Employability guide

APPLICATION GUIDE

March 2010

Developing Learners’ Employability SkillsAn application of the new overarching professional standards forteachers, tutors and trainers in the lifelong learning sector

2

Contents

Developing Learners’ Employability SkillsAn application of the new overarching professional standards for teachers, tutors and trainers in the lifelong learning sector

Introduction 3

The context for developing learners’ employability skills 4

Organisation of the document 6

Section one: Elements 9

Section two: Guidance on extent of elements 14

3


Introduction

This application guide defines the skills, knowledgeand understanding that any teacher1 will need tosupport the development of employability skillsof their learners.

It is an application of the ‘New OverarchingProfessional Standards for Teachers, Tutors andTrainers in the Lifelong Learning Sector’. Thesestandards were published in December 2006 anddescribe, in generic terms, the skills, knowledgeand attributes required of those who perform thewide variety of teaching and training rolesundertaken with learners and employers.

The standards:

• are context free and level free, in order torepresent all areas of work and new teachers,experienced teachers and teacher educators

• represent the teaching and learning cycle, withwhich all teachers engage; initial assessment,planning and preparation, teaching, assessment,evaluation and quality improvement throughresponding to evaluation.

An application guidance document, such as this,provides more detail for the standards wherethis is considered of value. These documentscan be written for any suite of standards. They can be written for a particular contexte.g. offender learning, a particular group oflearners or users e.g. disabled learners or for a particular subject, as in this document foremployability skills.

Application guidance documents are producedthrough consultation with stakeholders and therelevant community of practice. They reflect abroad understanding of how the standards shouldbe applied for a particular context, group ofindividuals or subject.

Teachers may use the guidance to:

• identify their continuing professionaldevelopment (CPD) needs

• plan the acquisition of new knowledgeand skills

• develop existing skills to meet the needs of learners.

Learning providers, employers, staff developmentand HR managers may use the guidance to:

• share and disseminate good practice

• illustrate how the standards apply to theteaching of employability skills

• underpin employability skills staff training andCPD opportunities

• use in recruitment and appraisal activities

• promote quality improvement

• motivate and assist their workforce to developnew skills.

Teacher educators and awarding organisationsmay use the guidance to:

• support qualification development andassociated guidance

• map current training programmes andqualifications against the standards

• inform curriculum development, delivery and assessment.

1For the purpose of document the word ‘teacher’ for has been used as a generic term for teachers, tutors, trainers, lecturers andinstructors in the lifelong learning sector

This guide concentrates on the four personalskills. It details how teachers can providelearners with the broad skills, knowledge andunderstanding to succeed and progress in theworld of work.

Developing employability skills goes beyondareas of current practice that are limited to thedevelopment of curriculum vitaes, preparationfor interviews and a period of work experience.

This guide does not consider how teachers cansupport the development of fundamental skills aspart of employability. Lifelong Learning UK haspublished other guidance in relation to this4.

Who are the learners?This guide has been developed through recentwork conducted with young people in particular.However the skills identified by the UKCES

are relevant for all ages and for any workenvironment. A focus on employability skills is as valuable for university graduates as it is forthose who are not in education, employment ortraining. These skills are also important for thosewanting to progress at work, thinking about acareer change, returning to work or seekingwork following redundancy. All these individualsneed to develop the same employability skills,and teachers can play an important part insupporting and developing them.

This guide details the skills, knowledge andunderstanding that teachers will need if they areto provide that support effectively.

The guide will be of value in any context, butteachers will need to apply the skills, knowledgeand understanding for any particular learnercohort or learning programme.

4

The context for developing learners’employability skills


2The Employability Challenge, UK Commission for Employment and Skills (2009)3The UKCES originally referred to these as functional skills, but has changed the name to fundamental skills with the advent of the new qualificationsin Functional Skills in England4Addressing literacy, language, numeracy and ICT needs in education and training: Defining the minimum core of teachers’ knowledge, understandingand personal skills A guide for initial teacher education programmes LLUK 2007Inclusive learning approaches for literacy, language, numeracy and ICT Companion guide to the minimum core LLUK 2007

Self-managementThinking and

solving problemsWorking together

and communicatingUnderstandingthe business

Using numbers effectively Using language effectively Using IT effectively

Positive approach

Personal skills

Fundamental skills

What are employability skills?The UK Commission for Employment and Skills (UKCES) describes employability skills as, “the skillsalmost everyone needs to do almost any job”2. This definition covers three areas; personal skills,fundamental skills3 and a positive attitude to work.

