Overcoming barriers to work — ASDAN Other Vocational Qualification Employability & Work Skills Revision

    This element focuses on helping learners recognise the personal, social, and practical barriers that can prevent them from gaining and maintaining employme

    Topic Synopsis

    This element focuses on helping learners recognise the personal, social, and practical barriers that can prevent them from gaining and maintaining employment, and equips them with strategies to overcome these challenges. Learners will explore the importance of support networks and financial planning, building confidence to transition into the workforce. Practical activities centre on creating actionable plans to address real-life obstacles and money issues associated with starting a job.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Overcoming barriers to work

    ASDAN
    vocational

    This element focuses on helping learners recognise the personal, social, and practical barriers that can prevent them from gaining and maintaining employment, and equips them with strategies to overcome these challenges. Learners will explore the importance of support networks and financial planning, building confidence to transition into the workforce. Practical activities centre on creating actionable plans to address real-life obstacles and money issues associated with starting a job.

    33
    Learning Outcomes
    35
    Assessment Guidance
    36
    Key Skills
    33
    Key Terms
    38
    Assessment Criteria

    Assessment criteria

    ASDAN Entry Level Certificate in Employability (Entry 3) (QCF)
    ASDAN Entry Level Award in Employability (Entry 2)
    ASDAN Entry Level Certificate in Employability (Entry 2)
    ASDAN Level 2 Certificate in Employability
    ASDAN Level 2 Award in Employability
    ASDAN Entry Level Certificate in Employability (Entry 3)
    ASDAN Entry Level Award in Employability (Entry 3)
    ASDAN Level 1 Award in Employability
    ASDAN Level 1 Certificate in Employability

    Topic Overview

    The ASDAN Entry Level Certificate in Employability (Entry 3) is a foundational qualification designed to help you develop the skills, knowledge, and attitudes needed for the world of work. It covers key areas such as self-presentation, teamwork, health and safety, and understanding different job roles. This qualification is part of the wider Employability & Work Skills suite and is ideal if you are preparing for employment, further study, or an apprenticeship.

    Throughout the course, you will complete a series of challenges and tasks that build your confidence and practical abilities. You'll learn how to create a CV, prepare for interviews, work effectively in a team, and understand your rights and responsibilities at work. The qualification is assessed through a portfolio of evidence, meaning you demonstrate your skills through real-life activities rather than formal exams.

    This certificate is highly valued by employers and educators because it shows you have taken the initiative to develop essential employability skills. It also provides a stepping stone to higher-level qualifications, such as the ASDAN Level 1 Certificate in Employability, and helps you stand out in a competitive job market.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal presentation: Understanding how to dress appropriately, communicate clearly, and behave professionally in a work environment.
    • →Teamwork: Working collaboratively with others, respecting different opinions, and contributing to group tasks effectively.
    • →Health and safety: Identifying common workplace hazards, following safety procedures, and knowing how to respond in an emergency.
    • →Job roles and responsibilities: Recognising different types of jobs, understanding job descriptions, and knowing what employers expect from employees.
    • →Career planning: Setting personal goals, identifying strengths and areas for improvement, and exploring different career paths.

    Learning Objectives

    What you need to know and understand

    • Identify common barriers to accessing work, such as lack of confidence, qualifications, or transport.
    • Describe how personal strengths and skills can improve employability.
    • Explain the role of support services and agencies in overcoming employment barriers.
    • Develop a personal action plan to address at least two specific barriers to entering work.
    • Calculate the costs associated with starting a job, including travel, clothing, and changes to benefits.
    • Evaluate simple strategies to manage money issues when becoming an employee, such as budgeting.
    • Recognise the importance of a support network in staying in work.
    • Understand the factors that stop people getting and keeping jobs, Be able to identify factors that help people get jobs, Be able to identify barriers to accessing work and identify how to get support to help overcome them
    • Understand the factors that stop people getting and keeping jobs, Be able to identify factors that help people get jobs, Be able to identify barriers to accessing work and identify how to get support to help overcome them
    • Understand factors that enable successful entry and retention in employment
    • Identify personal and systemic barriers to accessing work
    • Identify sources of support to overcome employment barriers
    • Plan a budget to manage financial changes when starting work
    • Analyse personal strengths and development areas in relation to employment readiness
    • Identify practical barriers to work and propose evidence-based solutions
    • Evaluate the role of government and community support services in overcoming barriers
    • Construct a realistic budget plan for the transition from benefits to earned income
    • Demonstrate effective communication techniques for discussing barriers with employers or support providers
    • List factors that contribute to success in accessing and maintaining employment
    • Identify common barriers that prevent individuals from getting or keeping a job
    • Describe appropriate sources of support for overcoming employment barriers
    • Develop a simple plan to address financial issues when starting a job
    • Describe at least three common barriers to employment
    • Identify individual strengths and skills that enhance employability
    • Explain the role of local support agencies in job seeking
    • Develop a simple action plan to address a personal employment barrier
    • Recognise the importance of self-advocacy and persistence
    • Identify at least three common personal, social or economic barriers to employment
    • Explain how a named support service can help individuals overcome a specific work-related barrier
    • Outline a basic budget plan that accounts for travel, clothing and other costs when starting a job
    • Describe the importance of self-motivation in maintaining long-term employment
    • Create a simple action plan with steps to address one identified personal barrier to work
    • Understand the factors that stop people getting and keeping jobs, Be able to identify factors that help people get jobs, Be able to identify barriers to accessing work and identify how to get support to help overcome them

