A typical certificate shows the course title/date/your name and sometimes the number of hours of training.
Better ones give the outcomes or course content.
But such certificates are only evidence that you were present – they are not evidence of your learning.
As part of DCC Adult Social Care Providers’ focus on ensuring learning is transferred into good practice that improves lives, we have redesigned our certificates.
Each certificate is two sided and is designed using Word so can be customised by a manager to fit the learning event. Certificates are designed to be given to the learner at the start of the learning event. Their use will be explained by the trainer – or by the manager if it is not an organised course.
Side one has:
• The name of the learning event ( this can be a course – but can also be other ways of learning such as a team event; a visit; a piece of study or work undertaken individually)
• The date the learning was undertaken (The number of hours can be added if relevant)
• Name of the trainer (if a trainer was involved). The trainer’s job title and qualifications can be added
• The outcomes ( what the learner will know or be able to do at the end of the event) Or this can be expressed as the content- the topics covered ( i.e the evidence of learning will be somewhere else. This might be more useful if describing reading or a visit)
• The qualifications which link to this event. Occasionally training will be directly linked to a qualification ( e.g Emergency First Aid) . It is more likely that the training will be set up to meet a need ( such as competence in preparing and supporting food and drink for people at risk of choking; or refreshing knowledge and skills around Infection control) so the most relevant QCF or Care Certificate Standards will be given.
• This side is signed by the trainer or, in the event of a visit/reading it can be signed by a line manager as evidence that the person undertook the learning opportunity.
Side two has:
• A grid for the learner to record what they learnt ( column one) and how they plan to use it in their work to improve lives ( column two).
• Learners complete the grid during the learning event using what they hear from the trainer/from their colleagues/from the visit or reading or ideas that occur to them prompted by the event.
• Learners take the certificate to their next supervision and discuss their ideas with their line manager.
• Actions are agreed and recorded on the supervision form – this way there is a reminder to discuss at the next supervision how the learner got on in applying the learning to the workplace and what difference it has made to the people using the service.