5

Embedded and discrete deliveryEmployability may be delivered in a variety ofways including embedding the skills in a learningprogramme, and delivery through a discretelearning programme developed primarily todevelop employability skills. The latter mayhave a focus on a particular occupational areaor developing skills with learners for a range ofwork environments. It is important to recognisethat the skills, knowledge and understandingrequired of teachers will be the sameregardless of which approach is used. Thecontent of this guide, therefore, will be of valuefor all teachers, supporting them in whicheverapproach they take.

Teachers’ understanding of employability skillsTo develop employability skills in others, teacherswill need to have an understanding of whatemployability skills are. In addition, it is suggestedthat teachers should also have an understandingof their own personal employability skills.

Having an understanding of their own personalemployability skills will help teachers to:

• be more effective in developing theemployability skills of others

While at work teachers manage themselves; theythink and solve problems, work and communicatewith others, reflect on their own performanceand aim to improve their skills. They have tounderstand the business side of education andtraining and also current workplace practices. This understanding helps them to find work, andsucceed and progress as a teaching professional.By having this awareness they can usefully informtheir practice when supporting others.

• demonstrate and model employability skills for learners

Learners should be able to see how employabilityskills contribute to the effectiveness of a teacher.For example, learners will understand that whenteachers and other support staff work together itcan result in more personalised learning.

• make the learning of these skills more explicit

When teachers acknowledge the ability of theirlearners to manage themselves, think and solveproblems and work and communicate withothers they can make learners aware of the valueof these skills in the work environment. Whenencouraging learners to reflect on their ownperformance and to improve, they can make thelearners aware that these are skills that arevalued by employers and not just of value to thecurrent learning context.

• be aware of the importance of having up todate business and workplace practice.

The Leitch review of skills commented:

“In the modern labour market, people need to updatetheir skills more often, as they change jobs, adapt tonew technology and working lives lengthen”5.

This statement is as true for teachers as anyoneelse, and to remain effective teachers need toundertake professional development in relation toteaching. However, teachers will also need to keepup to date with business and industry practicerelated to the learning programmes they deliver.This could be in relation to a particular vocationalarea(s) or to broader areas of employment. Thelatter may be of particular need for those whoteach discrete employability skills programmes andare preparing learners for a range of opportunities.Teachers will need to understand the mostefficient and effective ways of keeping up to datewith local and global trends relating to businessand employability. One way may be to take part inprojects that support teachers to update their skillsand knowledge in a related working environment.

8DIUS, ‘Prosperity for all in the global economy – world class skills’ The Leitch Review of Skills


6

Organisation of the document


The professional standards

The ‘New Overarching Professional Standards for Teachers, Tutors and Trainers in the LifelongLearning Sector’ lists the values andcommitment, knowledge, understanding andprofessional practice expected of all teachers inthe lifelong learning sector. This information isdetailed in domains which reflect the functions of the role. There are six domains:

Domain A: Professional values and practice

Domain B: Learning and teaching

Domain C: Specialist learning and teaching

Domain D: Planning for learning

Domain E: Assessment for learning

Domain F: Access and progression

Application of the professional standardsThis application guide provides detail of theapplied skills, knowledge and understandingexpected of teachers who develop learners’employability skills. This detail is providedagainst the commitment statements (coded as‘S’ statements – BS1, CS1, etc.) from domainsof the standards. All commitment statementsfrom the standards have been listed. In sectionsone and two of this document you will find thestatements in the left hand column and theapplied skills, knowledge and understanding in the right hand column. Applied skills,knowledge and understanding are detailed aselements. All elements are listed in sectionone for quick reference. Further guidance on extent of coverage for these elements is provided in section two.

ElementsElements have been developed to explain andillustrate how the generic commitmentstatements can be applied for teachers whodevelop learners’ employability skills. Some ofthe commitment statements have one associatedelement and others have more than one. If littleor nothing could be added by applying thestatements to employability, no elements havebeen developed. Where this is the case the words‘informed by professional standards only’ indicatethat a statement has no associated elements.

Avoiding duplicationAs this guide has been produced to address theneeds of teachers working in a particular specialistarea, there is a need to avoid repetition ofinformation in Domain B and Domain C due totheir similarity. To avoid this, the guide details morepedagogical skills, knowledge and understandingin Domain B and more employability skills,knowledge and understanding in Domain C.

