Search Results | VOCEDplus, the international tertiary education and research database

Securing success: setting targets and monitoring and supporting learner progress in post-16 education and training

This report presents findings from an investigation into effective practice in target-setting, monitoring and suppo ... Show more
This report presents findings from an investigation into effective practice in target-setting, monitoring and supporting learner progress in post-16 education and training. It examines evidence of effective practice in these areas across a range of provision in schools, colleges, work-based learning, and adult and community learning, illustrated by a number of case studies. The report is intended to support the implementation of the New Measures of Success sponsored by the [Department for Education and Skills] DfES, [Learning and Skills Council] LSC, Ofsted and [Adult Learning Inspectorate] ALI as part of the Success for All [indexed at TD/TNC 72.207] initiative.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: Davies, Peter; Maynard, John; Webster, Tamatha

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: Students; Performance; Teaching and learning ... [+] Show more
Attracting new learners: a literature review

This report provides a review of United Kingdom (UK) and international literature related to policy and practice in ... Show more
This report provides a review of United Kingdom (UK) and international literature related to policy and practice initiatives designed to stimulate demand for post-16 learning. The materials include those which provide a critique and/or evaluation of initiatives and those providing a description only. As part of the review, the authors sought to identify factors which appeared to contribute to the success or failure of initiatives. The literature survey strategy involved searching databases, the Internet and specific websites related to post-16 education and training. The report begins by outlining the current pattern of participation in learning activity in the UK and what are believed to be the main barriers to further involvement. The next three chapters describe a range of initiatives aimed at stimulating demand for learning around the world. These have been categorised as stimulating mass demand among targeted groups, among employees and for work-related learning. The final section draws conclusions from the review. Show less

Authors: Hillage, Jim; Aston, Jane

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

Date: 2001

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Participation; Evaluation; Research ... [+] Show more
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.
Excerpt from published summary reprinted by permission of the copyright owner. Show less

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
Connexions service funding: a consultation paper

This publication sets out the Learning and Skills Development Agency’s (LSDA’s) response to a consultation paper pu ... Show more
This publication sets out the Learning and Skills Development Agency’s (LSDA’s) response to a consultation paper published by DfEE [the Department for Education and Employment] entitled ‘Connexions service funding: a consultation paper, January 2001’. It discusses issues related to sources and structures of funding for Connexions, a service offering confidential advice, support and information for 13-19 year olds in the UK.
Published abstract plus additional information reprinted by permission of the copyright owner. Show less

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

Date: 2001

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: LSDA responds

Subjects: Youth; Employment; Policy ... [+] Show more
Using quality schemes in adult and community learning: a guide for managers

This book focuses on an examination of the developments in the quality agenda in adult and community learning (ACL) ... Show more
This book focuses on an examination of the developments in the quality agenda in adult and community learning (ACL) in the UK. The difficulties faced by Local Education Authorities (LEAs) in delivering consistent quality ACL services are identified and the advantages and disadvantages of different quality schemes are described, with examples furnished by case studies. Show less

Authors: Ewens, David; Watters, Kate

Corporate authors: National Institute of Adult Continuing Education (England and Wales) (NIACE) ... [+] Show more

Date: 2002

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Quality; Lifelong learning; Adult and community education ... [+] Show more
16-19 organisation and inspection: a consultation document from the Department for Education and Skills: response from the Learning and Skills Development Agency

The consultation on 16-19 organisation and inspection was issued by the DfES (Department for Education and Skills) ... Show more
The consultation on 16-19 organisation and inspection was issued by the DfES (Department for Education and Skills) in September 2001, this document is a response to it.
Published abstract reprinted by permission of the copyright owner. Show less

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

Date: 2001

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Youth; Policy; Providers of education and training ... [+] Show more
Do you have a disability - yes or no?: or is there a better way of asking?: guidance on disability disclosure and respecting confidentiality

