local environment Aids available to support travel	Personal preparations for travel Making sure you have everything you need eg bus pass, telephone (numbers) for emergencies · Ensuring that someone knows where and when you are travelling
How to interact with others How to relate to staff selling tickets How to relate to the driver How travellers should conduct themselves When it is acceptable to talk to other travellers/staff Dealing with other people especially unhelpful and aggressive people Finding help points – who to ask for help Communicating with others	Health and safety issues Safe route planning Road safety including awareness of dangers Personal safety Looking after personal belongings Knowing how to handle emergencies Coping strategies · Risk assessment
Different types of travel environment Different modes of travel including: Walking Cycling Bus Tram Underground Taxi/Private Hire Community Transport Train Plane Ferry Safety in different environments Mechanics of using different modes of transport eg To board To request stop	Travelling Practical skills in travelling and completing journeys autonomously Walking to bus stop/station Getting to the transport Demonstration of correct and safe practices including getting on and off transport Demonstration of ability to travel independently on a single route, multi-route and multi-services Use of mobile/public phones including to call taxi Dealing with problems whilst travelling Money handling Signs and what they mean Using equipment eg different types of pedestrian crossing Technologies eg buying tickets

Qualifications for Learners (Recipients of Travel Training)

Current Position

The range of individuals undertaking travel training is extremely wide. The diversity in learner backgrounds and needs impacts on the training made available to them. This in turn impacts on the possible options for accreditation via qualifications. It also impacts on learner interest in qualifications.

The GoSkills research identified that there is a demand for qualifications for learners. Around two-thirds of the respondents to the questionnaire saw a value in making qualifications available for learners. The main demand came from those working in school/college contexts although there was also some (limited) interest from those outside of these contexts. The main benefits of qualifications were perceived as recognising achievement, providing credibility for the learning, raising the profile of travel training and motivating learners. A further benefit that was suggested was the potential of qualifications to provide a structure for training programmes.

There is a much stronger demand for qualifications amongst centres delivering training in school and college contexts. This is reflected in the fact that those who currently use qualifications are primarily based in schools and colleges. Qualifications are rarely used outside of the school/college environment and there is a limited appetite for the development of new qualifications for learners outside of schools/colleges. Research suggests that trainers are not convinced that qualifications could benefit these learners. Whilst the achievement could be motivating for some learners, other adult learners might find qualifications an unnecessary barrier or, at worst, patronising. The transferability and currency of qualifications also needs to be considered.

Some schools and colleges offer accreditation for independent travel skills. This is generally through “profiling schemes”, most notably through the ASDAN (Award Scheme Development Accreditation Network) awards and the OCR National Skills Profile scheme. Both of these schemes address broader employability and independent living skills but learners are able to access accreditation for units/modules that focus on independent travel skills as part of the programme. An Edexcel unit, Travel and Transport in the Community is also available. The units/modules are generally quite small and assess only limited travel skills. They are also offered as part of a very wide range of units and therefore have a relatively low profile in their own right. The use of the units is optional. The limited number of units available means that there is a lack of choice for learners.

Those awarding bodies that offer accreditation have developed their schemes independently of other organisations and there is therefore no consistency across awarding bodies in the assessment approach or the content of units. A central learning framework would be of value to awarding bodies who could draw on this central body of knowledge when developing their units and qualifications.

Developing Additional Qualifications

Research suggests that there is a greater interest in qualifications for those in schools and colleges than for those who are outside this environment. This is partly prompted by parent and school support for recognition of achievement. Schools and colleges are also better positioned to offer accredited qualifications to learners as part of their overall qualification offer; they are able to meet the requirements placed on deliverers of qualifications by awarding bodies and funding bodies.

The current provision of qualifications is extremely limited and is generally subsumed within a broader curriculum. Although there is strong support for accreditation of achievements in independent travel from schools and colleges (and in a small number of adult contexts), it is difficult to quantify demand for larger, independent travel qualifications. It will be necessary for awarding bodies to work with potential centres to establish the scale of demand and also the scope of potential qualifications.

Those centres who support the development of new qualifications have stressed the need for qualifications to be based on practical skills and for assessment to focus on the demonstration of practical skills. This approach to assessment is intensive as it is learner focussed and requires a one-to-one assessment of skills. This will have implications for the design of qualifications and assessment requirements.

Accreditation for this group of learners is particularly complex as the learners have such diverse needs – qualifications would need to cover a range of different levels (probably Entry 1 through to level 1) and would need to offer a range of content that is motivating for learners. This suggests that awarding bodies would need to develop a number of different units and make them available in different combinations. This model is most common in “profiling schemes” such as the ASDAN and OCR schemes – profiling schemes enable learners to mix and match units to suit their particular profile.

Qualifications of this type could be positioned within the Foundation Learning Tier and could be made available in schools, colleges and other approved training centres. Qualifications would have the added advantage of raising the profile of travel training with learners, parents, training centres and other stakeholders.

An alternative to the development of new qualifications would be to work with existing awarding bodies with a view to extending the units already available and ensuring that they are tied more closely to the learning framework for learners. This would would have the advantage of increasing consistency across awarding bodies, raising awareness of the new learning framework as a resource and increasing the choice available to learners.

4 Deliverers of Travel Training

Delivery

The research revealed that there is a wide range of individuals engaged in delivering or contributing to travel training. Those engaged in delivery range from professional travel trainers who design and deliver programmes on a full-time basis to those for whom contributing to travel training programmes is a small, ad hoc part of a wider job role eg carers, classroom assistants. Some travel trainers contribute only buddying/mentoring support under direction from a more senior travel trainer; other trainers have significant responsibility for assessing individual learners’ needs and also supporting the buddies/mentors working with learners.

A key issue for travel training is that there is currently no common entry requirement and no national standard or training programme to support new entrants – effectively anyone can contribute to the delivery of travel training. This is a particular issue as the demand for travel training is growing and new trainers will be needed. There is a high level of risk involved in supporting learners to develop autonomous travel skills and those engaged in delivering the training need to be equipped with appropriate skills and knowledge.

There are no common structures or titling conventions in place to differentiate between different jobs at different levels. Different organisations operate in different ways and use job titles appropriate to their particular approach. This presents a challenge in analysing the travel trainer role and identifying a common learning framework and standard. Any learning framework for travel trainers would need to recognise the diversity of roles and the skills needed by trainers operating at different levels.

For the purposes of this project, we have identified two broad levels of responsibilities. In order to differentiate between the levels, we have adopted the following terms:

Travel Training Assistant – Individuals working at this level provide buddying/mentoring support with guidance from a travel trainer. They support learners on a one-to-one basis, particularly in relation to making journeys
Travel Trainer – Individuals working at this level have responsibility for assessing learner needs, identifying an appropriate training programme, overseeing/delivering the programme and evaluating the learners’ progress.

(Note: this distinction and titling does not reflect common practice.)

In addition to these two roles, there is a further key role: Trainer of Travel Trainers. This role is considered separately in section 5.