CodingThe elements are coded with the domain letter,linked with the associated commitment statement,and are in number sequence. For example,

Element C1.2 EMPUnderstanding and keeping up to date with current knowledge in respect of ownsubject area.

Letter C identifies the standards domain, thenumber one relates to commitment statementCS1, and the number two identifies this is thesecond element for this particular statement.EMP is a suffix to indicate this is an elementfrom the employability application guide.

Example

7


Guidance on extentExtent of coverage for each element is given in section two of the document. This has beendeveloped through consultation with stakeholders and the community of practice. This is notconsidered as comprehensive or prescriptive. Teachers may need a broader or narrower range ofapplied skills, knowledge and understanding than is detailed here. This will be dependent on thelearners they are working with and the context.

The suggested extent of coverage for each element is written below the associated element asshown below.

Standard statement Employability element

(Commitment statement from standards)

CS1Understanding and keeping up to date with current knowledge in respect of own specialist area.

C1.2 EMP (Element)Provide opportunities for learners to understandhow employability relates in a broader context.

Teachers who develop learners’ employabilityskills know and understand: (Extent)

• Support learners in understanding thedifference between employment andemployability skills.

• Support learners to identify how employmentin the relevant vocational area impacts on theeconomy and local communities.

• Encourage learners to consider and thecontribution they could make as employees in the wider context.

• Support learners in their understanding of new and emerging technologies in therelevant vocational area.

8


Domain A: Professional values and practiceIn this particular guide the values in Domain A have not been applied for teachers developing learners’employability skills. No elements have been developed for this domain. The standards have beenincluded for reference.

The standards found in Domain A underpin values common to all teaching in all settings. Standard statement

Teachers in the lifelong learning sector are committed to:

AS1 All learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning.

AS2 Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to community sustainability.

AS3 Equality, diversity and inclusion in relation to learners, the workforce, and the community.

AS4 Reflection and evaluation of their own practice and their continuing professional development as teachers.

AS5 Collaboration with other individuals, groups and/or organisations with a legitimate interest in the progress and development of learners.

9


Section one: Elements

Domain B: Learning and teachingStandard statement Employability element


BS1Maintaining an inclusive, equitable and motivating learning environment.

BS2Applying and developing own professional skills to enable learners to achieve their goals.

BS3Communicating effectively and appropriately with learners to enhance learning.

BS4Collaboration with colleagues to support the needs of learners.

BS5Using a range of learning resources to support learners.

BS1.1 EMP Manage behaviour and develop attitudes thatreflect employer values and expectations,establishing a code of practice for learners thatmirrors that of the workplace.

BS1.2 EMPEncourage and motivate learners by creatingways to transform the learning area to reflect theworking environment.

BS2.1 EMPUse own understanding of employability tocreate activities that relate to and developlearner understanding of the workplace.

BS2.2 EMP Encourage learners to reflect on their learningand plan strategies to meet their career goals,using a range of effective and appropriateteaching and learning techniques.

BS2.3 EMP Relate learners’ attitude to work and future plansto their previous life experiences.

Informed by professional standards only.

BS4.1 EMPCollaborate with colleagues to support learnersto gain, sustain and progress in employment or inalternative chosen routes.

BS5.1 EMPUse knowledge and awareness of the workplaceto develop and use a range of work relatedresources.

10


Domain C: Specialist learning and teachingStandard statement Employability element



CS2Enthusing and motivating learners in own specialist area.

CS3Fulfilling the statutory responsibilities associated with own specialist area of teaching.

CS4Developing good practice in teaching ownspecialist area.

CS1.1 EMPEngage in professional development relating tocurrent industry expectations.

CS1.2 EMPProvide opportunities for learners to understandhow employability relates in a broader context.CS2.1 EMPImplement innovative and creative ways tomotivate learners.

CS2.2 EMPMake links between the development of self-confidence and a positive attitude throughlearning, and its value when seeking andsustaining employment.

CS3.1 EMPApply appropriate teaching and learningstrategies to develop learner understanding ofemployment law common to all vocational areas.

CS4.1 EMPUnderstand how to share good practice ofembedded delivery within vocational areas, orwith others who develop employability skills as a separate subject.

