Jobcentre Plus Programmes - Skills for Life Improvement ...

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HOW WELL DO LEARNERS ACHIEVE? 1: HOW WELL DO LEARNERS ACHIEVE? Effective practice that secures continuous improvement is evidenced by: • learners’ success in achieving challenging targets and their personal learning goals including job-related qualifications, and their progress made improving their literacy, language and numeracy skills • improving achievement trends over time and clear action to address any equality gaps or significant variations in performance between groups of learners • the standard of learners’ work in relation to their learning goals and the development of their literacy, language and numeracy skills to overcome barriers to employability • learners’ progress relative to their prior attainment and potential and, where appropriate, by: • the acquisition of literacy, language and numeracy skills that enhance employability, effectiveness at work and personal prosperity • the development of literacy, language and numeracy skills that contribute to the social and economic well-being of the learner and extend their opportunities for active citizenship • the behaviour of learners • the attendance of learners • the extent to which learners adopt safe practices and a healthy lifestyle • learners’ spiritual, moral, social and cultural development. Sources of evidence Robust evidence of participants’ achievements can come from: • • participants’ success in progressing into employment with or without training achieving challenging targets on their learning plan, including literacy, numeracy and jobrelated qualifications where relevant • the progress made by participants since beginning their programmes in improving core employability skills, including literacy, language and numeracy skills • how well providers use data to evaluate programmes and take measures to improve them • results and analyses of participants’ satisfaction surveys or questionnaires • the analysis and use of data to measure participant progression into employment, and rates of achievement for different groups of participants (this includes gender, age, ethnic groups and participants with disabilities) and the achievement of work related and literacy, language and numeracy qualifications 10 Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills
HOW WELL DO LEARNERS ACHIEVE? • the extent to which participants are able to develop the literacy, language and numeracy skills necessary to overcome barriers to their employability • robust evidence of, where appropriate, participants achieving their agreed development goals • the standard of participants’ work in relation to their learning goals including literacy, language and numeracy development • participants’ progress relative to their prior attainment and potential • the development by participants of their personal and learning skills • the number of participants starting and completing their programmes of literacy, language and numeracy support • the number of participants achieving success in their programme and improving their literacy, language and numeracy skills • documents relating to certification • the destinations of all participants, whether leaving before or at the end of their programmes • observations of initial interviews, of progress reviews, of appropriate group work, and of employment-related training • observations of participants receiving literacy, language and numeracy support in a specific context, such as work • participants’ written and practical work, including portfolios of evidence • interviews with participants, advisers, sub-contractors, workplace supervisors and assessors about participants’ achievements including improvements made in the literacy, language and numeracy skills • interviews with specialist literacy or numeracy tutors and tutors of participants’ main learning programmes • interviews with employers and members of voluntary and community organisations with whom participants’ are engaged • particpants’ initial and diagnostic assessment records and individual learning plans including literacy, language and numeracy records and plans • participants’ progress review records and individual action plans including evidence of the progress made in developing literacy, language and numeracy skills • examples of participants’ work, participants’ CVs and job application letters • attendance and punctuality records. Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills 11
Page 1 and 2: Skills for Life Raising Standards A
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HOW WELL DO PROGRAMMES AND ACTIVITI
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What Skills for Life Provision for
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Help for Providers Preparing for Se
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Capacity to Improve • • an agre
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Vocational and occupational tutors
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TITLE WEBSITE ADDRESS COMMENTS Move
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Table 4. Assessments and other mate
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Acknowledgements It would be imposs
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References ALI (2003) Annual Report
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• the quality of education and tr
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• screening, initial and diagnost
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Skills for Life Subject specificati
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The Skills for Life Improvement Pro
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