Learning Framework

All three strands of the research revealed strong support for a learning framework for travel trainers. Over three-quarters of respondents to the questionnaire supported the development of a learning framework. The benefits identified included the use of the framework as a resource and its potential to set a national standard. In some cases, the support for a formal learning framework was associated with quality assurance; in others, it was viewed as something that would add credibility to the emerging profession. It was noted that a learning framework could take the form of a set of benchmark standards and could be available as a voluntary resource; however, the majority view appeared to be that qualifications based on the framework were desirable.

A number of organisations expressed concern that a learning framework could present a barrier for some trainers. There was general agreement that a learning framework should be able to support all of those delivering travel training albeit that some individuals would need to access only a small number of units/modules depending on the nature of their job role. The differences in job roles also led to the conclusion that there may be a need for more than one framework and/or the designation of units/modules within the framework as being particularly appropriate for deliverers undertaking a particular aspect of travel training at a particular level.

When asked to identify the skills and knowledge needed by travel trainers, respondents identified a mixture of generic teaching/training skills and also specialist travel training skills. Again, there was a difference in the skillset needed for delivering different aspects of training. The table that follows summarises the feedback received throughout the consultation but does not distinguish units for different job roles.

Travel Training - Deliverer Curriculum

Possible Areas for inclusion in a curriculum for travel trainers (based on feedback from current deliverers). Note: This summary is provided for information purposes and is not a recommended framework but only a summary of the key themes that emerged via the consultation.

Travel Training Specific Knowledge and Skills	Teaching/Training Skills
Travel Subject Knowledge · Different travel options and associated issues and safety risks · Different modes of transport · Relevant technologies – in relation to planning and using transport · Risk assessments · Road safety · Route planning · Map reading · Timetables · Personal safety · What can reasonably be expected of transport operators and of individuals delivering transport services · Helping learners to overcome fears · Encouraging independence	Learner Context · Cultural issues and changes · Overcoming barriers to training (ie parent/carer relations/individual) · Understanding of the needs of those with a learning disability · Recording/Monitoring requirements · Assessing learner needs · Understanding of the needs of the learners · Specific modules for children, young people and adults · Specific needs of individuals with physical disabilities · Relevant legislation eg DDA · Psychology of learner context · Trainer attitudes and behaviours – especially patience! · How to develop independence
Local knowledge · Local travel options · Local operators eg bus companies · Local transport hubs/stations · Local travel fares/tickets/bus passes · Local developments · How to work with local transport operators	Teaching/Training skills · How to carry out a needs assessment to · Devising appropriate learning programme · Devising appropriate activities · Ability to tailor programmes for learners’ specific needs – tailor-made programmes · Training methods · How to adapt to different learning abilities · How to provide one-to-once support · How to provide training for groups of learners · How to prepare materials for the target audience · How to find and utilise examples of best practice to enable standardisation · How to find resources · Commitment to ongoing CPD
Supporting learners in preparing and undertaking journeys · Planning journeys – routine and non-routine, single and multi-stage journeys · Personal preparations including safety issues · Accompanying learners · Demonstrating correct and safe practice include use of roads · Identifying dangers · Explaining appropriate behaviours	Qualifications · Planning for qualification requirements – understanding awarding body syllabus · Understanding any assessment requirements

Qualifications for Deliverers of Travel Training

Feedback from the Research

There was strong support for qualifications for trainers. This came through particularly strongly in the questionnaire where over three quarters of respondents confirmed their support. The benefits of qualifications were perceived as providing professional status, establishing career structures, raising the profile of travel training, delivering quality assurance and improving credibility with parents, carers and stakeholders. More mixed responses were expressed in the focus groups where there was some concern about qualifications presenting barriers to some trainers (particularly those operating at Travel Training Assistant level) and also concerns about the potential costs associated with training and assessment in relation to qualifications.

It was notable that all feedback identified that trainers needed teaching/training skills in addition to subject specific (travel training) skills and knowledge.

Current Position

There is currently only one specific qualification available for those delivering travel training. This qualification is the NOCN qualification, Introduction to Training for Travel Trainers. This is a relatively small qualification and is set at level 2. It provides a valuable introduction to travel training. The subject knowledge is relevant to travel trainers operating at all levels but it does not address higher level teaching/training skills.

There is no subject-specific travel training qualification in place. However, there are a number of qualifications that recognise generic teaching/training skills, most notably the Preparing to Teach In the Lifelong Learning Sector (PTLLS) qualification, the Certificate In Teaching the Lifelong Learning Sector (CTLLS) and the Diploma in Teaching in the Lifelong Learning Sector (DCTLLS). These generic qualifications equip teachers/trainers with the skills needed to plan and deliver training. However, teachers/trainers also need to develop their subject knowledge and skills separately.

The Teachers/Trainers and Classroom Assistants working in schools and colleges already hold, or are working towards, formal teaching/training/classroom assistant qualifications that provide recognition of generic skills. A number of the trainers who attended the focus group stated that they held professional teaching/training qualifications. Additionally, several of the respondents to the consultation questionnaire referenced the value of generic qualifications and cited the accessibility of these qualifications (in terms of easy access to training courses) as an advantage.

In the wider training context, all professional teachers/trainers operating in the public sector are required to hold formal qualifications. A summary of the qualification requirements for those in FE and publicly funded training centres follows:

The Government is committed to ensuring that those delivering learning in the publicly-funded sector in England are competent and qualified to teach. A regulatory qualification structure was introduced in September 2007.

The roles covered are teachers, tutors, trainers, and instructors working in the public sector and delivering publicly-funded provision. Individuals that are engaged only in assessing activities are excluded but they should hold the appropriate qualification for the award they are assessing.

The new structure recognises two levels. As a simple guide, the higher level (Diploma level) is for those who design curricula as well as delivering learning whilst the lower level (Certificate) is for those who are engaged only in delivery.

All new starters will be required to undertake an entry qualification called Preparing to Teach In the Lifelong Learning Sector (PTLLS). This is to be achieved within one year of appointment.

Those following the higher level route (ie those who design curricular as well as delivering learning) are required to achieve a Diploma in Teaching In the Lifelong Learning Sector within 5 years. Those following the lower route (ie those engaged in delivery but not curricular design) are required to achieve a Certificate In Teaching the Lifelong Learning Sector within 5 years.

For those already in the roles there is a Continuing Professional Development requirement of 30 hours a year.

If travel trainers wish to secure comparable status with trainers in the public sector and to demonstrate professional teaching/training skill, the Preparing to Teach In the Lifelong Learning Sector (PTLLS) qualification (or the Certificate or Diploma) would be the obvious choice. This would also help to enhance parity between those trainers delivering in schools/colleges and those delivering training in adult contexts outside of the publicly funded context.

Whilst the generic teaching/training qualifications are able to equip Travel Trainers with generic skills, there is clearly a gap in relation to qualifications that recognise subject-related knowledge and skills.

