1.Understanding how the peer mentoring relationship can link `private troubles’ and `public issues’, and actively attempt to influence the factors that lead to marginalisation. 2. Understanding the role of the wider community in peer mentoring.Working with the Roma community our partner has experience of how the wider community takes on the role of aspects of mentoring and models expectations e.g appropriate behaviour to live and be respected in the community. 3. Understanding how peer mentoring is a valuable tool for working with those with learning difficulties. 4. Understanding how our partner teaches boundaries and congruence to those who are considering peer mentoring and how they effectively manage this within the peer mentoring relationship. 5. staff develop an understanding of how to deliver peer mentoring and peer education training to those with additional support needs.In addition to this we are aware that we have limited success in attracting those with very poor literacy to enrol and complete VET training.Although our average Learner has no qualifications and a general reading age of 10yrs old we have very few Learners who have a a mild/moderate Learning difficulty or who have a diagnosed learning disability.
In our recent review of the delivery of our VET training we have found that there are a number of areas of improvement that would give staff and learners a depth and insight into the course work which otherwise may be lacking.As a result of this our 2019-2022 European Development plan prioritises several strategic points which would ensure a stronger impact on the quality of teaching for our peer mentoring and peer education courses. This in turn would benefit the Learners as they developed core competencies in a different enviroment that would encourage the development of cultural difference and a suite of skills around cultural and lingusitic diversity .