Wales, S., Adams, A., Cockburn, Dr. M., and Crawley, J. (2005) 'Engaging new learners in rural SMEs' (2005) in Hamilton et. al, (2005) (Eds) 'New ways of engaging new learners: lessons from round one of the practitioner-led research initiative.' London: NRDC (original) (raw)
Related papers
2005
The aim of this project was to examine and document the integrated approach to delivering language, literacy and numeracy skills in the community services industry. This study combines an overview of the Australian literature tracking the influences leading to the ‘building in’ of language, literacy and numeracy to vocational education and training (VET), with some observations of practices in three training sites in this industry in Victoria, through interviews with trainers/facilitators at the case study sites and analysis of teaching processes using the ‘video stimulus recall’ methodology, a methodology previously used in educational contexts where participants are replayed the videotape after the lesson to assist discussion about the events recorded. The research project addressed the following key questions: (1) How is literacy conceptualised in practice by registered training organisations and personnel in the VET system? (2) What literacy practices are developed in an integra...
Evaluation of the Scottish adult literacy and numeracy (ALN) strategy: final report
2006
Monitoring and Evaluation Procedures CHAPTER TWELVE CONCLUSION What are learners' and tutors' perceptions of the quality of learning and What are the possible implications for the wider social benefit and economic What are the barriers and pathways into learning for ALN learners? support? What are the outcomes and impact that learning has on individual learners? activity from such findings? CHAPTER THIRTEEN RECOMMENDATIONS ARISING FROM THE RESEARCH 83 REFERENCES 14 Exit: For the small percentage of learners that had left their programmes and had an ILP, a high percentage had received a review of their learning. However, quite a high percentage of learners did not have an ILP. Only a small percentage of learners could remember being helped to move on to other learning opportunities. 15 Leaving the programme: A very small percentage of learners had left their programme because they were unhappy with the content or methods These cases were most likely to occur when learners were part of mixed groups with a broad spread of ability. Learners who had completed their original courses have continued with a range of other provision in a variety of settings with some moving from community based provision into FE. ` Reflection on Teaching and Learning 16 Learners were very positive about all aspects of their experience of participating in ALN programmes. These included: • The learning environment including the timing and location of the course, the cost, the facilities (crèche transport, café, rooms) and the learning resources that were available; • The factors that contributed to a good experience of teaching and learning, including what was learnt and the way it was learnt, the tutor, the pace of the learning and the number of hours of tuition available each week; • The social nature of the learning including the other students and the social opportunities to meet other people.