The PTLLS qualification would not be appropriate for those who are undertaking Travel Training Assistant roles and who contribute to only a limited number of aspects of the delivery such as buddying. For those individuals, an alternative qualification at level 2 would be needed. This qualification would need to draw on some existing generic units at level 2 as well as specific subject-related knowledge and skills such as that contained within the current NOCN qualification. There is a strong case for developing new provision/additional units at level 2 – particularly as the majority of those delivering travel training appear to be working at Travel Training Assistant level.

Developing New Qualifications for Deliverers

The diverse range of individuals engaged in delivery makes it complex to develop an appropriate structure for a single qualification. A range of qualifications at different levels would need to be considered. These qualifications would need to address generic teaching/training skills as well as subject specific skills.

It is unlikely that a qualification that focuses on training skills would be accredited into the national qualifications system. As identified above, the Government has made a commitment to the Teaching in the Lifelong Learning suite and there is currently pressure on awarding bodies to withdraw other qualifications for teachers/trainers as the Teaching in the Lifelong Learning suite sets the national standard. Whilst this does not preclude the development of qualifications that are positioned outside of the regulated framework, it should be noted that qualifications outside of the framework will not attract public funding and may not secure comparable status to professional qualifications within the framework.

Any new development would need to focus on the subject-specific elements that deliverers need alongside generic skills. There is a clear gap at level 2 and potentially a further gap at level 3.

In the short-term, a framework setting out the desirable knowledge and skills for each of the delivery activities could be developed. This framework could be used to identify how the Teaching in the Lifelong Learning suite could be used to support travel training and also to identify the subject-specific requirements for which separate units/qualifications would be needed. It could also distinguish which units should be aligned to which specific role thereby differentiating roles and qualifications at different levels. Research to date has identified the body of knowledge and skills required; however, this has not been assigned this to specific job roles or levelled in any way.

In order to secure awarding body support for the development of new qualifications, it will be necessary to quantify the level of demand. However, it appears to be the case that the most significant gap in provision is at level 2 and, as there are more Travel Training Assistants than Travel Trainers, this suggests that there is potential for significant numbers of learners to follow programmes leading to this qualification. Additionally, Government is committed to supporting individuals in achieving qualifications at level 2 and it is therefore possible that new qualifications could be designed to attract public funding.

5 Trainers of Travel Trainers

Current Situation

The Beecham Report identified the importance of developing common learning frameworks and qualifications to support the two distinct groups of those receiving travel training (learners) and also those delivering the training (Travel Trainers and Travel Training Assistants).

High quality Travel Trainers and Travel Training Assistants are central to delivering the learning framework for learners. However, a separate approach is needed to support the Travel Trainers and Travel Training Assistants in accessing their own learning framework and developing their own skills – ie an infrastructure to train the trainers is needed.

Travel training is an evolving subject area and there is limited expertise to call on. There are no formal training courses offered by colleges or universities. As the demand for travel training grows, the need for trained and qualified Travel Trainers and Travel Training Assistants will also grow. The “Train the Trainer” infrastructure will be critical in underpinning the whole system as those training the trainers will have a significant impact on training standards.

Currently there is no quality assurance or control mechanisms in place to identify those trainers who have the expertise and skills needed to train trainers. This issue was identified by a number of attendees at the focus group and is clearly linked to the issues around quality assuring Travel Trainers and Travel Training Assistants. Local authorities and other agencies seeking to buy in trainers to train their travel training team have no mechanism for identifying experienced and high quality trainers as there is no recognised quality assurance system in place.

Quality Assurance for Train the Trainer Provision

As there is limited expertise available, it is unlikely that awarding bodies will develop qualifications for this group. Whilst generic teaching/training skills can be accessed via PTLLS, CTLLS and CTLLS, there is no comparative body of subject expertise. The costs of developing highly specialist learning frameworks and qualifications for a small number of learners are likely to be prohibitive. It is therefore unrealistic to develop a learning curriculum or associated qualifications for this group of trainers at this point in time.

However, there is an urgent need to identify high quality trainers as these trainers will be central to training Travel Trainers and Travel Training Assistants and driving standards across the country.

An alternative to the development of qualifications, is the development of an accreditation scheme whereby trainers that meet agreed national standards can be easily identified by Local Authorities and other agencies seeking to buy in training for their travel training team. This accreditation scheme should be introduced as soon as is practical in order to support those Local Authorities and other agencies who are new to travel training but who need to expand and grow their provision.

As the number of specialist trainers of travel trainers grows, it will become more cost-effective to develop a recognised learning framework and qualification for this group. It would be sensible to review the number of trainers of travel trainers on an three-yearly basis with a view to moving from an accreditation scheme to a formal qualification when the numbers of trainers have grown to a level that justifies the development of a specialist qualification.

6 Summary of Recommendations

The following tables set out the recommendations for future actions together with the rationale for the recommendations.

Recommendations for a learning framework and associated qualifications for learners

Recommendation	Rationale for Recommendation
Modules that could support trainers in putting together learning programmes for individual learners should be developed. These should be based on a learning framework	· The needs of learners vary so dramatically that it would not be possible to develop a prescriptive curriculum/learning framework. However, deliverers and trainers would welcome resources that could be dipped into as needed as long. · Modules should recognise different levels of skill. · These modules could be made available to awarding bodies for use when developing qualifications.
Qualifications for learners should be developed. The qualifications should be branded as “independent travel” and should be positioned within the Foundation Learning Tier of the Qualifications and Credit Framework (QCF)	· There is a stronger demand for qualifications for those in schools and colleges than there is for adult learners. However, qualifications could be designed in such a way that all learners could also use access them if required. · Current provision is limited, does not reflect best practice and has a low profile, often being hidden within wider qualifications. · Work with awarding bodies is needed to shape provision so that it is more appropriate, provides a wider range of accreditation units and draws on best practice.
The value of qualifications should be promoted to DCSF as well as to potential delivery centres	· This will raise the profile of travel training and raise demand. · This will enhance credibility with parents and carers as well as learners · This will provide motivation for learners

Recommendations for a learning framework and associated qualifications for deliverers of travel training