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for correctly identifying at least three distinct types of barriers (personal, social, practical) from a given scenario.
    • Credit should be given when learners accurately match a barrier to an appropriate source of support, e.g., Jobcentre Plus for job search advice.
    • For financial planning tasks, look for realistic estimates of travel and work-related expenses, plus awareness of how benefits might change.
    • Mark positively for action plans that include SMART targets (even if not explicitly stated) and a sequence of steps to overcome a barrier.
    • Expect learners to demonstrate understanding through practical examples or case studies, not just theoretical lists.
    • Award credit for demonstrating the ability to list at least three specific barriers that prevent people from gaining or maintaining employment, such as childcare responsibilities, lack of experience, or disability.
    • Award credit for clearly identifying positive factors that improve employability, including relevant skills, qualifications, and personal attributes like reliability and punctuality.
    • Award credit for outlining realistic support mechanisms, such as Jobcentre Plus, local charities, or mentorship programmes, and explaining how they address identified barriers.
    • Award credit for producing a personal action plan that summarises own barriers to work and the steps to overcome them, showing clear links between barriers and solutions.
    • Award credit for accurately listing at least two external barriers (e.g., travel problems, no qualifications) and two internal barriers (e.g., low confidence, health).
    • Credit is given when the learner explains how a specific type of support (e.g., Jobcentre Plus, careers advisor, family member) can help overcome an identified barrier.
    • Evidence must include a personal action plan that matches at least one barrier to a realistic support solution, demonstrating the learner's ability to apply knowledge to their own situation.
    • Recognise responses that show awareness of long-term vs short-term barriers and propose appropriate timelines for overcoming them.
    • Award credit for clear identification of specific barriers (e.g., transport, skills gaps, health issues) and realistic support options (e.g., Jobcentre Plus, training providers, charities).
    • Evidence should demonstrate a logical connection between a identified barrier and a proposed solution or support service.
    • For financial planning, credit is given for accurate calculation of income, deductions (tax, NI), and work-related expenses (travel, clothing, childcare) in a realistic budget.
    • Look for evidence of proactive steps, such as researching local support services or preparing a personal action plan.
    • Credit for self-assessment that links specific barriers to potential employment sectors
    • Award marks for naming at least two relevant support organisations with accurate contact details
    • Expect a budget showing income, essential outgoings, and a contingency for unexpected costs
    • Look for evidence of a proactive approach, such as attending an interview or training session
    • Assess clarity of action plans with timescales and measurable steps
    • Clearly identifies at least three personal or external barriers to work (e.g., lack of skills, travel difficulties, low confidence)
    • Demonstrates understanding of how to access support such as career advisors, family, or local community organisations
    • Produces a basic budget plan showing income from employment and essential outgoings (e.g., travel, meals, clothing)
    • Explains how personal qualities like punctuality, reliability, and willingness to learn aid job retention
    • Evidence of correctly identifying specific barriers with real-world examples
    • Demonstrated understanding of how support services can be accessed and utilised
    • Personalised reflection on own barriers and plausible strategies to overcome them
    • Use of appropriate terminology related to employability and support
    • Award credit for correctly naming at least three distinct barriers, such as lack of qualifications, health issues or transport difficulties
    • Award credit for linking a barrier to an appropriate support service (e.g. Jobcentre Plus, a charity or a mentor)
    • Award credit for a budget plan that includes realistic figures for income, essential outgoings and any changes in benefits
    • Award credit for explaining how staying positive or determined can help someone stay in a job
    • Award credit for an action plan that contains specific, practical steps with timescales
    • Award credit for identifying at least three specific barriers (e.g., skills gap, health issues, language barrier) and explaining how each impacts job access.
    • Award credit for demonstrating understanding of support mechanisms like job centres, training programs, or disability accommodations by matching them to relevant barriers.
    • Award credit for producing a personal action plan that maps at least two barriers to specific support resources with clear steps to overcome them.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always use the exact vocabulary of barriers and support, as these are key assessment words in ASDAN tasks.
    • 💡When answering questions on financial impact, show your workings—even simple calculations prove your understanding.
    • 💡In the action plan, be specific: name real local services, give realistic timescales, and explain why each step helps.
    • 💡Practice applying your knowledge to sample scenarios; the assessment often asks you to reflect on a case study.
    • 💡Remember that staying in work is as important as getting a job—mention strategies like ongoing support or checking in with a mentor.
    • 💡When completing assignments, always reference real-world examples or local support organisations to demonstrate applied understanding.
    • 💡Use the ‘Plan, Do, Review’ model to structure evidence: plan how to address a barrier, carry out research or actions, then reflect on what worked.
    • 💡For assessment tasks, ensure you differentiate between personal barriers (e.g., lack of confidence) and systemic barriers (e.g., poor public transport).
    • 💡Keep a log of any interactions with support services (with permission), as this provides strong evidence of proactive behaviour.
    • 💡When completing written tasks, use first-person examples from your own experience to show genuine understanding—this is more convincing to assessors.
    • 💡In oral assessments, be prepared to describe not only the barrier but also how you felt about it, as this demonstrates deeper reflection.
    • 💡Use simple, clear language and structure: state the barrier, explain why it matters, then identify who or what could help. This shows logical sequencing.
    • 💡Practice role-playing scenarios where you ask for help, as your communication skills may be observed; remember to mention specific services or people by name.
    • 💡Use real-life case studies or personal examples to demonstrate understanding of barriers and how to overcome them.
    • 💡When creating a financial plan, show detailed workings and verify that total income vs. expenditure is balanced and realistic.
    • 💡Refer to named local or national support organisations to strengthen evidence of research.
    • 💡In portfolio evidence, annotate documents clearly to explain your decision-making process.
    • 💡Maintain a reflective diary throughout the unit to capture real-time barrier encounters and strategies
