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1
IMPADA
Common Self-Assessment Framework:
Improving the Effectiveness of Adult Education
for Disadvantaged Groups
Output ...
2
Common Assessment Framework for Adult Education on Disadvantaged Groups
Objectives
This Common Assessment Framework focu...
3
Main features of the Framework
Evidence based
The Frameworkisbuilton primaryresearch undertaken in 5 European countries,...
4
Criteriaof effectiveness Success measures
indicators
Evidence of impact Self-assessment
judgment statements
Each of thes...
5
Key terms
CPD: Continuous Professional Development
DL: Disadvantagedlearners
EDI: Equality,DiversityandInclusion
RARPA: ...
6
7
Inclusive Strategy Development
Criteria Success Measures
Indicators
Evidence of Impact
(practitioner to fill
out)
Self-A...
8
C.I.2 The provider
adherestoan
agreed-upon
strategy
developmentcycle
inwhichinclusive
practice is
embedded
throughout.
M...
9
C.I.4 The provider
prioritisesa
targeted,
collaborative
approach to
planninginclusive
learning
opportunitiesto
widenpart...
10
C.I.6 The provider
recognisesand
understandsthe
participation
barriersof DL and
incorporatesthis
intostrategic
policies...
11
Inclusive and Targeted Planning and Recruitment
C.P.1 Curriculumand
programme
developmentis
baseduponthe
provider’sincl...
12
accessible bypublictransport.Learninglocationsare safe,accessible,
adaptedto conformto the needsof DL, andconducive tol...
13
includingaddressingfearof rejection.SupportisofferedtoDLenable
candidatestoselectcoursesappropriate totheir needs.
6
Th...
14
information,adviceand
guidance,andare
activelyrecruited.
of DL ismonitoredandreviewedregularlytoensure itiseffective. 6...
15
collectedandactivelyusedinmarketingandpromotioninawaythat
encouragesDL learnerstoenrol (throughseeingtheirown
circumsta...
16
strategyand
Continuous
Professional
Development(CPD)
planthat ensures
teachersare
appropriatelyskilled
and qualifiedto
...
17
has an effective
strategyto monitor,
developand
improve the quality
of learning,
teaching,and
assessment
learning,teach...
18
Learner Voice
C.V.1The provider
ensuresthatlearner
feedbackisinclusive
and regularly
collectedonall
aspectsof the
learn...
19
stepsto feedinto
planningforprogression
and ensuringthat
learnersmove onin
theirlearning.
waythat some feedbackhasbeenu...
20
Criteria Success Measures
Indicators
Evidence of Impact
(practitioner to fill
out)
Self-Assessment judgement
(practitio...
21
assessmentpractice is
fullyinclusive and
meetsthe needsof all
learners,includingDL.
assessmentmethods
and toolsare
appr...
22
learners. Tutorsregularlynegotiate,monitorandreviewprogress
towardslearningoutcomeswithall learners,andwhere appropriat...
23
C.T.5 Teachers
effectivelydifferentiate
theirteaching,learning
and assessment
practice to meet
individuallearner
needs,...
24
learners,forexample:large size font,differentcolouredpaperfor
the visuallyimpaired/dyslexic,recordingequipmentfordyslex...
25
particularlyDL.All learnersreceiveconstructive,timely
developmental verbal andwrittenfeedbackandsupport
throughouttheir...
26
access arrangements
and supportis
appropriatelyidentified
and effectivelyputinto
place.
Summative assessmentproceduresa...
27
Skills and Qualifications
Criteria Success Measures
Indicators
Evidence of Impact
(practitioner to fill
out)
Self-Asses...
28
social and employability
skillstoenable themto
progressinto
employmentand/or
furtherlearning.
comparedwiththeirstarting...
29
learnerisactivelyinvolvedinmonitoringtheirownprogressandre-
evaluatingtargetsthroughoutthe programme innegotiationwitht...
30
Destinations
C.D.1 The provider
effectivelyusesa
robusttracking
systemtoreview
and analyse the
progressof DL into
posit...
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Impada 02 A1_framework_2017-02-09

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This Common Assessment Framework focuses on challenges related to disadvantaged adults. Compared with similar tools, the Framework highlights the issues that are crucial for effective provision of adult education on disadvantaged groups and adds some aspects that are often omitted.
The Framework is a tool for both organisations and individual practitioners to self-assess the effectiveness of their adult education on disadvantaged groups against a common set of identified criteria. This Framework is supported by an implementation guide and methodology to enable practitioners to get best value from this tool.

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Impada 02 A1_framework_2017-02-09

  1. 1. 1 IMPADA Common Self-Assessment Framework: Improving the Effectiveness of Adult Education for Disadvantaged Groups Output type: Intellectual Output 2016
  2. 2. 2 Common Assessment Framework for Adult Education on Disadvantaged Groups Objectives This Common Assessment Framework focuses on challenges related to disadvantaged adults. Compared with similar tools, the Framework highlights the issues that are crucial for effective provision of adult education on disadvantaged groups and adds some aspects that are often omitted. The Framework is a tool for both organisations and individual practitioners to self-assess the effectiveness of their adult education on disadvantagedgroups againstacommonsetof identifiedcriteria.ThisFrameworkissupportedbyan implementationguideand methodology to enable practitioners to get best value from this tool. The Framework is foreseen to be a universal and flexible tool. It can be used both by external evaluators or as a tool for se lf-assessment. Furthermore,itcanbe useful forbothspecialized providers (whose provision is tailored to specific disadvantages) or “regular” providers, who wishto improve the effectiveness of provision for disadvantaged groups and individuals. The framework does not distinguish obligatory from voluntary programmes of learning. This framework can help providers identify the state of their provision as a whole, and then can also be used to self-assess against identified disadvantaged groups, cohorts or areas of provision. This will then enable providers to identify and work towards narrowing any gaps in their provision for specific groups. For example, the provider may self-assess their provision for learners with specific learning difficulties, or for learners who come from a specific geographic area or attend a specific learning centre. It is suggested that use of the framework is not a one- time exercise,butthatitis revisited,andthatthe tool is usedforregularself-assessment,forexample biannuallyorannually,sothatmomentum with improvements can be sustained. “Disadvantagedgroups”are notdefinedonlyassingularidentifiableandhomogenous‘groups’of people (suchasagroup of learnersinthe same classwho come froma particular‘disadvantaged’geographicarea),butcouldbe anyindividualswhocanbe perceivedasbeingata disadvantage compared with the general populous (and therefore be ‘grouped’ by having a particular characteristic in common, such as being deaf/hard of hearing,orhavingdyslexia). Adulteducationisunderstoodhere in line with Erasmus+ definition: “all forms of non-vocational adult education, whether of a formal, non-formal or informal nature”.