Recommendation	Rationale for Recommendation
A clear progression map should be developed to recognise the skills of the different people engaged in delivering travel training ie: · Travel Training Assistants (Level 2) · Travel Trainers (Level 3) This framework should be developed and made available to all offering travel training.	· Many different people are engaged in delivering travel training. Currently there is no clear distinction between different roles. There is no standard terminology to describe roles. · As travel training continues to evolve and expand, it will be increasingly necessary to differentiate between roles and to provide appropriate training and quality assurance for all of those taking responsibility for training others.
A qualification should be developed for Travel Training Assistants at level 2, Introduction to Travel Training	· A new qualification is needed that combines subject knowledge and understanding with buddying/mentoring skills. · A possible title for this qualification is: Introduction to Travel Training. · There are many individuals engaged in travel training at this level and there is likely to be a significant demand for this qualification. · This qualification would provide progression (for those that want it) to level 3 qualifications.
Travel Trainers operating at level 3 should be advised to achieve the Preparing to Teach in the Lifelong Learning Sector (PTLLS) qualification to develop their teaching/training skills and, alongside this, should be advised to undertake the level 2 introductory qualification to develop their subject knowledge	· Travel trainers need to have generic teaching/training skills as well as subject specialist skills. · Preparing to Teach in the Lifelong Learning Sector (PTLLS) is the qualification that is now required for all teachers/trainers delivering publicly funded training. PTLLS recognises generic teaching/training skills. · If travel training is to secure funding connected to delivery of qualifications and/or delivery of non-qualification bearing programmes, trainers must hold the PTLLS qualification. Achievement of this qualification will enable trainers to demonstrate that they are qualified to professional standards – this will aid the work to raise the profile of this emerging profession. Trainers would be able to carry out their practical teaching/training components in the context of travel training. (Note: a number of travel trainers have already achieved this qualification). This approach aligns with the Government’s work to raise teaching/training standards through PTLLS and other qualifications in his suite. · As PTLLS is a generic qualification, deliverers also need to have access to training and qualifications that support their subject specific knowledge. Therefore, they should be advised to undertake the level 2 qualification, Introduction to Travel Training, to develop their subject knowledge

Recommendations for recognising Trainers of Travel Trainers

Recommendation	Rationale for Recommendation
Trainers of Travel Trainers and Travel Training Assistants should be recognised centrally via an external quality assurance/registration scheme. This will enable those LAs and other agencies who purchase training for their travel training teams to identify appropriately experienced and high quality professionals.		· As travel training expands, the role of trainers of the trainers will be critical. Whilst generic teaching/training skills can be accessed via PTLLS, CTLLS and CTLLS, there is no comparative body of subject expertise. · As more local authorities and training agencies engage with travel training, they need to be able to access high quality trainers for their trainers. Currently, there is no mechanism in place to support LAs/other organisations in identifying a trainer and concern has been expressed via the focus groups in relation to identifying appropriate trainers. · The number of experts who could take on the role of trainers of travel trainers is very low. As the number is so low, it is unlikely that any awarding body would invest in developing a qualification – additionally, there are no training centres to support potential candidates. · Given the low numbers combined with the increasing importance of this role, a system is needed urgently to identify those people who have the skills and expertise to train the trainers in the subject knowledge and management of travel training. The alternative to a qualification is a quality assurance/register system. This could be established as a short-term measure (3-4 years) whilst the number of trainers increases; the potential for qualifications should be re-visited after this time

Recommendation for Learning Resources

Recommendation	Rationale for Recommendation
Web-based resources should be developed to support trainers at all levels		· There is strong support for a website with central resources. All focus groups stressed the need for this and the consultation questionnaire also identified widespread support. · The central resource could be used to support those undertaking qualifications as well as providing an ongoing support for current activities and CPD. · It would provide a mechanism for identifying and disseminating best practice.

Annex 1 Summary of Questionnaire Responses

Introduction

The questionnaire was initially distributed at the CTA conference in October 2008 and was subsequently distributed more widely to a further 150 organisations including local authorities and training providers.

Responses

63 completed responses were received. These responses came from 53 different organisations:

Type of Organisation	Number of different organisations
County/City/District Council	30
Community transport	4
Schools	4
Colleges	4
Support groups	7
Other	4
Total number of organisations	53

The following summary of information is based on feedback at organisation rather than individual level. Where responses were received from more than one representative of the same organisation, both responses were taken into account so that all feedback has been used.

Section 1 - Current Engagement with Travel Training

41 of the organisations that responded either delivered travel training or commissioned it.

12 organisations are not currently engaged in travel training. Of these 12, seven were planning to start offering travel training and a further three were considering offering travel training. (One respondent did not provide a response and one stated that they did not intend to offer travel training.)

The target audience (or the planned target audience) includes:

Young people with disabilities and learning disabilities X 19
Individuals of all ages with disabilities or learning disabilities X11
Adults with visual impairments
Individuals of all ages with learning disabilities X5
Adults with learning disability X9
Adults with physical or learning disabilities X2
Adults
Adults with physical disabilities X3
Adult social care clients X3
Older people X 5
Ethnic minorities/new communities X3
All residents in the are post 16 who are not familiar with public transport or who lack confidence to use it X2
Those for whom English is not a first language

NB: Most respondents deliver/plan to deliver to more than one target audience

The key aims of the training include:

Independence in travelling between home and schools/college/placement X7
Expanding travel options/independence for individuals X 21
Enhance opportunities for employment and/or training X 4
Social inclusion X5
Reduction in costs and demand on statutory services X8
Sustainable transport options
Enable individuals to make journeys safety and confidently

The modes of transport covered (or to be covered) by the training were identified as follows:

Mode of transport	Number of organisations offering training for this mode
Bus	46
Coach	14
Taxi	23
Community Transport	21
Tram/metro	10
Train	33
Airline	6
Canal	1
Private car (passenger and driver)	1
Cycle	7
Pedestrian	16

Note: Five respondents did not complete this question. Of the 47 that did respond, 46 identified training in the context of bus, making this mode of transport central to travel training.

Delivery of training

Respondents were asked to comment on how travel training was delivered. Feedback was as follows:

Discrete travel training lessons as part of school/college offer X3

As part of wider school curriculum eg employability X2

One-to-one sessions X 12

Peer support/”buddying” X2

Training provided in schools, colleges and other learning centres with practical journey activities X3

Day centres X3

Classroom trainers supported by classroom assistants X3

Classroom training supplemented by one-to-one X6

Joint working with clients and their families

Drawing on individuals who have disabilities who have learned independent travel

Support workers and trained carers X3

By working in partnership with other agencies in the area

Initial contact followed by up to ten accompanied journeys

Familiarisation with different transport modes

Delivered by rehabilitation officers/social workers

Person centred

Sessions with Arriva

Specialist topics delivered separately eg journey planning, personal safety

In addition, Council responses stated:

Council provides training for teachers and teaching assistants in schools and colleges
Council contracts with schools/colleges/centres for delivery X3

Section 2 – Training curriculum and Qualification for Learners

Respondents were asked whether a curriculum/framework for travel training would be a useful resource and add value. All of the respondents that answered this question, agreed ie:

Yes: 48 centres

No response: 5 centres

Possible curriculum/framework content

Respondents suggested the following content areas for a central curriculum/framework:

Preparation for travel

Planning a journey
Fares and tickets
Travel passes
How to read a timetable
How to read maps
Directions
Shop and venue guides
Use of information systems to find out about travel
What travel options are available
Local environment
Aids available

How to interact with others

Travel behaviour
Social awareness
Driver awareness
Assistance available

Health and safety issues

Road safety
Personal safety
Coping strategies
Risk assessment

Different types of transport environment

Using different modes of travel
Mechanics of using different modes of travel eg to board, request stop etc)

Travelling

Carrying out journeys
Crossing roads safely
Communication
Money handling
Technologies
Dealing with problems