    • 💡Include original evidence, such as emails from advisors or receipts from job-related purchases
    • 💡In budget plans, clearly state assumptions and compare benefit income with take-home pay
    • 💡For each identified barrier, provide a named point of support and a justification for its suitability
    • 💡Use real-life examples to illustrate barriers and support, even if hypothetical, to show understanding of practical situations
    • 💡For money planning, list all potential costs associated with employment to create a realistic budget
    • 💡Practice explaining how specific support services (e.g., Jobcentre Plus, Citizens Advice) can help overcome particular barriers
    • 💡Reflect on your own circumstances or those of people you know to make your responses authentic and detailed
    • 💡Whenever possible, relate answers to your own experiences to demonstrate authentic understanding
    • 💡Ensure portfolio evidence shows clear progression from identifying barriers to outlining solutions
    • 💡Research and include contact details for at least two local employability support organisations
    • 💡Always relate barriers to real-life situations by referring to personal experience or case studies provided
    • 💡When describing support services, name specific organisations and what they actually offer
    • 💡Use sample figures to demonstrate your budget, and show calculations to prove you have considered all costs
    • 💡For action planning, break goals into small, actionable steps and set achievable deadlines
    • 💡Always link each barrier to a practical support service; avoid generic answers.
    • 💡Use real-world examples where possible, referencing local support organisations to demonstrate contextual understanding.
    • 💡Structure responses clearly: barrier, impact, support resource, and how it helps overcome the barrier.
    • 💡Tip 1: Use specific examples from your own experiences when completing portfolio tasks. For instance, if you worked in a team at school or in a part-time job, describe what you did, how you contributed, and what you learned. This shows genuine understanding.
    • 💡Tip 2: Pay attention to the 'evidence' requirements for each challenge. Make sure you include photos, witness statements, or written reflections to prove you have completed the task. Quality of evidence matters more than quantity.
    • 💡Tip 3: Review the learning outcomes for each unit before starting. This helps you focus on what you need to demonstrate and ensures you don't miss any key points. Use the checklist provided by your tutor.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing barrier categories—for instance, labeling a lack of childcare as a skill gap rather than a practical barrier.
    • Failing to link a barrier to a specific support service, offering only generic help like 'family' without identifying formal agencies.
    • Misunderstanding the impact of work on benefits, e.g., assuming all benefits stop immediately or ignoring in-work support like Universal Credit taper.
    • Overlooking hidden costs of employment, such as lunches, union fees, or increased socialising expenses.
    • Creating an action plan that is too vague, lacking concrete steps or timelines.
    • Confusing personal preferences (e.g., not wanting to work in a particular sector) with actual barriers to employment.
    • Overlooking mental health or hidden disabilities as significant barriers to accessing and maintaining work.
    • Assuming all support services are readily accessible without considering eligibility criteria or waiting lists.
    • Identifying barriers without proposing practical solutions or naming specific sources of support.
    • Confusing barriers to work with personal dislikes (e.g., 'I don't like early mornings') rather than genuine obstacles (e.g., health prevents early shifts).
    • Listing solutions that are unrealistic or unavailable, such as 'buy a car' when the learner has no driving licence or income, without considering public transport or lifts.
    • Focusing only on external factors and ignoring internal barriers like lack of self-belief or poor communication skills.
    • Failing to differentiate between a barrier and a consequence of a barrier; for example, identifying 'unemployment' as a barrier rather than the result of other barriers like lack of experience.
    • Listing barriers without linking them to specific, actionable support mechanisms.
    • Overlooking essential deductions like National Insurance and pension contributions when budgeting.
    • Confusing internal factors (e.g., lack of confidence) with external barriers (e.g., discrimination) and vice versa.
    • Failing to consider ongoing financial commitments alongside new work-related costs.
    • Confusing generic advice services with specialist employment support agencies
    • Overlooking mental health or lack of confidence as legitimate barriers to work
    • Failing to account for initial employment costs like travel, clothing, or equipment in budgets
    • Describing barriers without linking them to personal circumstances or realistic solutions
    • Submitting vague action plans with no clear ownership or deadlines
    • Confusing barriers to employment with solutions (e.g., stating 'lack of a job' as a barrier rather than underlying causes)
    • Failing to specify actual support services or contacts, instead offering vague suggestions like 'get help'
    • Overlooking ongoing work-related costs in financial planning, such as daily travel or uniform purchases
    • Assuming all barriers are personal and ignoring systemic issues like discrimination or limited local opportunities
    • Listing barriers without explaining their impact
    • Failing to distinguish between personal and systemic barriers
    • Overlooking the availability of free local support services
    • Confusing barriers with solutions, for example listing 'getting more training' as a barrier rather than a way to overcome low skills
    • Failing to link chosen support services to the specific barrier mentioned, such as suggesting a health service for a skills gap
    • Producing unrealistic budgets that ignore everyday costs like lunches or that assume benefits will continue unchanged
    • Describing motivation in vague terms without connecting it to practical work scenarios
    • Misidentifying personal preferences as barriers (e.g., 'I don't like early mornings') rather than genuine obstacles.
    • Assuming barriers are insurmountable without considering available support services.
    • Providing vague solutions like 'get help' instead of naming specific organisations or types of support.
    • Misconception: 'Employability skills are only about getting a job.' Correction: While they help you get a job, these skills are also essential for keeping a job and progressing in your career. They include communication, problem-solving, and self-management.
    • Misconception: 'You don't need to worry about health and safety unless you work in a dangerous job.' Correction: Health and safety is important in every workplace, even offices. Simple things like keeping walkways clear and using equipment correctly prevent accidents.
    • Misconception: 'Teamwork means everyone does the same thing.' Correction: Effective teamwork involves dividing tasks based on strengths, communicating clearly, and supporting each other. It's about collaboration, not uniformity.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills at Entry 3 level (e.g., being able to read simple instructions and handle basic money calculations).
    • •Some experience of working with others, such as in group projects at school or in a club.

