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IT can make a difference if IT is fit for purpose

This publication presents a number of case studies where technology has been used as a means of improving learner o ... Show more
This publication presents a number of case studies where technology has been used as a means of improving learner outcomes. It shares what was done, why and, most importantly, the improvements that were secured as a result. The illustrative case studies share how technology can be used to good effect to bring about improvement to, for example, value-added, and tracking and target setting. The case studies signal the way forward to other providers across the sector seeking similar developments, and provide food for thought as well as some practical solutions. The projects described focus on raising retention and achievement and learner outcomes more widely, where technology per se was not the main aim but more the vehicle for securing that improvement. As such, the spotlight is on the direction and journey undertaken by the providers as they focused on improving their learners’ outcomes using technology as the means of securing that improvement.
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Authors: Natrins, Lesley

Corporate authors: Learning and Skills Council (Great Britain) (LSC) ... [+] Show more

Date: 2004

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: Support for success quality improvement programme

Subjects: Technology; Quality; Outcomes ... [+] Show more
Quality matters, March 2003

This issue of the ‘Quality matters’ newsletter, subtitled ‘Raising quality and achievement and sharing good practic ... Show more
This issue of the ‘Quality matters’ newsletter, subtitled ‘Raising quality and achievement and sharing good practice in the post-16 sector’, provides a variety of articles related to learning cultures, including: ‘First in line’ by Andrea Gewessler which details an inspection of an adult college; ‘Policing the quality of trainers’ by Brendan O’Brien which discusses training in the police force; ‘Are you listening?’ by Tracey Dalby which looks at the value of customer feedback; ‘Weaving a website’ by Jenny Davis which details a website development project; and ‘The motivator’ by Ros Parker which looks at motivating tutors. Also included are lists of relevant contacts, events and publications; and an interview with Linda Bye, development adviser for the Learning and Skills Development Agency (LSDA) Quality Improvement Team. Show less

Corporate authors: Great Britain. Learning and Skills Development Agency (LSDA)

Date: 2003

Geographic subjects: Europe; Great Britain

Resource type: Journal issue

Subjects: Technology; Quality; Higher education ... [+] Show more
My mates are dead jealous 'cause they don’t get to come here!: an analysis of the provision of alternative, non-school-based learning activities for 14-16 year olds in the East Midlands

This report presents findings from a research project carried out in the East Midlands between January and June 200 ... Show more
This report presents findings from a research project carried out in the East Midlands between January and June 2002 under the remit of the regional Learning and Skills Research Network (LSRN). The project focused on researching the extent of alternative educational provision for young people aged 14-16 years and on both their experiences and those of the practitioners involved. Alternative provision was defined as that which was provided by schools, colleges, training providers and employers of young people aged 14-16 who were not attending mainstream school full-time and following the National Curriculum. The primary aim was to determine the modes and levels of provision on offer. In addition, the project sought to gain views as to the provision’s effectiveness from young people and practitioners involved in the planning and delivery of programmes.
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Authors: Baker, Paul; Rose, Anthea; Coleman, Andrew; Crane, Victoria ... [+] Show more

Corporate authors: Great Britain. Learning and Skills Development Agency (LSDA) ... [+] Show more

Date: 2003

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: LSDA research report

Subjects: Youth; Providers of education and training; Higher education ... [+] Show more
Participation in the learning and skills sector: key findings from research

This review set out to produce a synthesis of the key research findings about learners’ participation in postcompul ... Show more
This review set out to produce a synthesis of the key research findings about learners’ participation in postcompulsory education. It aimed to bring together the key findings from research activity into this topic carried out by the Learning and Skills Development Agency (LSDA), and other relevant research undertaken since 2001. Its focus is limited to participation, rather than retention and achievement. Although retention and achievement are closely linked to issues of participation, these have been covered by another review being carried out at the same time. The focus of this review was research that had been carried out in England; however, it was felt that studies from Scotland, Wales or Northern Ireland could be included, if they were deemed relevant. Findings include that: prior achievement leads to participation, and the greater the achievement the more likely it is that there will be future participation (and vice versa); participation begets participation, i.e. the longer people have participated, the greater the chance they will participate more; achievement begets achievement, which in turn begets participation, i.e. the more qualifications people have, the greater the chance they will participate more; those from low-income families and from deprived areas are less likely to participate; those with parents on higher incomes and with more qualifications are more likely to participate; participation in education by those aged 16-18 makes it much more likely they will subsequently be employed; many unemployed people do not acknowledge the benefits of learning, and that it can increase employability; on the other hand, there appears to be little or no earnings return for those who achieve a Level 1 or 2 NVQ [National Vocational Qualification]; and there is conflicting evidence about whether gaining qualifications up to Level 2 makes employment more likely.
Excerpt from executive summary reprinted by permission of the copyright owner. Show less

Authors: Houghton, Nicholas

Corporate authors: Great Britain. Learning and Skills Development Agency (LSDA)

Date: 2006

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: LSDA research report

Subjects: Youth; Participation; Students ... [+] Show more
Taking Part One GNVQ forward