Other comments on developing the framework

Respondents that commented on the development of the framework focussed primarily on the need to ensure that the training environment was right and that it met the needs of learners. The comments provided were as follows:

Materials needs to be user friendly
Materials need to be free/low cost so that learners can afford them
Need to ensure that trainers are able to deliver the programme effectively and to a high standards
Need to ensure that trainers recognise the needs of learners
Programmes need to be flexible so that they can be adapted to the needs of all learners – need to reflect learner needs as well as local environment
Programmes need to be modular/flexible especially where learners have to pay for them as learners may not be able to afford long courses
Need to engage carers and families as well as learners and to demonstrate benefits
Programmes need to reflect equal opportunities and disability awareness
Risk assessment element needs to be identified and addressed (this was the most frequently made comment)
Working with other groups in the community is important
Need to build on current good practice

Qualification for Learners

Respondents were asked whether the availability of a qualification add value to the training. Responses were as follows:

Yes: 37

No: 6

Not sure: 9

No response: 1

Those that thought a qualification could add value, gave the following reasons for this:

Access to public funding
Provides a focus/structure for the training
Helps to standardise training
Could help to provide credibility for the training and raise its profile
Motivating for learners X 10
Additional qualification/achievement for learners
Good way to demonstrate to future employers that learners can manage their travel X2
Good for learners’ confidence X2
Adds structure
Provide a goal for learners to work towards
Could encourage mainstream/schools and colleges to offer this training

The most common reason for supporting a qualification related to the boost to learner confidence with 9 responses identifying this in some way.

Those respondents who were unsure of the value, or did not think that a qualification could add value, usually cited the different needs of learners. The most common response related to the possible benefits for younger learners but stated that qualifications would be less attractive for older learners who might not see the value or, at worst, find qualifications “patronising”.

Qualification content

Many respondents referred back to their suggested content for the training and suggested that this content should inform the content of the qualification. Those respondents that expressed an additional view on what a qualification should cover suggested the following areas:

Practical travel skills
Journey planning
Walking to bus stop/station
Getting to the transport
Demonstration of correct and safe practices including getting on and off transport
Demonstration of ability to travel independently on a single route, multi-route and multi-services
Knowledge of transport systems and relevant legislation
Exploring routes
Asking for information
Phoning for taxi
Staying safe
Reading timetables
Applying for a bus pass
Handling money
Road safety
Identify competence levels
Literacy
Numeracy
Time management
Dealing with emergencies

It is notable that the emphasis is on practical skills throughout. This would drive the structure and assessment model for any qualification.

Section 3 – Training Curriculum and Qualification for Travel Trainers

The question as to whether a framework/curriculum of knowledge/skills for travel trainers would add value was answered as follows:

Yes: 46

Not sure: 2

No response: 5

Trainer Framework/Curriculum content

The following was suggested as possible content for a framework/curriculum for trainers:

Subject Knowledge

Everything that learners need to know

Risk assessment

Different modes of travel and how they operate

Passenger rights

Mechanics of public transport

All aspects of travel training

Road safety

Route planning

Map reading

Timetables

Area awareness

Cultural issues and changes

Personal safety

Accessibility

Awareness of assistance available

Learner Context

Guidance and support on overcoming barriers to training (ie parent/carer relations)

Understanding of the needs of those with a learning disability

Recording/Monitoring requirements

Assessing learner needs

Devising appropriate journeys and journey activities

Understanding of the needs of the learners

Specific modules for children, young people and adults

Specific modules for individuals with different learning needs

Relevant legislation eg DDA

Psychology of learner context

Trainer attitudes and behaviours – especially patience!

How to develop independence

Local area knowledge

Teaching/Training skills

Understanding of any assessment requirements

Ability to tailor programmes for learners’ specific needs – tailor-made programmes

Training methods

How to adapt to different learning abilities

How to prepare materials for the target audience

Best Practice

Examples of best practice to enable standardisation

How to find resources

Guidance/Support Materials

Respondent were asked whether guidance/support materials add value. Responses were as follows:

Yes: 45

No: 1 (This respondee suggested that formal accreditation for trainers would be

more effective than support/guidance materials)

No response: 7

Content of guidance materials

Few respondents answered this question. Those that did suggested:

Keep it simple
The basics
Toolkit for delivery
Everything trainers need to know
Risk assessment, personal safety, H&S
Updates on legislation
Updates on funding options
Examples of best practice
Guidance material
Information on qualifications
Sample materials
Learning activities
Case studies
Information on barriers to learning and how to overcome barriers
Engaging with parents/carers
Information on specific disabilities
Handbook for correct procedures
Reference resources
Managing challenging behaviour
How travel training fits into schools curriculum
CD/DVD materials
Contacts
Easy to use templates that could be used by deliverers

Other Comments

A framework would be beneficial in:

driving common standards for all travel trainers
saving time and resources in starting up new programmes

Need to be aware that travel training is different in different geographical areas due to the differences in the travel networks and the operating companies. Therefore need to be cautious of putting too much detail/structure on frameworks

Trainers need to understand when they should say “no” in the interests of the safety of individuals – not everyone who wants to travel independently can do so safely.

All documents should be user-friendly, bearing in mind that not all trainers are qualified teachers.

A framework would help to raise the profile and status of the travel training service. Travel training should be available to all clients that need it and a framework would help to raise the profile and make it more mainstream

Qualifications for Travel Trainers

Responses to the question as to whether a qualification for trainers would add value were as follows:

Yes: 44

No: 2

Not sure: 3

No response: 4

Note: one of respondents who answered “no” to this question flagged up the issue of cost and noted that not all of those groups currently engaged in travel training would be able to afford the costs associated with qualifications.

One of the respondents expressed concern that anything that created a barrier for mentors had the potential to reduce the number of mentors and/or to add costs.

Added value of a qualification would be:

Enhances credibility of the training with learners, parents and carers X5
Raises the profile of travel training X6
Reassurance for learners, parents etc X3
Provides a structure for training programmes for trainers
Professional development and future progression opportunities X6
More willingness from teachers and training centres to participate and make resources available
Emphasises the importance of travel training as a discrete service and not just an extension of social support
Ensures quality in delivery rather just enabling access to the cheapest option
Raises standards X3
Recognises trainers’ skills and/or the job roleX3
Enables trainers to move between different centres/parts of the country X2
Help with funding bids as funders will expect minimum level of qualifications X2
Establishes a national standard X4
Qualification is recognised as a quality mark X3
Access to more indepth knowledge and training for those working with clients with specialist needs
Promotes inclusion and community participation
Would help to promote inclusion of travel training in school/college curriculum

A qualification for trainers should cover:

Risk assessment
All parts of the framework for trainers X5
Communication X2
Health and safety X2
Road safety
Different types of transport
Stranger danger
Interpersonal skills
Designing appropriate learning materials
Child assessment techniques
Disability awareness
Understanding of the needs of learners
Specialist understanding of different disabilities
Specialist travel issues
How people learn/different learning styles
Understanding assessment
As per teacher trainer qualifications
Community enegagement
Aids and supports
Promoting independent travel to parents and carers
Objective setting
Person-centred approaches