CS4.2 EMPIdentify learners’ transferrable skills related to employability.

11


Domain D: Planning for learning Standard statement Employability element


DS1Planning to promote equality, support diversity and to meet the aims and learning needs of learners.

DS2Learner participation in the planning of learning.

DS3Evaluation of own effectiveness in planning learning.

DS1.1 EMPTake account of learners’ individual backgroundsand experience or work.

DS1.2 EMPTake into account additional learning needs inrelation to employability.

DS1.3 EMPPlan learning activities to reflect workplacestandards and practices.

DS2.1 EMPNegotiate individual learning goals that reflectindividual attitudes to employment.


12


Domain E: Assessment for learningStandard statement Employability element


ES1Designing and using assessment as a tool for learning and progression.

ES2Assessing the work of learners in a fair and equitable manner.

ES3Learner involvement and shared responsibility in the assessment process.

ES4Using feedback as a tool for learning and progression.

ES5Working within the systems and quality requirements of the organisation in relation to assessment and monitoring of learner progress.

ES1.1 EMPUse methods of assessment appropriate to the workplace.


ES3.1 EMPPromote peer and self-assessment ofemployability skills.

ES4.1 EMPUse constructive feedback models that reflectworkplace practice.

ES4.2 EMPProvide opportunities for learners to give and receive constructive feedback relevant to employability.


13


Domain F: Access and progressionStandard statement Employability element


FS1Encouraging learners to seek initial and further learning opportunities and to use services within the organisation.

FS2Providing support for learners within the boundaries of the teacher role.

FS3Maintaining own professional knowledge in order to provide information on opportunities for progression in own specialist area.

FS4A multi-agency approach to supporting development and progression opportunities for learners.

FS1.1 EMPTake opportunities to promote all supportservices across the organisation that enablelearners to practice and develop employabilityskills.

FS2.1 EMPSupport learners’ transition into work.

FS3.1 EMPEstablish external networks to maintain up todate knowledge or workplace requirements.

FS4.1 EMPCollaborate with internal and external sources tocreate opportunities for learner development ofskills, to gain and sustain work and to developwithin it.

14


Section two:Guidance on extent of elements

Domain B: Learning and teachingStandard statement Employability element


BS1Maintaining an inclusive, equitable and motivating learning environment.

BS1.1 EMPManage behaviour and develop attitudes thatreflect employer values and expectations, andestablish a code of practice for learners thatmirrors that of the workplace.

Teachers who develop employability skills:

• Understand the relationship betweenenvironment, behaviour and dress code inthe workplace, and their impact on learnersseeking and keeping employment.

• Negotiate and define parameters of a codeof conduct in the learning environment thatreflects workplace behavioural expectationsas defined in contracts of employment.

• Consistently apply code of conduct linked tobenefits, incentives and bonuses, appraisaland career progression in the workplace.

BS1.2 EMPEncourage and motivate learners by creatingways to transform the learning environment toreflect the working environment.


• Employ a range of strategies to simulateworkplace practices and organise thelearning environment to accommodate, forexample, project teams, role-play andpresentations.

• Include learners in the organisation of thelearning environment, for example, roomset-up, seating, displays.

15



BS2 Applying and developing own professional skills to enable learners to achieve their goals.

BS2.1 EMPUse own understanding of employability tocreate activities that relate to and developlearner understanding of the workplace.


• Apply a range of methods to ensure teachingreflects current employer requirements andexpectations.

• Develop creative, realistic workplacescenarios to enable learners to applyemployability skills.

• Provide opportunity for learners to meetdirectly with employers both within thelearning environment and the workplace.

BS2.2 EMPEncourage learners to reflect on their learning,and plan strategies to meet their career goalsusing a range of effective and appropriateteaching and learning techniques.


• Provide learners with the opportunity toreflect on activities and what they havelearned from them.

• Encourage learners to apply learning to theworkplace and identify areas for improvementin order to achieve their short term goals andcareer aspirations.

• Support learners in the development andmonitoring of action plans relevant toindividual employment and career goals.

16



BS4Collaboration with colleagues to support the needs of learners.

BS2.3 EMPRelate learners’ attitude to work and futureplans to their previous life experiences.


• Encourage learners to reflect on theirbackgrounds, cultural and any personalexperiences of employment.

• Are able to use approaches to enablelearners to understand the link betweenpast experiences and their attitude to work.