  3. 3. 3 Main features of the Framework Evidence based The Frameworkisbuilton primaryresearch undertaken in 5 European countries, and secondary research evidence from across Europe and the US. Its criteria directly relate to a range of real considerations and factors currently faced by adult education providers. As written research evidence isunevenlydistributedthroughthe whole spectrum of education for disadvantaged learners, measures have been taken to ensure a balanced structure using quality measures based on good practice in Adult Education. Universal and customizable The framework isdesignedtobe universal andcustomisable.The criteriahave beencarefullyconsideredtoensure theyare applicable to diverse programme profiles,targetgroupsandcourse types.Moreover,the framework isdesignedtobe relevant for organisations on different level of institutional development. The framework deliberatelyavoidsreference tocriteriathatmightbe relevant only to a specific learner profiles (e.g. the unemployed) ortoprocedures typical for a particular organisation or country. The evaluation tools in the framework can be customised to suit national and local need and considerations. Composition of the Framework The framework consists of 3 sections (related to the quality and effectiveness (outcomes) of Adult Education) under which key aspects are organised: Leadership and Management •Inclusive StrategyDevelopment •Inclusive andTargeted Planning and Recruitment •QualityImprovement •Learner Voice Teaching and Learning Learner Outcomes •Skills andQualifications •Socio-Economic Benefits ofLearning •Destinations
  4. 4. 4 Criteriaof effectiveness Success measures indicators Evidence of impact Self-assessment judgment statements Each of these sections is divided into 4 areas: Criteria and criteria indicators The frameworkis criteria-based, containing concise, written descriptions of qualities to which providers and practitioners should adhere. The criteria do not describe any particular practice or methodology. The success measure indicators (criteria indicators) operationalise the criteria into statements against which providers can self-assess. This Framework isa flexible tool,so these measuresare designedtobe basicassessmentquestionsthatcan be usedina varietyof ways,forexample: questionnaires, individual or group interviews scenarios. Therefore, it can be easily adapted by any provider. The evidence of impact area is provided so that the provider or practitioner can add and consider evidence from their own organisation or practice as to how this is evidenced in their own setting. The self-assessmentjudgementsare organisedintothree levels of “RAG” rated statements: Emerging, Developing and Excelling against which the providerorpractitionercanselecttheirself-assessmentgrade (1-9). This self-assessment score can be used to pinpoint areas requiring the most development, and for comparison with previous progress or other practitioners/providers. Open to further development Thisframeworkisexpectedto expand(e.g.due tofurtherevidence tobe gatheredordue to itscustomisation) andthe structure hasbeen designedtoallowforfurtheradditionsonall levels.Aspects, criteriaandcriteriaindicators canbe easilyaddedorsubstituted. The self- assessmentstatements couldbe adaptedasneededtomeetthe needsof the provider,suchasthroughLikertscaling,yes/noresponses,or gradesparallel withOfstedgrading(outstanding,good,requiresimprovement,inadequate).
  5. 5. 5 Key terms CPD: Continuous Professional Development DL: Disadvantagedlearners EDI: Equality,DiversityandInclusion RARPA: RecognisingandRecordingProgressandAchievement–withregard to softoutcomes SMART: Specific, Measurable, AgreedandAchievable, Realistic, Timeboundand Trackable Teachers: Includestutors,trainers,teachersandpractitioners VAK: Visual,auditoryandkinesthetic Disadvantaged Learners Beloware some examplesof whatdisadvantagedlearnersorlearnergroupsmaybe identifiedwhen using this framework. This is an illustrative but not exhaustive list. If the framework is used with a specific disadvantaged group as a focus, the practitioner could substitute “DL” in the framework for the group selected.
  6. 6. 6
  7. 7. 7 Inclusive Strategy Development Criteria Success Measures Indicators Evidence of Impact (practitioner to fill out) Self-Assessment judgement (practitioner to select self-assessment grade) Emerging Developing Excelling C.I.1 Inclusive Strategy development, particularly regarding disadvantaged learners(DL) is embedded throughoutthe provider’sworking agenda. M.I.1 The provider regularlyengagesin developmentand revisionof its organisational inclusive strategyregardingthe effectivenessof educationforDL. Pre-emerging:Thisareaneedstobe developed. 0 Strategydevelopmentcontainsconsiderationof DLand is regularly reviewed. 1 2 3 Considerationof DLisembeddedthroughoutall strategy developmentandisregularlyreviewed,monitoredandactioned.Staff are aware and accountable forimplementation. 4 5 6 The strategydevelopmentprocessforDLis robust,embeddedand promotedeffectively.There isadirectand measurable impacton outcomesforlearners. 7 8 9 Leadership and Management
  8. 8. 8 C.I.2 The provider adherestoan agreed-upon strategy developmentcycle inwhichinclusive practice is embedded throughout. M.I.2 The strategy developmentprocess for DL followsanagreed uponmethodology,is informedbyavarietyof informationsourcesand comprisesacycle of stepsincluding:needs analysis,national and local steers,planning, implementationand review. Pre-emerging:Thisareaneedstobe developed. 0 The strategydevelopmentmethodologyisinclusive andyields generallypositiveresultsforDL. 1 2 3 The strategydevelopmentmethodologyhasrobust,inclusive structure,isinformedbya varietyof data sourcesand is localisedand operationalisedtomeetthe needsof DL. 4 5 6 There isexplicitunderstandingandfocusoninclusive practice throughoutall strategydevelopmentmethodologyand documentation.Thisisinformedbyavarietyof data sourcesand localised.Thisyieldshighlypositive resultsforDL,equal toany learningcohort. 7 8 9 C.I.3 The provider’s inclusive strategy development processisclear,with outcomeseffectively monitoredand evaluated. M.I.3 Expected outcomesare clear, SMART and stretching, are part of all strategy documentsandare effectivelyandregularly monitoredand reviewed. Pre-emerging:Thisareaneedstobe developed. 0 Strategydocumentsindicate expectedoutcomesandtargets,and some of themare operationalised.Outcomesare monitoredand some are actedupon. 1 2 3 Strategydocumentsindicate expectedoutcomesandare fully operationalised.Outcomes are regularlymonitoredandactedupon. 4 5 6 Outcomesare SMART and operationalised,andenable effective progresstrackingand evaluation.Outcomesare frequentlymonitored and effective,appropriate interventiontakesplace tofurtherimprove outcomes. 7 8 9