Comments on qualifications for trainers

Currently use a local trainer accreditation scheme so not sure if a further qualification would add value
Trainers need to conform to basic requirements but may not need an additional qualification to do this.
Undertaking qualification will add extra burden to trainers who may already have heavy workloads
Hard to find relevant units in current qualifications. Dedicated qualification would be more transparent
Specialist units for travel trainers could be added to other, established qualifications
Need to explore existing qualification to see if there is anything appropriate available
HBC deliver a train the trainer course for trainers that is accredited through the Open College Network
Qualifications would need to cover diverse content, reflecting the wide range of skills used in travel and in travel training
Formal qualifications are long overdue
Accreditation should be generic and easily accessible

Section 5 – General Comments

The final section of the questionnaire asked for general comments. The following comments were provided:

This is a positive way forward and could provide the umbrella for all existing programmes. Fully support the work.
Travel trainers needs to be recognised as professionals with a career rather than being viewed as specialist support workers
Welcome the approach taken to this work ie engaging with experts who understand the field
Useful to engage with NIACE who have been working on a similar project
Links made between schools and colleges to enable learners to continue their programme if they move from school to college/day centre

A number of respondents identified that they have already put together programmes and/or materials

The TITAN programme was mentioned as offering a good framework

The ASDAN Towards Independence and CoPE awards were identified as providing appropriate structure and accreditation for learners

Annex 2 – Summary of Feedback from In-depth Interviews

Introduction

In-depth interviews were undertaken in order to explore detailed, qualitative issues in relation to the current delivery of travel training and to assess how the proposed curricula and qualifications could support existing practice.

The participants were targeted in order to capture:

· a good geographical spread across England

· a good mix of urban and rural locations

· a good mix of local authority, Third (Voluntary) Sector and employer organisations.

The interview script used is attached as Appendix 1: Script for interviews for the GoSkills Travel Training Research Project and list of participants is attached as Appendix 2: Details of participants.

Summary of Discussions

Target audience for travel training: The target audience for travel training programmes is diverse with training made available to individuals with a wide range of learning difficulties, and/or disabilities and physical disabilities. The age range varied across different programmes. Some schemes focused only on pre-16s, others only on over-18s, while others worked with both and some worked with the elderly in residential homes.

Rationale for Delivery: The main rationale for delivering travel training programmes is greater independence and social inclusion for those in receipt of the training. Additionally, there is benefit for local authorities in funding travel training programmes as this can reduce local authorities’ transport budgets – it’s cheaper to train individuals and provide travel passes than to continue providing transport services.

Resources: There is a wide range of resources available to those developing or running travel training programmes – some are free, others incur a cost. Predominantly, though, each programme has developed its own resource bank. There are numerous websites offering resources in support of travel training programmes.

Common content for learner programmes: In the case of the travel training curriculum for those in receipt of training, there is clear and widespread common content across the programmes that were investigated.

Geographical issues: The range of public transport services that need to be included in training programmes is wide and varied. Some modes of transport apply only to specific urban areas – such as tram systems and the London Underground.

Programme length: A common feature across all programmes investigated was that there is no set timescale for delivery of training. It takes, ‘as long as it takes’ to train someone and this can vary from between two weeks for the most able single-route, single-travel service – to up to six months or maybe even longer for the less able an more complex multi-route training.

Deliverers of programmes: Recruitment of staff to deliver the training varied across programmes. Some recruited from volunteers, others – particularly where working in schools – cascaded training to support staff such as classroom assistants and Special Educational Needs Co-Ordinators (SENCOs). There was no common entry requirement. However, all staff involved in the delivery of training should be CRB or enhanced-CRB checked, as they will be working with some of the most vulnerable people in society.

Train the Trainer: Some local authorities and charitable organisations provide training to other providers on a chargeable basis. There is currently no quality assurance system for those who train the travel training trainers.

Content for programmes to train trainers: Key areas that should be included in the curriculum for travel trainers are:

· high-quality initial assessment, but more extensive than just ‘environmental’ assessment

· risk assessment

· multiple route planning

· disability awareness, over and above the normal awareness raising

· dealing with issues and concerns raised by parents/carers.

Qualifications for Learners: There is broad support for a qualification for those in receipt of travel training, although some interviewees had reservations as to the benefit.

Qualifications for Trainers: There was unanimous support for the development of a qualification for trainers. It was felt that this would help standardise the quality of training, while increasingly professionalising the sector.

Challenges

The following challenges were identified:

· A recurring issue was that faced by trainers and trainees – the lack of awareness and consideration by public transport workers. In some areas this was very good but in others it was clear that more needed to be done in terms of training for drivers and other passenger transport staff.

· There is often resistance from parents/carers who have concerns over the safety and increased independence of those under their care.

· There have been some issues, in the more urban areas, of cultural differences and issues which have made it not possible to train certain individuals due to a lack of appropriate human resource.

· The distance needed to travel in some rural areas increases the complexity of the training and therefore the time it takes.

· In some cases there has to be recognition that an individual will not be able to travel independently on public transport services – it is vital that transport provision is maintained and/or resumed in those cases.

· Many of the travel passes issued to those who have been trained do not allow travel at peak times unless a supplementary payment is made. If this is met in full by the local authority, this is not an issue. However, where this has to be met by the individual, this restricts their ability to travel to work or training facilities such as colleges.

Key Messages

There was support for a framework for learners. However, this should be developed so that it is broad enough to cover the entire range of content needed but also flexible enough for providers to take the areas they specifically need while not being required to include those areas that are not appropriate or needed

Any qualifications developed for either trainees or trainers would need to be flexible enough, perhaps with a core/options model, to allow deliverers to tailor the training and content to the individual needs of recipients. There is a need to ensure that any assessment involved in qualifications isn’t so onerous that it puts people off registering for the qualification or puts unnecessary barriers to achievement in the way.

Specific training for public transport workers, over and above any ‘disability awareness’ training they receive, to reinforce the importance of the role they have to play in enabling recipients of training to make effective and safe use of public transport systems.

The logistics of training the trainers needs to be considered, so best practice can to be shared across all programme deliverers. There is enthusiasm for sharing and disseminating experiences and lessons learned.

More work needs to be done to reassure parents and carers over the issues they have, this is an area that should be included in the travel trainers’ curriculum framework.

There is agreement that qualifications for deliverers/trainers are desirable but less agreement on the benefit of qualifications for learners.

Appendix 1: Script for interviews for the GoSkills Travel Training Research Project

Questions

1. Looking at a framework for trainees, what is the main client base for your training?

2. What main issues have you faced in establishing your framework?

3. What travel services do you cover in your training?

4. What are the broad areas your training covers?

5. Looking at the suggested content for the proposed framework, are there any areas that you feel are missing or are not appropriate for your client base?