• Employ strategies to enable learners torecognise development needs and planaccordingly.

BS4.1 EMPCollaborate with colleagues to support learnersto gain, sustain or progress in employment orin alternative chosen routes.


• Liaise with colleagues to share knowledge andunderstanding of workplace requirements andpractices across a range of disciplines.

• Support learners in developing theiremployability skills in the context of othercurriculum areas.

• Work with others to develop employabilityskills in specialist areas.

• Communicate with internal agencies tosupport learner progression, for example,careers advisors, work placement officers.

• Develop relationships with external agenciesto support learner progression, for example,employers, recruitment agencies.

• Liaise with colleagues to establish and maintaina support network for work based learners.

• Work with others to identify and implementsupport for learners wishing to pursue analternative lifestyle.

17



BS5Using a range of learning resources to support learners.

BS5.1 EMPUse knowledge and awareness of theworkplace to develop and use a range of workrelated resources including new and emergingtechnologies.


• Design, modify or use a range of resourcesthat allow the analysis and exploration ofemployability skills.

• Ensure resources reflect currentperspectives on employability skills.

• Use a range of resources in the publicdomain to demonstrate employer needs, for example, advertisements, job applicationforms and websites.

• Encourage learners to develop and utilisenetworks.

• Understand new and emerging technologiesused in the workplace and, insofar aspossible, incorporate these in delivery.

• Encourage the use of ICT to supportdevelopment of learner employability skills,for example, word processing, PowerPointand video conferencing.

18


Domain C: Specialist learning and teachingStandard statement Employability element



CS1.1 EMPEngage in professional development relating tocurrent industry expectations.


• Analyse and evaluate their ownemployability skills and recognise areas ofstrength and areas for development.

• Work and communicate with employers inthe relevant vocational area to develop andmaintain their own skills.

• Liaise with employers in the relevant vocationalarea in ‘terms they can understand’6.

• Plan to implement continuous upskilling inthe relevant vocational area workplace.

• Know what technologies are new andemerging in the relevant vocational area.

CS1.2 EMPProvide opportunities for learners tounderstand how employability relates in abroader context.


• Support learners in understanding thedifference between employment andemployability skills.

• Support learners to identify how employmentin the relevant vocational area impacts on theeconomy and local communities.

• Encourage learners to consider thecontribution they could make as employeesin the wider context.

• Support learners in their understanding ofnew and emerging technologies in therelevant vocational area.

6Quotation taken from page 14 of Reaching further: Workforce development through employer- FE college partnership by CBI 2009

19



CS2Enthusing and motivating learners in own specialist area.

CS3Fulfilling the statutory responsibilities associated with own specialist area of teaching.

CS2.1 EMPImplement innovative and creative ways tomotivate learners.


• Engage with employers in the relevantvocational area to support and participate in the learning process.

• Relate learning to the workplace.

CS2.2 EMPMake links between the development of self-confidence and a positive attitude throughlearning and its value when seeking andsustaining employment.


• Apply a range of learning strategies todevelop self-confidence.

• Know how to relate self-confidence topersonal effectiveness at work.

CS3.1 EMPApply appropriate teaching and learningstrategies to developing learner understanding ofemployment law common to all vocational areas.


• Negotiate codes of practice in the learningenvironment that reflect contracts ofemployment.

• Create awareness of health and safetyregulations in both the learning environmentand the workplace.

• Create an awareness of trade unions, theirrole and responsibilities.

• Create an awareness of and opportunity topractice risk assessment.

20



CS4Developing good practice in teaching own specialist area.

CS4.1 EMPUnderstand how to share good practice ofembedded delivery, within vocational areas orwith others who develop employability skills asa separate subject.


• Liaise with other teachers who developemployability skills in order to establish andshare good practice.

• Liaise with colleagues to support cross-disciplinary approaches to employabilityskills development.

• Establish links and liaise with other learningproviders to share good practice.

CS4.2 EMPIdentify learners’ transferrable skills related toemployability.


• Work with learners to identify the transferableskills they are developing, and how theserelate to employment opportunities in therelevant vocational area.

21


Domain D: Planning for learningStandard statement Employability element


DS1Planning to promote equality, support diversity and to meet the aims and learning needs of learners.

DS1.1 EMPTake account of learners’ individualbackgrounds and experience of employment.


• Understand the influence of learner’sbackgrounds, culture, faith and educationalexperience on attitude towards work.