  9. 9. 9 C.I.4 The provider prioritisesa targeted, collaborative approach to planninginclusive learning opportunitiesto widenparticipation. M.I.4 A targeted approach to planning learningopportunitiesis an effectivepartof the provider’sworking agenda,withclearly ascribedaccountability for staff at all levels.The approach includesneed identification, programme design,data collection,dataanalysis, and feedback.This includesdataobtained fromstakeholdersand DL representatives. Pre-emerging:Thisareaneedstobe developed. 0 Leadersandmanagersshare an understandingof the needfora targetedapproachto planninglearningopportunitiesandwidening participation,andare aware of theiraccountabilitywithinthis approach. 1 2 3 A targeted, well-definedandagreeduponapproachtoplanning learningopportunitiesispartof a transparentworkingagenda,with leadersandmanagersaccountable.Thisisinformedbyreliabledata and isreviewedandmonitoredtoimprove practice andinformthe strategydevelopmentprocess. 4 5 6 A targeted,well definedandcustomisedapproachtoplanning learningopportunitiesisembeddedthroughoutthe provider’s workingagendatoeffectivelywidenparticipation.Robustandhighly relevantdatais collectedandusedtoinformandfurtherdevelop practice.Thisis effectivelyreviewedandfrequentlymonitoredto ensure continual improvement. 7 8 9 C.I.5 The provider developsand improvesstrategic partnershipswitha broad spectrumof stakeholdersto developfurther inclusive practice. M.I.5 The provider identifiesandpro- activelyinvolves strategicpartnersin activities. Partnersinclude:DL learnersdecision makers,communities, expertsinthe fieldsof adulteducation,careers advisors,social workers, employers,external organisations. Pre-emerging:Thisareaneedstobe developed. 0 There isan emergingsharedunderstandingof the importance of engagingandcooperatingwithstrategicpartnerstowidenthe participationof DL learners.Some partnershave beenidentifiedand engagedinappropriate activities. 1 2 3 The providerdevelopsstrategiesforidentifyingandengagingavariety of strategicpartners,withparticularreference toDL,and involves theminappropriate activities. 4 5 6 A collaborative partnershipapproachisembeddedintothe organisational ethos.The providerworkscloselywithabroadrange of partners,whichhasa strong,positive andmeasurable impacton sharedoutcomesforDL. 7 8 9
  10. 10. 10 C.I.6 The provider recognisesand understandsthe participation barriersof DL and incorporatesthis intostrategic policiestoinform inclusive development. M.I.6a The provider monitorsanalysesand proactivelyrespondsto minimise participation barriersaffectingthe recruitmentand retentionof DL. Pre-emerging:Thisareaneedstobe developed. 0 Providercollectsandmonitorsdataonrecruitmentandretentionof DL againstrecruitmentandretentionratesof otherlearners. 1 2 3 The providermonitorsandanalysesthe dataonthe recruitmentand retentionratesof DL, identifies participationbarriers,andsetstargets to narrowthe gap betweenDLandothercohorts. 4 5 6 The providerproactivelyanticipatesandplansforchangingsocietal circumstancestoovercome participationandretentionbarriersfor DL. The providersetspolicyandchallengingtargetstoreflectdata collectedandwidercontemporarysocietal considerations.Policyis flexible tomeetthe needsof individuallearners. 7 8 9 M.I.6b Flexible learning optionsare enabledto ensure learners continue tolearnand complete their programme as their personal circumstances change.Thisincludes takinga breakfrom learning,learningmore flexiblyortransferring to anotherprogramme or location. Pre-emerging:Thisareaneedstobe developed. 0 The providerallowslearnerstotake a breakfrom theirlearning programme withthe opportunitytoreturntolearningwhentheyare able. 1 2 3 The providerenableslearnerstotake a negotiatedbreakfromtheir learningprogramme withthe opportunitytoreturntolearningwhen theyare able.Learnersreceiveclearinformation,advice andguidance (IAG) onreturningto theirlearningprogramme,where appropriate. 4 5 6 The providerensuresthatall learnersare aware of the flexible options available tothematthe start of the programme.Where a learnermay be consideringwithdrawal,one toone information,advice and guidance isgiven,includingthe opportunitytoundertake flexible learning,take abreakfrom learningormove toanotherlearning centre,as appropriate. 7 8 9
  11. 11. 11 Inclusive and Targeted Planning and Recruitment C.P.1 Curriculumand programme developmentis baseduponthe provider’sinclusive strategy development process. M.P.1aThe provider’s inclusive programme developmentprocessis operationalisedintothe local curriculumand geographicprogramme. Thisis monitoredand reviewedtoensure that local and targeted needsare met. Pre-emerging:Thisareaneedstobe developed. 0 Programme plannersuse the inclusive developmentstrategyto developarelevantlocal offer. 1 2 3 Programme plannersuse the inclusive developmentstrategyto developabroad,relevantlocal offerthatmeetsthe needsof targeted DL. This ismonitored andreviewedregularlyandusedtoinform future planning. 4 5 6 Programme planningusesthe developmentstrategyandcontinually takesintoaccount the viewsof learners,partnersandother stakeholderstoensure abroad,coherentand relevantoffertomeet the needsof all DL. 7 8 9 M.P.1b Programme deliveryisin accessible communitylocations, particularlywithregard to DL, and at flexible deliverytimestosuit the needsof DL. Pre-emerging:Thisareaneedstobe developed. 0 Learningvenuesare safe andconformto local and national legislative requirementsforlearningenvironments. 1 2 3 Considerationistakentoensure thatDL will findthe learningvenues to be non-threateningandcomfortable aswell asmeetinglegislative and practical need.Learnerfeedbackisconsidered.Deliverytimesare scheduledtomeetthe needsof learners. 4 5 6 Provision islocalisedtomeetthe needsof the communityand 7
