Search Results

In 2001, the Department of Education and Skills (DfES) in the United Kingdom (UK) initiated a series of Pathfinder Projects to test key elements of the Skills for Life strategy (indexed at TD/IRD 88.171). These elements included delivering learning using the new core curricula for literacy and numeracy, delivering learning by teachers who had received intensive training on the new curricula, and entering learners for the new National Tests at Levels one and two. Later in the year, the Communications Research Group (CRG) was commissioned to undertake an early stage evaluation of the projects, focusing on aspects of good practice. Key aims of the evaluation were to provide information on the numbers of individuals passing the National Test in various learning environments and to evaluate the competence of the new Basic Skills infrastructure in a range of settings in the nine Pathfinder areas of the UK. The evaluation criteria also included the performance of partnership activities, teacher training, screening, diagnostic assessment, learning plans, educational programs, quality assurance, the National Test, and progression to further learning. This report provides: an introduction to the Pathfinder Project evaluation; a report on progress in the various areas specified for evaluation; a discussion of issues arising for key groups of 'stakeholders'; outcomes of the Prison Pathfinder; an assessment of good practice; and brief conclusions from the evaluation. Key findings include positive reactions to the program of teacher training, better results than expected for trainees taking the National Test so far, encouraging take-up patterns for Pathfinder-linked literacy and numeracy support programs, and the delivery of a wide range of programs in various learning environments. The report suggests a number of areas to be kept under active review and makes a number of recommendations in terms of specific areas of good practice. Show less

This review aimed to systematically collect and synthesise empirical evidence related to interventions that focus on promoting employment for offenders in the UK. The review identifies gaps in knowledge and points to the priority areas for further review and future research. The key question addressed by the review is what evidence is there about the types and levels of intervention that work best to promote employment for offenders? This is separated into three sub-questions. What interventions promote employment in offender populations? What are the implementation issues for interventions aiming to promote offenders’ employment? To what degree are programs targeted according to assessment of needs? The process yielded 53 studies for in-depth review. A systematic map of the studies was produced with the majority coming from the US. Just over half of the studies specified names of programs and the majority of these were vocational programs. The review found that: good quality studies of seven intervention programs revealed that in six of these programs, offenders in the treatment group were significantly more likely to be employed at least six months after completion than those in comparison groups; generally, the programs examined by the studies provided a good range of skills relevant to the realities of the workplace; and prison work and vocational training were identified as being effective in promoting employment. Show less

This study is based primarily on the evaluation of 21 Action Research Projects (ARPs) which explored the impact of work-related learning on Key Stage 4 (KS4) students in 1998/9 and 1999/2000. The objectives of the ARPs were: to improve motivation and attitudes; to increase skills and knowledge; to improve attendance and behaviour; and to raise attainment. Indicators of actual or potential disaffection were the principal criteria used for selection of students for the projects in approximately 80% of participating schools. In the remaining 20% of participating schools, students were selected on other criteria, often linked to curriculum choice. This made it possible to compare and contrast the differential impact of work-related learning on different types of students enabling additional insights to be gleaned. The projects generated much valuable material on learning points at project and school levels. Show less

The OECD’s Centre for Educational Research and Innovation (CERI) is undertaking a two-year international study of exemplary teaching and assessment for adults with basic skill needs. The study, entitled ‘Improving teaching and learning for adults with basic skill needs through formative assessment’, aims to achieve a better understanding of ‘what works’, for whom and under what circumstances, and will identify policy levers to improve the quality of provision for this group. This background report for England was prepared as an input to the OECD study. The report offers an introduction to policy and programs in adult basic skills in England, concentrating on those pertinent to assessment practices - formative assessment in particular. Most of the report is devoted to a compilation and abridgement of original source material, including national surveys, reports and commentary, together with National Research and Development Centre for Adult Literacy and Numeracy (NRDC) research reports and summaries. This represents a small selection of available literature aimed at presenting a representative sample of materials for readers to assess for themselves.

Country background reports for the OECD study are indexed at TD/TNC 87.96 and from TD/TNC 89.715 to TD/TNC 89.720.