    Key Terminology

    Essential terms to know

    • Personal barriers to employment
    • Support networks and services
    • Financial planning for work
    • Strengths and employability skills
    • Action planning to overcome obstacles
    • Understand the factors that stop people getting and keeping jobs, Be able to identify factors that help people get jobs, Be able to identify barriers to accessing work and identify how to get support to help overcome them
    • Understand the factors that stop people getting and keeping jobs, Be able to identify factors that help people get jobs, Be able to identify barriers to accessing work and identify how to get support to help overcome them
    • Barriers to employment
    • Support services and referrals
    • Financial transition planning
    • Personal resilience and self-advocacy
    • Rights and responsibilities in the workplace
    • Barrier identification and classification
    • Personal resilience and mindset
    • Financial transition planning
    • Accessing external support agencies
    • Communication strategies for disclosure
    • Personal factors for success
    • Identifying barriers to work
    • Accessing support services
    • Managing money as an employee
    • Planning for employment challenges
    • Employment barriers
    • Enabling factors
    • Accessing support services
    • Personal development planning
    • Overcoming obstacles
    • Barrier identification and classification
    • Accessing external support services
    • Financial planning for new employees
    • Personal motivation and resilience
    • Action planning and goal setting
    • Understand the factors that stop people getting and keeping jobs, Be able to identify factors that help people get jobs, Be able to identify barriers to accessing work and identify how to get support to help overcome them

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