  12. 12. 12 accessible bypublictransport.Learninglocationsare safe,accessible, adaptedto conformto the needsof DL, andconducive tolearning. Locationsand locationstaff are non-threateningandwelcoming. Provisionisscheduledtomeetthe needsof learnerse.g.childcare responsibilities,schoolholidaysandshiftwork.Learnerfeedbackon venuesiscontinuouslysoughtandactedupon.Deliverytimesare flexible andnegotiable. 8 9 M.P.1c The naming conventionof each learningprogramme is designedtobe inclusive,non- stigmatisingandactively attract DL. Pre-emerging:Thisareaneedstobe developed. 0 Learningprogramme/course namingincludes considerationof anon- stigmatisingandaccessible approachwithreference toDL. 1 2 3 Programme planningincludesasystematicapproachto programme/course namingtoensure programmesare attractive to DL (includingpromotingbenefits attractive toDL,e.g. employability, life skillsormental healthandwell-being).Learnerfeedbackissought withreference toprogramme naming. 4 5 6 Strategyincludesasystematicapproachtoprogramme naming,in consultationwithDL(e.g.focusgroup) tospecificallyappeal toand recruitDL. Programme namesandcorrespondingrecruitmentof DL is monitoredandregularlyreviewedtoensure namingconventions increasesDLrecruitment. 7 8 9 M.P.1d Entry criteriaare appropriate tothe course,inclusiveand achievable forDL. Pre-emerging:Thisareaneedstobe developed. 0 Entry criteriaare minimal,appropriate tothe course anddo not discriminate againstDL.Entrance examsare avoidedwhere possible infavourof appropriate initialanddiagnosticassessment,andsupport procedures. 1 2 3 Entrance examsare avoided. Entrycriteriaare minimal andcarefully consideredtoensure thatDL are notdiscouragedfromenrolment, 4 5
  13. 13. 13 includingaddressingfearof rejection.SupportisofferedtoDLenable candidatestoselectcoursesappropriate totheir needs. 6 There are noentrance examsor formal entrycriteriaasthe recruitmentprocessisinclusive andflexible andappropriate.All candidatesreceive full one toone supportinselectingrelevant programmes.Course information suggestsprogressionroutesand nextsteps. 7 8 9 C.P.2 The provider activelypromotes and effectively communicatesthe benefitsof learning opportunitiestoDL. M.P.2 The benefitsof the learningprogramme are presentedinaform that iscoherentand attractive forDL (for example promoting employability,life skills, and mental health benefits). Pre-emerging:Thisareaneedstobe developed. 0 The providerpromotesandcommunicatesthe benefitsof learning programmeswithreferencetothe needsof DL. 1 2 3 The providerpromotesthe benefitsof learningwithreference tothe needsof DL. Thisis monitoredandreviewedregularly,including gainingfeedbackfromlearners. 4 5 6 The providerpromotesthe immediate andwiderbenefitsof learning programmeswithreferencetothe needsof DL,and in consultation withDL on theirperceivedneedsandwhatwouldmotivatethemto enrol.Thisismonitoredandreviewedregularlywithreference toDL enrolmenttargets.Impactisassessedandusedtoinformfurther planning.The providerundertakesactionstopromote positive attitudesof learningto DLs’ communities 7 8 9 C.P.3 The provider’s recruitmentstrategy and enrolment processisinclusive, withparticular reference toDL access to learning. M.P.3a The provider’s recruitmentstrategy includesappropriate promotionand communicationto learners,toensure that DL have fairaccessto Pre-emerging:Thisareaneedstobe developed. 0 Strategyincludesconsiderationof effective promotionand communicationwithDL.Recruitmentof DLismonitoredand reviewed. 1 2 3 Strategyfor promotionandcommunicationwithDLisbasedon researchand information.Communicationandeffective recruitment 4 5
  14. 14. 14 information,adviceand guidance,andare activelyrecruited. of DL ismonitoredandreviewedregularlytoensure itiseffective. 6 The strategyfor promotionandcommunicationwithDLislearner facing,basedonextensiveresearchandconsultationwithDL,and usesmedia,formatandlanguage appropriate toDL. Recruitmentof DL isactivelyprioritisedandmonitoredtoensure continual increasein recruitmentandparticipationof DL.The provideractivelyreaches candidateswithincommunities,useslearningchampionsandaone- to-one approach. 7 8 9 M.P.3b Information, advice andguidance for learnerenrolmentis inclusive,fitforpurpose and userfriendlyforall learners,particularlyDL. Pre-emerging:Thisareaneedstobe developed. 0 Information,advice andguidance forenrolmentisavailablebutisnot flexible tomeetthe needsof all learners. 1 2 3 Information,advice andguidance forenrolmentiswelcomingand staff are able tosignpostlearnerstoall provisionavailabletomeet theirneeds.There are differentwaystoenquire andenrol (e.g.online, phone or face to face). 4 5 6 Information,advice andguidance andthe enrolmentprocessisfully learner-centred.The providerisflexibletodevelopprogrammes tailoredtomeetthe needsof incominglearners.The processis systematicallyreviewedandevaluated,takingintoaccountlearner feedback.Potential barrierstothe enrolmentprocessare soughtand minimised. 7 8 9 M.P.3c Learner stories are usedto aidand supportthe recruitment process,particularly regardingDL. Pre-emerging:Thisareaneedstobe developed. 0 The providercollectslearnersuccessstoriesonanad hoc basis.These are promotedtopotential learners. 1 2 3 Storiesof learnersovercomingadversityanddisadvantageare 4
  15. 15. 15 collectedandactivelyusedinmarketingandpromotioninawaythat encouragesDL learnerstoenrol (throughseeingtheirown circumstancesreflected). 5 6 Learnerstoriescollectionisprioritisedandisaplannedpartof the learnervoice cycle.Learnerachievementsare celebratedonanofficial and cyclical basisthroughlearnerawardceremonies,forwhichthe criteriaisinclusive andpositivelypredisposedtofavourDL (progress made not justgrade achieved,andovercomingadversitythrough learningcelebrated).Winners’successstoriesare usedaspart of marketingandpromotion. 7 8 9 Quality Improvement C.Q.1 Inclusive practice,and improvingoutcomes for DL is embedded withinthe provider’s organisational prioritiesandtargets M.Q.1 The providerhas a robust andeffective qualityimprovement cycle that includes: prioritisinginclusive practice,targetsetting and actionplanningfor continuous improvementregarding DL. Pre-emerging:Thisareaneedstobe developed. 0 The provideraimsto linkitsinstitutional prioritiesandtargets regardingDL withotherstrategicdocumentation.Prioritiesand targetsare inplace but couldbe more coherent,inter-linkedand inclusive. 1 2 3 The provider’sinstitutional prioritiesand targetsregardingDLare SMART and linkedwithall relevantstrategicdocumentation. Goals and actionplansare specificandwell-defined. 4 5 6 All the provider’sinstitutionalprioritiesandtargetsregardingDLare SMART and strictly trackable tothe targetedapproach andother strategicdocumentation.Regularmonitoringandreviewshowsthat thisresultsinwidenedimpactof DL participationandattainment. 7 8 9 C.Q.2 The provider has a robuststaff qualifications M.Q.2a Teachingand learningpractitioners holdappropriate Pre-emerging:Thisareaneedstobe developed. 0 The providerclearlydefinesexpectedteachingandrelevantsubject qualificationsand/orexperience forall teachers.Thisisabove the 1 2