• Identify the skills and qualities an individualbrings to their learning that would be ofbenefit to them in the workplace.

• Work with learners to develop and applyskills and qualities to individual learning andrealistic career aspirations and goals.

DS1.2 EMPTake into account additional learning needs inrelation to employability.


• Understand additional needs of individuallearners and their impact on employmentopportunities.

• Promote understanding of vulnerablelearners about keeping safe in the workplace.

• Negotiate work based learning that safeguardsand supports vulnerable learners.

DS1.3 EMPPlan learning activities to reflect workplacestandards and practices.


• Prepare flexible scenarios and simulationsthat reflect the workplace and allowparticipation of all learners.

22



DS2Learner participation in the planning of learning.

DS2.1 EMPNegotiate individual learning goals that reflectindividual attitudes to employment.


• Encourage learners to reflect on theirapproach to and participation in activities inrelation to future goals.

• Encourage learners to develop career oralternative action plans with short and longterm goals based on their reflections.

23


Domain E: Assessment for learningStandard statement Employability element


ES1Designing and using assessment as a tool for learning and progression.

ES3Learner involvement and shared responsibility in the assessment process.

ES4Using feedback as a tool for learning and progression.

ES1.1 EMPUse methods of assessment appropriate to theworkplace.


• Include employers in the assessmentprocess, for example, interviews,presentations and observations.

• Design simulations that mirror workplacepractices, for example, interview andselection, appraisal and development review.

ES3.1 EMPPromote peer and self-assessment ofemployability skills.


• Encourage and formally record peer groupfeedback.

• Support learners in self-assessment andaction planning.

ES4.1 EMPUse constructive feedback models that reflectworkplace practice.


• Know and understand feedback models usedin the workplace.

• Demonstrate constructive and timely feedback.

24



ES4.2 EMPProvide opportunities for learners to give andreceive constructive feedback relevant toemployability.


• Plan opportunities for learner feedback to peers.

• Empower learners to give constructivefeedback to others simulating workplacepractices in appraisals, interview and selection,team work, leadership, presentation,negotiation and conflict management.

25


Domain F: Access and progressionStandard statement Employability element


FS1Encouraging learners to seek initial and further learning opportunities and to use services within the organisation.

FS2Providing support for learners within the boundaries of the teacher role.

FS1.1 EMPTake opportunities to promote all support servicesacross the organisation that enable learners topractice and develop employability skills.


• Support learners in the use of services andresources that provide employer links.

• Encourage learners to undertake volunteeropportunities to develop employability skills.

• Encourage learners to undertake a period of work experience in the relevantvocational area.

FS2.1 EMPSupport learners’ transition into work.


• Provide guidance to learners’ embarking ontheir chosen progression route includingemployment, self-employment or theappropriate higher education route to theirchosen career.

• Identify work opportunities for learners withadditional needs including possibilities withinthe learning environment.

26



FS3Maintaining own professional knowledge in order to provide information on opportunities for progression in own specialist area.

FS3.1 EMPEstablish external networks to maintain up todate knowledge of workplace requirements.


• Understand current debate in relation toemployability skills, and use tool kitsavailable to map skills and informprogression guidance to learners.

• Establish employer links and maintainnetworks.

• Identify work placement opportunities forlearners in the relevant vocational area.

• Provide learners with current informationon employer requirements and career pathsin the relevant vocational area.

Lifelong Learning UK

BELFAST2nd Floor, Midtown Centre, 25 Talbot Street, Cathedral Quarter,Belfast, BT1 2LDTel: 0870 050 2570 Fax: 02890 247 675

CARDIFFSophia House, 28 Cathedral Road, Cardiff, CF11 9LJTel: 029 2066 0238 Fax: 029 2066 0239

EDINBURGH CBC House, 24 Canning Street, Edinburgh, EH3 8EGTel: 0870 756 4970 Fax: 0131 229 8051

LEEDS 4th Floor, 36 Park Row, Leeds, LS1 5JLTel: 0870 300 8110 Fax: 0113 242 5897

LONDON Centurion House, 24 Monument Street, London, EC3R 8AQTel: 0870 757 7890 Fax: 0870 757 7889

Email: [email protected] and Advice Service: 0300 303 1877

www.lluk.org

RW04

/10/

3980

Employability guide

Documents

Transcript of Employability guide