6. Do you feel a qualification for those in receipt of training would be of value, and why/why not?

7. Turning to the framework for travel trainers, where do you draw your training staff from?

8. What training do your staff receive – before/on-the-job?

9. What areas do you ensure your staff cover?

10. Looking at the proposed framework, are there any areas that you feel are missing or are not appropriate for your staff?

11. Do you feel a qualification for those delivering training would be advantageous, and why/why not?

12. Finally, are then any specific issues or areas you wish to highlight? Any practices or resources you would be willing to share with GoSkills?

Appendix 2: Details of participants

We gratefully acknowledge the time and energy given by all those who participated in this research and willingly gave details of their programmes and resources:

Alex Donaldson, Community Options South, Birmingham City Council

Alice Murray, Community Options North, Birmingham City Council

Catherine Mannion, Supporting People Achieving Real Choice, Warrington

Claire Pyatt, 16-19 Education Transport Partnership, Trafford Council

Emily Sellick, Speaking Out in Torbay, South Devon

Georgia Metzger, The Travel Buddy Service, Hounslow Borough

Jacob Clarke, Education Leeds

Mary Roche, Norfolk County Council

Peter Walsh, Norfolk County Council

Rosie Revell, Wakefield Metropolitan District Council

Annex 3 – Summary of Focus Group Responses

Introduction

Three focus groups were held in March 2009. The meetings, which were held in Birmingham, London and Liverpool, attracted 25 attendees from 15 different organisations. A list of the organisations represented at the meetings is provided at the end of this report.

The aims of the focus groups were to explore in depth:

the requirement for learning frameworks and qualifications for recipients of travel trainers and also deliverers of travel training
views as to how the frameworks and qualifications should be shaped to be of most value to those engaged in travel training.

The three focus groups were structured in the same way. Each of the meetings addressed the following key questions:

· What should the learning framework and/or qualifications for learners cover?

How should travel training be delivered and by whom?
What should training and qualifications for travel trainers cover?

What should the curriculum and/or qualifications for learners (recipients of travel training) cover?

Note: A summary of the possible content that had been suggested via the research questionnaire and additional research was presented to the groups as a starting point. It was stressed that the summary was provided only as a prompt.

Scope of a curriculum for learners

All groups identified the that the learning curriculum would have to be flexible - learners have a wide range of different needs and therefore the only viable option would be a pick’n’mix model where trainers could dip in and out as needed
Learning programmes are person centred and therefore needed to be tailored to individuals rather than following a prescribed structure
Some learners (particularly those with learning disabilities) would be able to access only a limited part of the curriculum
Some learners would never be able to manage some aspects of the framework (eg route planning) and would need to rely on others to do this for them
There are also differences which may occur depending upon if a person is based in a rural/urban area, and also the transport methods available in certain areas, i.e. trams in Blackpool or the Underground in London.

Issues to be considered in introducing a curriculum

The danger of a set curriculum was that it could lead to a tick-box mentality with trainers focussing on delivering everything rather than supporting the needs of the learner. It could also skew delivery so that if focussed on a pre-set curriculum rather than the needs of learners.

Other options to help Learners

It was suggested that a central e-learning package would be helpful.

Qualifications for Learners

· Adults are unlikely to appreciate qualifications

· Qualifications may not be helpful as skills fade and therefore qualifications may not signal current ability

· Some deliverers provide attendance certificates and/or confirmation that individuals have mastered specific routes

· Qualifications could lead to an over-prescriptive training framework and therefore detract from the person-centred approach

· Qualifications are not the same as skills and, more importantly, not a guarantee that an individual can travel safety on their own

· There was a general concern that the availability of qualifications, albeit it voluntary, could lead to demands for mandatory qualifications and or the setting of targets

· Trainers working with younger learners in a school/college context were more likely to support the development of qualifications.

How should travel training be delivered and by whom?

It was noted that there is a growth in travel training and therefore a need to provide some sort of support framework.

Coherence and integration across local areas and agencies

· There is a key gap in joining up across school and adult options

· There is a need to improve coherence across different environments and different agencies especially school and adult options – de-skilling can take place if individuals move from one environment to another without recognition of previous achievement.

· The primary/secondary transition period (or earlier) was mentioned as a good starting age for travel training

· There is quite a lot of commonality between the approaches taken by different agencies but a central framework could help to improve the way that things are joined up

· Different teams operate differently with different groups

Individually tailored learner assessment prior to training is vital and requires good communications skills and good cross-agencies working in some cases.
The support of other professions (eg social services) needs to be established.
Parental support (where applicable) is essential and it may be necessary to overcome aprents’ concerns

Delivery

A combination of theory and practical delivery is needed.
One-to-one interface is very important for specific practical activities such as particular journeys – although multi-learner travel training is sometimes feasible.

Integration with other initiatives eg cycling proficiency, green cross code, etc., would be very helpful – theory and practice.
It was mentioned at the Liverpool group that some people looking for work may lack confidence in travelling to an area outside their home town, thus limiting the opportunities available to them. An idea at the Liverpool group was that Travel Training could be incorporated into a back to work programme, which may help open up new opportunities to them.
Currently some local authorities/organisations find it difficult to get into some schools to teach travel training to pupils, much is dependent upon the head teacher and currently the approach is very sporadic. It was suggested in Liverpool that DFT could work with DIUS to try and get Travel Training compulsory in schools, thus educating and giving confidence to individuals from an early age.

Deliverers of travel training

· Teaching assistants provide support in schools

· Some individuals (eg carers) carry out travel training as part of a wider role – Social Care NVQ contains units on supporting travel training

· Wide range of different people are engaged in delivery – there is a wide variation in the people supporting the training and also in the roles that they play.

· Travel trainers need to act as role models

Initial Assessment

· All groups emphasised the importance of initial assessment; this is key to delivery and to success

· It is vital that those making the initial assessment have the right skills and are recognised as having the right skills by stakeholders such as parents

What should training and qualifications for travel trainers cover?

Note: A summary of the possible content that had been suggested via the research questionnaire and additional research was presented to the groups as a starting point. It was stressed that the summary was provided only as a prompt.

Learning Resources

· Agreement across all groups that central resources with an emphasis on best practice would be helpful

· FAQs and top tips would be useful

· Mechanism for exchanging best practice would be welcomed

· E-learning packages could be used to deliver some learning possibly with tests at the end

Learning Framework

· It was agreed that this could be helpful as a resource

· It was noted that the framework could exist in isolation from qualifications – eg as a free resource to dip into as needed.

· Not everyone is providing everything in the framework and therefore it would need to be possible to tailor programmes eg short courses based on specific modules

· It was also noted that some of the items listed in the curriculum for trainers (see Annex C) might be appropriate for Travel Trainers but less relevant for buddies/mentors so flexibility would be needed.