  16. 16. 16 strategyand Continuous Professional Development(CPD) planthat ensures teachersare appropriatelyskilled and qualifiedto developanddeliver inclusive learning. teachingandsubject qualificationstomeet the needsof diverse learningcohorts. level thatthe teacherisdelivering.Qualificationsare checkedas teachersare recruited. 3 Qualificationneedsare regularlycheckedandreviewedtoensure that all teachersmeetorganisationalandstatutoryrequirements. Appropriate teachereducationprogressionroutesare identifiedand offered.Teachersare encouragedtoregisterwithappropriate professionalmembershiporganisationsbutthisisnotmandatoryor tracked. 4 5 6 Teachersall have professionalmembership withappropriate professionalmembershiporganisationsandtheirrecordsare keptup to date.All teachersmaintainandupdate knowledgeof theirsubject area/sand understandingof modernpedagogical/androgogical practice,includinginclusive practice.Thisistrackedandregularly reviewedaspartof qualityimprovementprocesses. 7 8 9 M.Q.2b Teachers’CPD is plannedtoensure teachers’skillsand knowledge meetthe needsof DL. Pre-emerging:Thisareaneedstobe developed. 0 The provideroffersCPDopportunitiesrelatedtoinclusivepractice on an ad hoc basis,prioritisingteacherswithidentifiedDL. 1 2 3 TailoredCPDopportunitiesare systematicallyplannedandofferedto ensure thatall teachersand support staff have effective inclusive practice,whichcan be measuredthroughobservationof learningand teaching. 4 5 6 All teachersandsupportstaff are requiredtocomplete aminimum setamountof relevantCPD,includingaminimumamountof CPDon inclusive practice annually.The providermonitorsandreviewsthis and itis fullyembeddedintosupervisionandobservation procedures. 7 8 9 C.Q.3 The provider M.Q.3 Observationof Pre-emerging:Thisareaneedstobe developed. 0
  17. 17. 17 has an effective strategyto monitor, developand improve the quality of learning, teaching,and assessment learning,teaching,and assessmentpractice is robustand an integral part of the providers’ qualityassurance process,especiallywith regardto embedding equality,diversityand inclusion(EDI) and ensuringinclusive practice. Observationof learning,teachingandassessmentpractice takesplace regularlywithanemphasisonthe developmentof inclusivepractice. 1 2 3 Observationof learning,teachingandassessmentissystematically plannedandprioritisedtoensure continuousimprovement, particularlywithregardtoembeddingEDIandinclusive practice. All teachersobservedreceive adevelopmental actionplantosupport themto developandimprove theirinclusive practice. Goalsand actionplansare specificandwell-defined. 4 5 6 Observationsof learning,teachingandassessment(OLT) are a fundamental feature of the provider’squalityimprovementprocess, withteachersbeingobservedaccordingtoidentifiedpriorities. The OLT feedbacktoteachersinvolvesatwo-waydevelopmental discussionandfocusesonkeystrengths,andkeyareasfor improvement.A developmental actionplanis negotiatedwiththe teacherusinga coachingmodel,where appropriate,toensure “buy in” fromthe teacherto aidfurtherdevelopmentof theirinclusive teaching,learningandassessmentpractice. 7 8 9
  18. 18. 18 Learner Voice C.V.1The provider ensuresthatlearner feedbackisinclusive and regularly collectedonall aspectsof the learningexperience. The feedbackisused to effectchange and to informthe programme planning cycle. M.V.1a Learners, particularlyDL,are regularlyaskedfortheir voice andopinionon aspectsof promotion, recruitment, communications,and inclusive teachingand learningassessment practice. Pre-emerging:Thisareaneedstobe developed. 0 Learnerfeedbackiscollectedonaplannedbasis(atleastbywayof endof course evaluations) andadhoc.Opportunitiesforlearner feedbackdonotexclude anyDL fromresponding(e.g.internetonly feedback). 1 2 3 Feedbackfromlearnersiscollectedonaplannedandregularbasis (suchas mid-termandendof course evaluations) andadhoc. Feedbackiscollatedandscrutinisedonawhole organisationbasisto assesstrendsrelatedtoinclusivityandprovisionforDL. Learner feedbackisregularlymonitoredandreviewed. Learnerfeedbackis drawnfrom a varietyof sourcesand includesrepresentative samples of learnersfromall groupsandrange of DL. 4 5 6 The programme planningprocessisinclusive,twoway,andDL learners’opinionsare activelysoughtatall stagesof the programme planningandreviewprocess - toinformthe programmesofferand implementation.Learnersare all aware thattheycan feedbackat any time throughmultiple channels(e.g.learnercommentcards,formal verbal feedbacktoteachers,online feedbacktools). 7 8 9 M.V.1b Learner feedback,isresponded to quicklyandisactively usedto effectchange and informplanning. Feedbackgathering includesmonitoring learners’intendednext Pre-emerging:Thisareaneedstobe developed. 0 Learnerfeedbackisrepliedtoinan appropriate formattothe learner on a timelybasiswithfull explanation.Frequentlyoccurringfeedback withreference toDLis addressedinprogramme planningandfed back to staff. 1 2 3 Learnerfeedbackisregularlymonitoredandreviewedandusedto effectchange quickly.Communicationwithlearnersillustratesthe 4 5