General National Vocational Qualifications (GNVQs) were introduced in the United Kingdom (UK) to provide a high qua ... Show more
General National Vocational Qualifications (GNVQs) were introduced in the United Kingdom (UK) to provide a high quality vocational alternative to academic courses for full-time students between the ages of 16 and 19. Building on the success of these qualifications, the Part One GNVQ was introduced as part of the National Qualifications Framework (NQF) in 1995 as a two-year course for students at Key Stage 4 and a 1-2 year course at the post-16 level. This guide to the Part One GNVQ contains three sections: 'Introducing Part One GNVQs' provides information for centres considering including the GNVQ in their curriculum; 'Teaching and learning' contains detailed information about the characteristic elements of the GNVQ such as assessment, moderation and progression; and 'Case studies' highlights a number of centres that deliver the qualification at Key Stage 4 and post-16 level. Show less

Authors: Frankland, Gillian; Ebrahim, Nazir

Corporate authors: Great Britain. Learning and Skills Development Agency (LSDA)

Date: 2001

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Vocational education and training; Assessment; Qualifications ... [+] Show more
More than the sum: partnership for adult learning and skills

Pick up any learning and skills sector policy document and you will find an emphasis on the partnership. Sharing re ... Show more
Pick up any learning and skills sector policy document and you will find an emphasis on the partnership. Sharing resources, know-how and the ideas offers the possibility of finding new ways to engage learners and get the provision right for them. Partnership is not easy - with the opportunity comes the challenge of working well with difference. This publication explores the nature of partnership working within the sector and how partnership can add value for more and different adult learners. It draws on the practical examples from the sector to show how the rhetoric becomes reality. A number of questions will be discussed: Why work in partnership? What is partnership, in practice? What makes partnership and collaboration work best? How can we translate good will and good intentions into effective partnership that makes a difference for learners, and for partners too?
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Authors: Watters, Kate

Corporate authors: Great Britain. Learning and Skills Development Agency (LSDA) ... [+] Show more

Date: 2005

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: Support for success quality improvement programme

Subjects: Evaluation; Skills and knowledge; Management ... [+] Show more
Learning journeys: learners' voices: learners' views on progress and achievement in literacy and numeracy

This document reports on a project which looks at how to engage learners more in the learning process and to ensure ... Show more
This document reports on a project which looks at how to engage learners more in the learning process and to ensure that their experiences and perceptions inform the learning opportunities they participate in. It is based on qualitative research into how learners view their own progress and achievement in acquiring literacy, numeracy and associated skills and knowledge. Findings highlight the importance of developing more democratic learning processes and of developing learners' skills to participate in them. The chapters are: Setting the scene; The learning journey metaphor; What learners said; Organising the project; Methodology; Conclusion. A summary of main findings precedes these chapters.
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Authors: Ward, Jane; Edwards, Judith

Corporate authors: Great Britain. Learning and Skills Development Agency (LSDA)

Date: 2002

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Literacy; Numeracy; Students ... [+] Show more
Quality matters, June 2002

The Raising Quality and Achievement (RQA) program, run by the Learning and Skills Development Agency (LSDA) in part ... Show more
The Raising Quality and Achievement (RQA) program, run by the Learning and Skills Development Agency (LSDA) in partnership with the Association of Colleges (AOC) and funded through the United Kingdom government’s Standards Fund, helps colleges improve quality standards and students’ achievements. ‘Quality matters’ is the newsletter for this program. This issue of the newsletter focuses on teaching and learning and some of the more effective strategies and approaches. Show less

Corporate authors: Great Britain. Learning and Skills Development Agency (LSDA)

Date: 2002

Geographic subjects: Europe; Great Britain

Resource type: Journal issue

Series name: RQA newsletter

Subjects: Quality; Teaching and learning
Recruitment and retention of teachers with industrial or professional experience

This is the report of the project on recruitment and retention of teachers with industrial experience and from othe ... Show more
This is the report of the project on recruitment and retention of teachers with industrial experience and from other parts of the sector conducted on behalf of the LSDA by the Institute for Employment Studies (IES). The project aimed to investigate the strategies and practices used by colleges to attract, retain and develop teachers with current industrial experience or from other parts of the sector. The objectives of the project are to establish good practice benchmarks for recruiting and retraining teachers with industrial experience and/or from other parts of the sector. It explored: the areas of learning requiring teachers with industrial experience or professional experience; the strategies to attract and recruit these teachers; practices introduced by colleges to integrate new recruits into the college; initiatives taken by colleges to develop staff and address retention issues. The project had a number of elements: a literature review, surveys of senior curriculum managers and human resources (HR) professionals, and six case studies of good practice in general further education colleges (GFECs). Each of these elements is reported separately following a summary bringing together the main themes from the study as a whole.
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Authors: Strebler, Marie; Neathey, Fiona; Tackey, Nii Djan

Corporate authors: Great Britain. Learning and Skills Development Agency (LSDA)

Date: 2005

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Vocational education and training; Workforce development; Quality ... [+] Show more
Back on track: successful learning provision for disaffected young people: good practice guidelines

The purpose of this study was to develop a set of key principles for effective working with disadvantaged young peo ... Show more
The purpose of this study was to develop a set of key principles for effective working with disadvantaged young people. ‘Disadvantage’ was defined to include young people aged 16-18 who are not in education, training or employment, and those under 16 who are at serious risk of underachievement. The study was undertaken for the Department for Education and Employment (DfEE) between December 1999 and July 2000.
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Authors: Marken, Mary; Taylor, Sue

Corporate authors: Great Britain. Learning and Skills Development Agency (LSDA)

Date: 2001

Geographic subjects: Europe; Great Britain

Resource type: Guide

Subjects: Youth; Disadvantaged; Teaching and learning ... [+] Show more