The final report entitled ‘Teaching, learning and assessment for adults: improving foundation skills’ is indexed at TD/TNC 92.339. Show less

This report presents the findings of an extensive consultation process which was intended to establish the readiness of Local Education Authorities (LEAs) to provide new Individual Learner Record (ILR) management information (MI) to be introduced by the Learning Skills Council (LSC) in September 2003. The ability of LEAs to systematise the quality of their returns on adult education and generally to improve their MI for a variety of purposes is also tested. The study seeks to achieve its objectives by: making an assessment of LEA readiness to meet the reporting requirements of the ILR against a generic classification of capacity; providing an assessment of hardware, software, connectivity, skills, organisational culture and ownership issues; providing an assessment of how group-based issues might be resolved; and formulating recommendations for the future. Show less

This report presents the findings of a research project which looked at the roles of internal verifiers in relation to the organisations that employ them in connection with the operation of National Vocational Qualifications (NVQs). The research was designed to look at the tangible benefits that accrue to the organisations when their employees act as internal verifiers, and the benefits that accrue to the individuals themselves. The project considered the operation of NVQs in colleges, training providers and workplaces, in the construction, business, retail and engineering sectors. Show less

The Department for Education and Skills (DfES) commissioned this study to investigate the extent of, and reasons for, younger worker drop-out from National Vocational Qualification (NVQ) units and full NVQs for which they are registered. The study relates to three of DfES's themes: the inclusion of the younger work group; access and participation; and, enhancing skills and employability. Existing DfES and Further Education Funding Council (FEFC) statistics and research were examined to identify the proportion of younger workers who commence training awards towards an NVQ, but do not achieve the units of full NVQ for which they are registered. This data was supplemented by the collection of quantitative information through quantitative and qualitative investigations with a sample of employers, awarding bodies, careers advisory bodies and individual candidates. The report identifies reasons for non-completion and makes recommendations on how DfES and other national partners might address the barriers identified. The major conclusion of the research is that NVQ non-completion is not caused by the learning structure of the NVQ and most learners appreciate that the NVQ offers an opportunity to work and gain a qualification at the same time. Key factors leading to non-completion include changing employer or occupation for one with better prospects, insufficient employer involvement and support, and inadequate quality, consistency and frequency of trainer and assessor support. Show less

The Working Group on 14-19 Reform, chaired by Mike Tomlinson, published its final report [available in VOCEDplus at TD/IRD 88.166] in October 2004. This white paper responds to the challenge issued in the report, i.e. how to fulfil the needs and aspirations of every young person. The white paper sets out proposals that are designed to redress the 'second best] standing of vocational education while protecting and enhancing the reputation of the General Certificate of Secondary Education (GCSE) and A levels. The proposals build on the strengths of the existing education system and are intended to: (1) ensure that every young person masters functional English and maths before they leave education; (2) improve vocational education; (3) stretch all young people and help universities to differentiate between the best candidates; (4) re-motivate disengaged learners; and (5) ensure delivery. The contents are: Executive summary; Introduction; The challenges we must overcome; Vision; A strong foundation at Key Stage 3; A strong core 14-19; Routes to success for all; A new system of diplomas; Strengthening GCSEs and A levels; Engaging all young people; Rigorous assessment in which all can have confidence; A system configured around young people; A sharp accountability framework, which makes sure that we offer the best to young people; Delivering the new 14-19 phase.

The interim report of the Working Group is available in VOCEDplus at TD/TNC 77.322 and the final report at TD/IRD 88.166. Show less

The independent 'Post-14 mathematics inquiry' was launched on 23 July 2002 as part of the UK government's response to the report 'Set for success: the supply of people with science, technology, engineering and mathematics skills'. Many of the generic problems identified across science and engineering in this report are most acutely apparent in the area of mathematics. The terms of reference of the inquiry were 'to make recommendations on changes to the curriculum, qualifications and pedagogy for those aged 14 and over in schools, colleges and higher education institutions to enable those students to acquire the mathematical knowledge and skills necessary to meet the requirements of employers and of further and higher education'. The inquiry identified three key issues of major concern: (1) the shortage of specialist mathematics teachers, particularly in England and Wales; (2) the failure of the current curriculum, assessment and qualifications framework in England, Wales and Northern Ireland to meet the needs of many learners and to satisfy the requirements and expectations of employers and higher education institutions; and (3) the lack of resources, infrastructure and a sustained continuing professional development culture to support and nurture all teachers of mathematics.

The Department for Education and Skills (DfES) response is indexed at TD/TNC 81.388. Show less

In this document we set out in detail how we will implement 14-19 Education and Skills and how, in doing so, we will create a system capable of offering a new set of curriculum and qualifications opportunities, truly built around the needs and aspirations of each young person. Our aim is a system of 14-19 education matching the best anywhere; a system where all young people have opportunities to learn in ways which motivate and stretch them and through hard work qualify themselves for success in life; one where educational opportunity and chances in life do not depend on accident of birth, but are uniformly available to all young people. In our White Paper, 14-19 Education and Skills, we set out our policy proposals for introducing the qualifications and curriculum changes that would be necessary to create that system. Since then, our Green Paper, Youth Matters, and our White Paper, Higher Standards, Better Schools for All, have set out how services for young people and the schools system will be reformed to achieve the same ends; and our White Paper, Getting on in Business, Getting on at Work, has set out plans for continuing skills development for adults.

Published summary. Show less