  19. 19. 19 stepsto feedinto planningforprogression and ensuringthat learnersmove onin theirlearning. waythat some feedbackhasbeenusedtoimprove provisionand make it more inclusive.Feedbackrelatedtoteaching,learningand assessmentissharedwithteachingstaff andactedonappropriately. 6 The learnerfeedbacksystemistransparentandshowsappropriate accountability.Learnersare regularly informedhowfeedbackhas informedplanning. Learnersare askedtofeedbackonnextstepsin theirlearningandlife journeysandthisisusedtoinformeffective and inclusive progressionprogramme planningandsignpostingtoensure that DL continue todevelopandprogress. 7 8 9 M.V.1c Feedbackis soughtfromnon- learners,specifically those fromidentified disadvantagedgroups. Data is scrutinizedand emergingpatterns identifiedastonon- uptake from disadvantagedgroups. Thisis addressed in planning. Pre-emerging:Thisareaneedstobe developed. 0 General opportunitiesfornon-learnerfeedbackare circulated,e.g. questionnaires,onanad hoc basis.Thisis scrutinisedastowhysome people fromdisadvantagedgroupsdonotaccessprogrammesandis usedto informplanning. 1 2 3 Non-learnerquestionnairesandfocusgroupsfromidentified disadvantagedgroupsare usedona plannedandregularbasisto obtainfeedback.Thisisscrutinisedastowhysome/specificpeople withidentifieddisadvantage are notaccessingprogrammes.This informsprogramme planning. 4 5 6 Non-learnerfeedbackiseffectivelygatheredinliaisonwithpartners and communityorganisationswhoare representativesof people from disadvantagedgroups. Identifieddisadvantagedforums/groupsare well establishedandformgovernance forprogramme planning. 7 8 9
  20. 20. 20 Criteria Success Measures Indicators Evidence of Impact (practitioner to fill out) Self-Assessment judgement (practitioner to select self-assessment grade) Emerging Developing Excelling C.T.1 Initial assessment practice is fully inclusive andmeetsthe needsof all learners, includingDL. M.T.1 Initial assessmentis robustand informs planningof teaching, learningand assessment,with teachersidentifying individuallearner needs,andplanning inclusive learning practice to maximise learnerretentionrates. Pre-emerging:Thisareaneedstobe developed. 0 Initial assessmenttakesplace;howeveritisnotevidencedor embeddedintoteaching,learningandassessmentpractice. Teachersare aware of the vulnerabilityof DL,and are able to identifylearnerswithadditional learningneeds. 1 2 3 Initial assessmenttakesplace,takingaccountof learners’prior learning,identifyingadditional learnerneeds,andlearning preferences,whichisevidencedinteaching,learningand assessmentpractice. 4 5 6 Effective androbustInitial assessmenttakesplace andisevidenced inteaching,learningandassessmentandembeddedinpractice. Teachersplanappropriate andindividual supporttoeffectively meetthe individual learningneedsof all learners,particularlyDL. The course contentisnegotiatedwithlearnersandtailoredwhere appropriate toensure thatall learnerswill progressappropriate to theirstartingpoint. 7 8 9 C.T.2 Diagnostic M.T.2 Diagnostic Pre-emerging:Thisareaneedstobe developed. 0 Teaching, Learning and Assessment Practice
  21. 21. 21 assessmentpractice is fullyinclusive and meetsthe needsof all learners,includingDL. assessmentmethods and toolsare appropriatelyand effectivelyusedto initiallyassesslearners’ literacy,mathsand digital skills. Diagnosticassessmentmostlytakesplace,butdoesnotalways meetthe individual needsof all learners. Learnersare notalways placedontothe most appropriate learningprogrammes. Additional supportfor learnersisassessed,butnotalwaysavailablefor learnerstoaccess 1 2 3 Diagnosticassessmenttakesplace withall learnersplacedonto appropriate learningprogrammes. Additional learnersupport needsare assessedandare available forlearnerstoaccessduring theirprogramme – thissupportmay take a fewweekstoputinto place. 4 5 6 Diagnosticassessmentmethodsandtoolsare fullydevelopedand implementedeffectivelytomeetthe needsof all learners, particularly DL. The resultsof diagnosticassessment are used successfullytoplace learnersontoappropriate learning programmes,accordingtotheirstartingpoints. Individualised learningsupportissetupin a timelymannerandavailableatthe start of the learners’learningprogrammes,where needed,to ensure thatall learnersare able to progress. 7 8 9 C.T.3 Teachersset appropriate, individualisedandfit for purpose learning outcomestomeetthe needsof all learners. M.T.3 Informedby effectiveinitial and diagnosticassessment, teachersnegotiate appropriate learning outcomesandlesson content,whichis individualisedtomeet the needsof all learners,particularly DL. Pre-emerging:Thisareaneedstobe developed. 0 Course learningoutcomesare setforall learning programmes/courses,howevertheyare notindividualisedand therefore donotmeetall learners’needs. 1 2 3 Learneroutcomesare informedbyinitial anddiagnosticassessment and adaptedtomeetthe needsof individual learners. The learning outcomesare mainlySMART.Teachersregularlyreviewlearners’ progressagainstlearningoutcomes. 4 5 6 Learningoutcomesare informedbyeffectiveinitial anddiagnostic assessment,are SMARTand individualisedtomeetthe needsof all 7 8
  22. 22. 22 learners. Tutorsregularlynegotiate,monitorandreviewprogress towardslearningoutcomeswithall learners,andwhere appropriate adjustlearningoutcomesinline withlearnerprogressand achievement. 9 C.T.4 Teachersuse evidence-based effective pedagogical/andragogic approacheswiththeir learners,with particularregardto DL. M.T.4 Teachers effectivelyadopta holisticperson- centeredSocial Pedagogical approach to teachingand learningtomeetthe individualneedsand life experiencesof their learners. Pre-emerging:Thisareaneedstobe developed. 0 Teacherslistento learnerstoadapthowtheyteach and to meetthe needsof the individual learners.Teachersformpositive relationshipswiththeirlearners,toencourage learnerparticipation. Teacherscreate a learningenvironmentthatisconducive to learning.Teachers regularlyreflectonwhatworkswell andwhat doesn’t,tofurtherdevelopandimprove theirteaching,learningand assessmentpractice. 1 2 3 Teachersactivelylistentoall learnersandadapthowtheyplan, deliverandassesslearningtomeetthe individualneedsandlife experiencesof theirlearners.Teachersdeveloppositive,trusting relationshipswiththeirlearners,toencourage themtofullyengage increative andactive learningactivities,inasupportive learning environment.Teachersuse peer-to-peerlearning,reflectregularly on theirteaching,learningandassessmentpractice andshare their reflectionswithotherteachers. 4 5 6 Teacherseffectivelyuse theory,critical reflectionandself- awarenesstoinformandimprove theirteaching,learningand assessmentpractice.Teachersuse creativeandalternative approachesto lifelonglearningthatare theoreticallyinformed,risk sensible anddrawonlearners’potential. Teacherspractise teamwork,mutual supportandcollaborationwithotherstoinform and developtheirpractice. Teachersstrive tobringabout positive change forindividuals, groups,familiesandcommunities. 7 8 9
