Overcoming barriers to work — ASDAN Vocational Employability & Work Skills

The ASDAN Entry Level Award in Employability (Entry 2) is a foundational qualification designed to introduce students to the world of work and develop essential skills for future employment. It covers key areas such as understanding different types of jobs, workplace expectations, and basic job-seeking skills. This award is part of the wider Employability & Work Skills suite, which aims to prepare learners for the transition from education to employment or further vocational study.

Students will explore topics like identifying personal strengths, working as part of a team, and communicating effectively in a work environment. The qualification is assessed through a portfolio of evidence, allowing learners to demonstrate their understanding through practical activities and reflections. This hands-on approach helps build confidence and provides a solid foundation for progression to higher-level employability qualifications or apprenticeships.

Mastering this award is crucial because employability skills are highly valued by employers across all sectors. By completing this Entry Level Award, students gain a recognised qualification that showcases their readiness for the workplace, making them more competitive in the job market. It also encourages self-awareness and personal development, which are key to long-term career success.

• →Types of employment: Understanding the difference between full-time, part-time, temporary, and voluntary work, and how each fits into different career paths.
• →Workplace expectations: Knowing the importance of punctuality, appearance, and following instructions in a professional setting.
• →Teamwork skills: Recognising the value of collaboration, sharing ideas, and supporting colleagues to achieve common goals.
• →Communication basics: Developing verbal and non-verbal communication skills, including listening, asking questions, and using appropriate language.
• →Personal strengths and areas for development: Identifying one's own skills and qualities, and setting simple targets for improvement.

• 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.

• 💡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.
• 💡Tip 1: Use real-life examples in your portfolio. When describing a skill, link it to a specific activity you did in class, at home, or in a work placement. This shows you can apply learning to practical situations.
• 💡Tip 2: Reflect on your progress. For each piece of evidence, write a short reflection on what you learned, what went well, and what you would do differently. This demonstrates self-awareness and critical thinking.
• 💡Tip 3: Keep your portfolio organised. Label each piece of evidence clearly and cross-reference it to the learning outcomes. This makes it easier for assessors to see how you have met the criteria.

• 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.
• Misconception: 'Employability skills are only needed for paid jobs.' Correction: These skills are also essential for volunteering, internships, and further education, as they demonstrate reliability and professionalism in any setting.
• Misconception: 'Teamwork means everyone does the same thing.' Correction: Effective teamwork involves different roles and contributions; it's about working together towards a shared objective, not doing identical tasks.
• Misconception: 'Communication is just talking.' Correction: Communication includes listening, body language, and written messages. Good communicators adapt their style to the audience and context.

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