This report is one of a series of resources from the project, The Disability Discrimination Act: taking the work fo ... Show more
This report is one of a series of resources from the project, The Disability Discrimination Act: taking the work forward 2003-05, managed by the Learning and Skills Development Agency (LSDA) in partnership with NIACE and Skill, supported by the Disability Rights Commission and funded by the Learning and Skills Council.
National guidance ‘Disclosure, passing on of information and confidentiality; guidance for post-16 education providers on implementing the DDA Part 4’ was published in October 2003 and subsequently released to all post-16 education providers via local LSCs. The purpose of this report is to discuss how the sector has responded to this national guidance, the challenges that providers face in implementing the requirements of legislation and to provide some examples of practice in the sector. This report builds on, rather than repeats, the information contained in the national guidance, so you may find it useful to read this report in conjunction with the guidance document.
Published summary with additional information reprinted by permission of the copyright owner. Show less

Authors: Rose, Christine

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

Subjects: Disability; Governance; Higher education ... [+] Show more
Closing the achievement gap: colleges making a difference: report of research project undertaken by the Learning and Skills Development Agency

In a bid to raise standards and improve student achievement across the further education (FE) sector, the Learning ... Show more
In a bid to raise standards and improve student achievement across the further education (FE) sector, the Learning and Skills Development Agency (LSDA) established ‘Differential achievement’, a research project aimed at: investigating reasons for the large variations in student retention and achievement; assessing the extent to which demographic factors are the main determinants of differences in rates of retention and achievement; and identifying institutional practices connected with higher and lower levels of retention and achievement in order to inform college-level improvement strategies. The project was undertaken in two stages. The first stage was directed at the first two of the above aims while the second stage evaluated the complementary impact on achievement of differences in institutional practices. This report, based on the findings of the second stage of the project during which the Agency’s consultants visited a sample of colleges with a range of achievement rates, aims to clarify the relative influence of institutional performance and demographic factors on student achievement, and to guide colleges on effective strategies to raise achievement. The contents are: Summary of findings; Background and aims of project; Stage 1 findings; Stage 2 methodology; Background, mission and ethos; Strategies for maintaining and raising achievement; Student recruitment, placement and induction; Curriculum development; Tutorial systems and other support systems; Teaching and pedagogy; Monitoring, evaluation and follow-up; Conclusions and implications. Includes references.
The report on the first stage of the project, entitled ‘Differential achievement: what does the ISR profile tell us’ is indexed at TD/TNC 70.552. Show less

Authors: Davies, Peter

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

Date: 2001

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Performance; Demographics; Research ... [+] Show more
Curriculum 2000+1: preparing for year 2 of the new advanced level general and vocational qualifications

A program of educational reforms initiated by the United Kingdom (UK) government aimed to make post-16 education br ... Show more
A program of educational reforms initiated by the United Kingdom (UK) government aimed to make post-16 education broader and more flexible, to encourage young people to study more subjects, and to provide simpler combinations of academic and vocational subjects. These reforms were intended to encourage more participation in post-16 education and improve student retention and academic achievement. Curriculum 2000 was introduced in September 2000 and provided a range of new and revised qualifications at advanced level. The qualifications have been developed primarily for 16-19 year olds to provide greater breadth and flexibility in the post-16 curriculum. The new qualifications complement other established national qualifications. This report has been produced to support schools and colleges in the implementation of Curriculum 2000. It examines the likely challenges for institutions in preparing for a second year of advanced level programs along with a new round of year one programs (year one and year two refer to the first and second years of programs - years 12 and 13).
‘Curriculum 2000’ is indexed at TD/TNC 70.137 and ‘Curriculum 2000+2’ is indexed at TD/TNC 70.136. Show less

Authors: Tait, Tony; Frankland, Gillian; Smith, David; Moore, Sharon

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; Qualifications; Performance ... [+] Show more
Evaluation of 3- and 6-hour courses: stage 2

This is the second of two reports which evaluate the impact of the introduction of funding of short courses in furt ... Show more
This is the second of two reports which evaluate the impact of the introduction of funding of short courses in further education. The first report examined the overall impact of the change in funding rules. This report focuses on: the characteristics of learners who are attracted to short ICT (information and communication technologies) courses; the basic skill needs of these learners; how satisfied they were with their short courses; the extent to which learners progressed to other courses and the courses to which they progressed; and the implications for policy-makers, funding bodies, providers and tutors.
The first report is indexed at TD/TNC 71.348. A summary of findings and key issues emerging from the first report are provided as appendices to this report. Show less

Authors: Kirk, Jenny; Kirk, Gordon

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

Date: 2002

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: LSDA research report

Subjects: Participation; Technology; Students ... [+] Show more