  23. 23. 23 C.T.5 Teachers effectivelydifferentiate theirteaching,learning and assessment practice to meet individuallearner needs,particularly regardingDL. M.T.5a Teachersuse active, collaborative and multi-sensory learningmethodsto motivate and encourage learnersto engage andfully participate inlearning. Pre-emerging:Thisareaneedstobe developed. 0 Teachersuse active learningandteachingapproachestoprovide a varietyof learningactivitiestomeetthe needsof learners,including pairedwork,small groupworkand peersupport. 1 2 3 Teachersuse inclusive andactive teachingandlearningapproaches to acknowledge variationsanddifferentlevelsof understandingor pace of learning,tomeetthe individual needsof all learners, including:blendedlearningapproaches,openquestioningand effectivemulti -sensoryVAKlearningapproaches.Equalityof opportunityandrecognitionof diversityare promotedthrough teachingandlearning. 4 5 6 Teachersare fullyaware of theirlearners’needs/profilesanduse inclusive andactive teachingandlearningapproacheseffectivelyto acknowledge variationsanddifferentlevelsof understandingor pace of learning,andtoacknowledge different learningneedsand interestsof all learners. Equality,diversityandinclusion(EDI) are fullyembeddedintolearningwithwidercultural aspectsintroduced to include religious,nationalandinternational cultural eventsand festivals. 7 8 9 M.T.5b Teachers developanduse differentiatedlearning resourcesusinga varietyof media,to meetindividual learner needsandpreferences. Pre-emerging:Thisareaneedstobe developed. 0 Teachersuse a varietyof resourcestoencourage learners of differentbackgrounds,ethnicityandculture,learnerswithphysical impairmentand/ormental healthissues,are able toengage effectivelyinthe learningprocess. 1 2 3 Teachersdevelopanduse avarietyof rich resourcesthatare adaptedto meetthe needsof individuallearners andgroupsof 4 5
  24. 24. 24 learners,forexample:large size font,differentcolouredpaperfor the visuallyimpaired/dyslexic,recordingequipmentfordyslexic learners,stimulatingvisualsforthe hearingimpaired,specialist computerequipmentforlearnerswithphysical disabilities.Written materialsare checkedtoensure theyare non-jargonisticand appropriate forthe literacylevelsof all learners. 6 Teacherscontinuouslyupdateanddeveloptheirrichlearning resourcestotake account of theirlearners’changingneeds, learningstylesandinterests.Teachersallowlearnerstocritique and discussdifferentlearningmediumsand resourcesinrelationtoEDI, as contextual learningandembeddedEDI.Forexample,are the imagesstereotypical,dotheyonlytellone side of astory? Teachers invite feedbackfromtheirlearnersonthe learningresourcesused and amendaccordingly. 7 8 9 M.T.5c Teachers effectivelyuse assessmentfor learningpractice (formative assessment) to encourage and motivate learnersto remaininlearningand to achieve their learningoutcomes. Pre-emerging:Thisareaneedstobe developed. 0 Teachersuse a varietyof assessmentmethodstomeetthe needsof theirlearnersandtopromote and enhance learning. Learnersreceive regularverbal feedbackontheir learningprogress and are aware of what theyneedtodo to progresstheirlearning and achieve theiroutcomes. 1 2 3 Teachersdevelopanduse avarietyof effectiveassessmentfor learningmethodsthatmeetthe individual needsof all learners. Learnersreceive on-going,clearandcomprehensive verbaland writtenfeedbackon theirlearningprogressandadvice onfurther developmentrequired,basedonassessmentforlearningactivities. 4 5 6 Teachersensure thatall assessmentforlearningactivitiesare valid, fairand reliable anddonotdiscriminate againstanylearners, 7 8
  25. 25. 25 particularlyDL.All learnersreceiveconstructive,timely developmental verbal andwrittenfeedbackandsupport throughouttheirlearningtoenable themtoprogresstheirlearning and to ensure achievementandsuccess. 9 M.T.5d Teachers effectivelymonitor learners’progressand achievementtoensure learnersuccess. Pre-emerging:Thisareaneedstobe developed. 0 While onprogramme,teacherstrackand monitorthe progressof all learners,particularlyDL,providingappropriateadditional feedback where learnersare fallingbehind. 1 2 3 Teachersregularlytrack,monitorandreviewthe progressof all learners,particularlyDL,providingappropriateadditional feedback and supportwhere learnersare fallingbehind. Assessment informationisusedtoplanappropriate teaching,learningand assessmentstrategies. 4 5 6 Teachersare engagedinregulareffectiveindividual communication withlearners,particularlyDL,inorderto track, reviewandmonitor theirattendance,progressandmotivation.Teachersprovide effectivefeedback,stretch,challenge andsupporttoall learners, where appropriate,particularlytothose whoare fallingbehind. Teachersadvise managersif theyfeel furthersupportwouldbe appropriate forlearnersuccess. 7 8 9 C.T.6 Summative assessmentis appropriate and inclusive toaddress the needsof all learners, particularlyregarding DL. M.T.6 Summative assessmentmethods (includinglearners sittingexternallyset examinations) are plannedtoensure account istakenof individuallearner needs,toensure and Pre-emerging:Thisareaneedstobe developed. 0 Teachersplansummative assessmentwithanawarenessof their learners’individual supportneeds. 1 2 3 Teachers’ summative assessmentisflexiblydesignedinorderto respondeffectivelytothe individual needsof all learners. 4 5 6
  26. 26. 26 access arrangements and supportis appropriatelyidentified and effectivelyputinto place. Summative assessmentproceduresare fullyadjustedtorespondto the needsof all learners,withparticularregardforDL. Effective identificationof learnersupport,includingscreening,isinplace and successfullyusedtocreate a level playingfieldforDL.Forexample: a learnerwithananxietydisorderisgivenbreaksandextratime duringan examination;adyslexiclearnerhasaccesstoa computer duringan examination. 7 8 9 C.T.7 As a resultof their learningprogramme, DL move intopositive destinations.The providertracksand recordsthisto ensure that DL destinationsare equal tothat of any learner. M.T.7 Teachersactively embedsignposting learnerstothe next stage in their developmental journey. Pre-emerging:Thisareaneeds tobe developed. 0 Teachersofferappropriate informationtolearners,particularlyDL, on the progressionroutesandnextstepsavailable tothembeyond theircurrentlearningprogramme. 1 2 3 Teachersoffertailoredinformation,advice andguidance toDLon nextstepsandprogressionroutesbeyondtheircurrentlearning programme.Teachersinvite information,advice andguidance counsellorstobe involvedinthe process,inagroup or ona one to one basis. 4 5 6 Teachersoffertailoredsupportandinformation,advice,guidance to DL on nextstepsandprogressionroutesbeyondtheircurrent learningprogramme. Where appropriate,teachersincorporateinformation,advice and guidance counsellors,majorlocal employersandpartnersintothe learningprocesstohelplearnersunderstandthe nextstepsand whatopportunitiesare available andappropriate tothem,for example healthbenefits,careerprogression,abilitytosupporttheir children’slearning. 7 8 9