· E-learning materials based on the framework were viewed as desirable

· It could be used to demonstrate to parents and carers that there is a national standard

· Must include initial assessment as this is fundamental

· Must include evaluating and checking learners’ understanding

Specific comments on the draft content list

The following additions were suggested:

Basic knowledge of different disabilities, mobility aids etc
Developing a good understanding of the many different types/spectra of disability was considered highly desirable.
How to cater for visually impaired, hearing impaired or ESOL students
Psychology of learner – many people questioned the title of this, as they didn’t really understand the meaning, did we mean i.e. the confidence or reluctance of learner?
Trainer attitudes and behaviour – would this cover i.e. behaviours modification, being somewhere in between a teacher and a friend, but neither too strongly one or the other
Communicating in a variety of ways
First Aid
Keeping up to date with changes to technology i.e. Tom Toms for pedestrians
Keeping up to date with Policy i.e. one organisation said that Travel Trainers can actually put in requests to add a set of traffic lights/crossing in a certain area if they believe it is needed, or maybe understand the Child Protection Act etc?
Working with parents
Engaging with local companies
Strong pedestrian /safety skills themselves
Identifying dangers – this is under supporting learners on journeys, but some also risk awareness before you go out and also whilst you are out.
Specific training in risk assessment is desirable – this should be in line with the physical environment and changing circumstances
It was also mentioned that a lot of things were hard to record such as common sense, attitude and judgement skills.

Understanding matters relating to conditions of carriage and what can be reasonably expected of drivers, vehicle accessibility, etc. was mentioned.
Dealing with different (difficult) behaviour (modification/handling) and basic first aid was also key.
Good inter-personal and communications skills are essential

Qualifications – Generic Training Skills

· The value of the Preparing to Teach in the Lifelong Learning Sector qualification was noted - this is a minimum requirement for trainers delivering funded programmes. The qualification recognises generic teaching skills

Qualifications

· Attendees at the Birmingham group were not convinced that qualifications for trainers were needed; however, attendees at other the groups were more supportive of qualifications

· The Birmingham group identified the following concern: if qualifications were available, it could become the norm to require trainers to hold qualifications – this may drive good trainers away and could add additional costs. There was also some scepticism about qualifications as a proxy for skills

· There was agreement that a qualified trainer was not a guarantee that learners would always be able to travel safely and efficiently on their own eg it would not prevent individuals getting lost

· A qualification/standardised approach would also help Travel Trainers in making sure they are taking the ‘right’ approach.

The Liverpool group felt that qualifications for Travel Trainers would provide;

Recognition for the travel trainer
Confidence from others (eg parents, other professionals).

o Protection and professionalism for the travel trainer.

Quality Assurance

· Qualifications could be used as a mechanism for quality assurance – and could assist local authorities in identifying appropriate trainers (including trainers for train the trainer programmes)

· The key question raised was: is a voluntary framework with benchmark standards enough?

General

The following issues also arose through discussions:

Promotion of Travel Training

· Need to raise awareness of the value of travel training in schools

· Need to secure parental and learner buy-in and commitment to travel training

Collaboration with transport operators

· Buy-in from local operators is needed – need to ensure that operators and drivers are aware of travel training and its goals

· More disability awareness training is needed for drivers

Key Messages

The following key messages were noted:

Flexibility: If a curriculum is developed for either the learner or the trainer, then it must to be flexible enough to cater for a wide and varied audience. It must provide support rather than rigid requirements.

Qualifications for learners: There are mixed views on this with a noticeable divide between those who work with adults and those who work with individuals in schools/colleges. Those who work with learners in the educational system are generally more supportive of options to record learning in some way either through a certificate or qualification.

Website resource for deliverers: A best practice website/web tool was suggested at all three focus groups. There are already many excellent resources in place and many of the developers were willing to make their resources available to others.

Deliverers of Travel Training: There are many different roles including buddies/mentors, Travel Trainers and Travel Trainer Instructors and any learning framework would have to recognise and allow for mixing and matching of content. It was suggested at two of the focus groups that a tiered approach to qualifications might be appropriate with qualifications at different levels. As an example a buddy/mentor might work to an equivalent of a NVQ level 1/2 qualification, a Travel Trainer to Level 2/3 and a trainer of travel trainers at Level 3/4.

Concerns around Qualifications for Travel Trainers: There were concerns and fears around the introduction of a qualification. The most common concern is that the need to achieve a qualification might exclude certain individuals from being a travel trainer, for example someone who is extremely good at their job, but perhaps less academic. A further concern was that qualifications might become mandatory. It was also mentioned by one group that the trainer holding a qualification still doesn’t guarantee the safety of the individuals who have been trained.

Benefits of Qualifications for Travel Trainers: On the plus side a qualification will reassure parents that their child is in safe hands. It would also encourage people to take travel training more seriously, potentially raising the profile and attracting more internal funding. There would also possibly be a career path for travel trainers, something that currently doesn’t exist but would be welcomed.

Link between qualifications and quality assurance: the role of qualifications needs to be considered in the context of quality assurance. This is especially pertinent as travel training is growing rapidly and there are many different approaches to delivery.

Infrastructure: the growth of travel training is exposing gaps in the infrastructure for the delivery of travel training. A common issue was the access to trainers to train those delivering or planning travel training.

ORGANISATIONS REPRESENTED AT FOCUS GROUPS

Birmingham City Council Derby City Council

Education Leeds

Essex Travel Training

Hackney Community Transport

Hertfordshire Country Council

Lancashire County Council

Landau

Loretto College

Manchester Travel Training Partnership

Norfolk County Council

Ravenscliffe High School and Sports College

Sefton Travel Team

Transport for London

The Travel Buddy Service

Wirral Travel Team

This website has been funded by the Wigan Transport Partnership
whose aim is to promote greater accessibilty to educational opportunities
for students aged between 16 and 19.

Content Management websites by Backbone Solutions.com

GoSkills

Travel Training – Project Report

March 2009

Recommendations for a learning framework and associated qualifications for learners

The research activities took place between November 2008 and March 2009.

Research activities took the following formats:

Key issues for the Research

· What should the learning framework and/or qualifications for learners cover?

Travel Training – Learning Framework for Learners

Possible Areas for inclusion in a travel training curriculum (based on feedback from the consultation and from current deliverers). Note: This summary is provided for information purposes and is not a recommended framework but only a summary of the key themes that emerged via the consultation.

Planning for travel

Personal preparations for travel

How to interact with others

Health and safety issues

Current Position

Developing Additional Qualifications

4 Deliverers of Travel Training

Delivery

Travel Training - Deliverer Curriculum

Possible Areas for inclusion in a curriculum for travel trainers (based on feedback from current deliverers). Note: This summary is provided for information purposes and is not a recommended framework but only a summary of the key themes that emerged via the consultation.

Feedback from the Research

Current Position

Developing New Qualifications for Deliverers

6 Summary of Recommendations

Recommendation

Recommendation

Recommendation

Recommendation

Introduction

Responses

Delivery of training

Introduction

Introduction

· What should the learning framework and/or qualifications for learners cover?

What should the curriculum and/or qualifications for learners (recipients of travel training) cover?

Note: A summary of the possible content that had been suggested via the research questionnaire and additional research was presented to the groups as a starting point. It was stressed that the summary was provided only as a prompt.