  27. 27. 27 Skills and Qualifications Criteria Success Measures Indicators Evidence of Impact (practitioner to fill out) Self-Assessment judgement (practitioner to select self-assessment grade) Emerging Developing Excelling C.S.1 The provideris effectively narrowingthe achievementgap, withDL achieving skillsand qualification outcomesinline withotherlearners. M.S.1a The provideris measuringthe achievementgap betweenDLandother learners,setting stretchingtargetsandis narrowingthe achievementgap. Pre-emerging:Thisareaneedstobe developed. 0 The providermeasuresthe achievementof DLand of all learners.This isusedto measure andunderstandthe achievementgap. 1 2 3 The providersetstargetsto narrowthe achievementgapbetweenDL and otherlearners.Thisismonitoredandreviewedatleastannually. 4 5 6 The providersetsstretchingandhighlyspecifictargetstonarrowthe achievementgap.Thisismonitoredthroughoutthe programme,and reviewedatleasttermlyandremedial strategiesare putinplace while learnersare on programme.Targetsare consistentlymet. 7 8 9 M.S.1b DL gain appropriate personal, Pre-emerging:Thisareaneedstobe developed. 0 DL make adequate progressduringtheirlearningprogramme 1 Learner Outcomes
  28. 28. 28 social and employability skillstoenable themto progressinto employmentand/or furtherlearning. comparedwiththeirstartingpointsandachieve manyof their learninggoals. 2 3 The choice of qualificationhasenabledDLto make significant progresstowardstheirgoals.Thisis measuredagainstthe achievementof otherlearnersandstretchingtargetstonarrowthe achievementgapare in place. 4 5 6 Learnersgainqualifications,skillsandknowledge thatenablethemto progressto positive destinationsintheir chosencareer,further learningand/orgainlife skillsandindependentlivingskillsas appropriate.The choice of qualificationhasenabledthe learnersto meetall theirlearninggoalsandtheyare ontrack to exceedthis.The achievementgapissignificantlynarrowingandthe targetisto eliminateit. 7 8 9 Socio-Economic Benefits of Learning C.E.1 The provider defines, measures and reviewsthe impactof a range of socio-economic “softskills”aswider benefitsof learning. M.E.1a Socio-economic outcome measuresare SMART and are inclusive to include all learner cohorts.Socio- economicmeasures include:social,mental health,life skills/being an active memberof society,healthand wellbeing,financial stability. Pre-emerging:Thisareaneedstobe developed. 0 The providersetssocio-economicoutcome targets,tailoredtothe programme.These include targetsinsome of the followingareas: social,mental health,life skills/beinganactive memberof society, healthandwellbeing,financial stability. 1 2 3 The providersetsSMART socio-economicoutcome targets,tailoredto individualneed.These include targetsinall of the followingareas: social,mental health,life skills/beinganactive memberof society, healthandwellbeing,financial stability.The learnerisaware of these targetsand the progresstheyare makingtowardsthem. 4 5 6 Each learnerisactivelyinvolvedinnegotiatingSMART, comprehensive,personalisedsocio-economicoutcome targets.Each 7 8
  29. 29. 29 learnerisactivelyinvolvedinmonitoringtheirownprogressandre- evaluatingtargetsthroughoutthe programme innegotiationwiththe teacher. 9 M.E.1b Socio-economic outcomesare measured usinga standardised approach,whichis learner-centred, appropriate, consistentlyreviewed and leadstocontinual improvementforDL. Pre-emerging:Thisareaneedstobe developed. 0 The providerusesa standardisedsystemtomeasure DLsocio- economicoutcomesthatall teachersare aware of, forexample the RecognisingandRecordingProgressandAchievementof soft outcomes(RARPA) process. 1 2 3 Teacherseffectivelyuse the provider’sstandardisedsystemto measure socio-economicoutcomesanddistance travelledforeach learner.Learnersare active withinthe processandself-assessagainst the measures. 4 5 6 The provider’ssystemformeasuringthe socio-economicoutcomesfor learnersisembeddedthroughoutall provision.Learnersare integral to goal setting,monitoringandevaluatingprogresswiththe support and guidance of teachingstaff.The processiscontinuallymonitored and reviewedtoensure thatitmeetsthe needsof all learners, particularlyDL,and iscontinuallyimproved. 7 8 9
  30. 30. 30 Destinations C.D.1 The provider effectivelyusesa robusttracking systemtoreview and analyse the progressof DL into positive destinations againstall learners. M.D.1 The provider tracks and measuresthe progressof DL into positive destinations againstall learners. Positive destinations include: Furtheror higher learning/education, paidemployment, volunteeringandliving more independently. Pre-emerging:Thisareaneedstobe developed. 0 A trackingsystemisinplace to monitorDL and all learnerdestinations immediatelyfollowingprogramme.The providerisaware of the positive destinationsgapbetweenDLandotherlearners. 1 2 3 Effective trackingsystemsare inplace thatmonitorand review learners’destinations,immediatelyfollowingthe programme,andat a definedinterval afterthe programme.The provider aimstonarrow the positive destinationsgapbetweenDLandotherlearners. Destinationsinclude:Furtherorhigherlearning/education,paid employmentorpromotion,volunteeringandlivingmore independently. 4 5 6 Effective trackingsystemsare inplace thatmonitor,reviewand analyse learners’destinationsandbenefits,immediatelyfollowingthe programme,andat 5 months,1 year and 5 yearsafter the programme.The providerhassignificantlynarrowedandisworking towardsclosingthe positive destinationsgapbetweenDLand other learners. Destinationsinclude:Furtherorhigherlearning/education,paid employmentorpromotion,volunteeringandlivingmore independently.Widerbenefitsof learninginclude:Personal,social and healthbenefits,communityinvolvement. 7 8 9

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