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IMPADA
IMPADA Recommendations for adult learning
providers to improve the effectiveness of
adult education for disadvantag...
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 2
Poject acronym: IMPADA
Project nam...
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 3
Contents
Contents....................
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 4
Key Terms
CPD: Continuing Professi...
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 5
Introduction
This document contain...
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 6
Contained within this document are...
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 7
Recommendations
Leadership and Man...
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 8
Teaching, Learning and Assessment ...
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 9
Learner Outcomes
Recommendation Re...
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 10
The IMPADA Framework: Overview of...
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 11
Good practices: Reference Table
G...
Leadershipand Management Teaching, Learningand AssessmentPractice Learner
Outcomes
12
Good Practices
Mainlessons learned:
...
Leadershipand Management Teaching, Learningand AssessmentPractice Learner
Outcomes
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Mainlessons learned:
Key findings fr...
Leadershipand Management Teaching, Learningand AssessmentPractice Learner
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Mainlessons learned:
 Havingan onli...
Leadershipand Management Teaching, Learningand AssessmentPractice Learner
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Main lessons learned:
 For students...
Leadershipand Management Teaching, Learningand AssessmentPractice Learner
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Mainlessons learned:
 Community lea...
Leadershipand Management Teaching, Learningand AssessmentPractice Learner
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Mainlessons learned:
 Improvementof...
Leadershipand Management Teaching, Learningand AssessmentPractice Learner
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Mainlessons learned:
 Access to sof...
Leadershipand Management Teaching, Learningand AssessmentPractice Learner
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Mainlessons learned:
 People with p...
Leadershipand Management Teaching, Learningand AssessmentPractice Learner
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Mainlessons learned:
 As lower the ...
Leadershipand Management Teaching, Learningand AssessmentPractice Learner
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Mainlessons learned:
 Disadvantaged...
Leadershipand Management Teaching, Learningand AssessmentPractice Learner
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Mainlessons learned:
The equality in...
Leadershipand Management Teaching, Learningand AssessmentPractice Learner
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Mainlessons learned:
 People lastin...
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Mainlessons learned:
 Being a pilot...
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Mainlessons learned:
 The Making Ch...
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Mainlessons learned:
 Use of a vari...
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Mainlessons learned:
 According to ...
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Mainlessons learned:
 Providing app...
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Mainlessons learned:
When a person i...
Leadershipand Management Teaching, Learningand AssessmentPractice Learner
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Mainlessons learned:
In general term...
Leadershipand Management Teaching, Learningand AssessmentPractice Learner
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Mainlessons learned:
 The issue of ...
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Mainlessons learned:
 Capacity and ...
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Mainlessons learned:
 The storytell...
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Mainlessons learned:
 Need to effec...
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 35
Appendices
Nine Protected Charact...
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 36
Equality, Diversity and Inclusion...
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 37
theylearn,howwell theyhave done a...
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 38
6. Do youinclude a range of diffe...
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13. Do youintroduce a widercultur...
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1. Do youensure that assessment i...
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9. Do youensure that feedback isg...
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 42
5. Are your resourcesavailableind...
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IMPADA Recommendations for adult learning providers to improve the effectiveness of adult education for disadvantaged groups

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This document contains a series of general ideas and recommendations for adult learning providers to improve their inclusive practice and the recruitment, retention and outcomes for learners from ‘disadvantaged groups’. These recommendations arose from adult learning providers across Europe who were keen to engage in the IMPADA project to improve the effectiveness of Adult Education for disadvantaged learners. The recommendations are examples of current good practices across a wide field of providers who have been involved in both development and delivery and consider them to be effective in inclusive practice.
These recommendations provide inspiration and ideas for adult learning providers to improve their inclusive practice. For maximum impact, they should be viewed in conjunction with the other IMPADA Outputs, most especially the IMPADA Self-Assessment Framework: a resource provided for adult education providers to understand and self-assess their inclusive practice and systematically plan for improvement.
http://www.impada.eu/

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IMPADA Recommendations for adult learning providers to improve the effectiveness of adult education for disadvantaged groups

  1. 1. IMPADA IMPADA Recommendations for adult learning providers to improve the effectiveness of adult education for disadvantaged groups Output type: Intellectual Output July 2017
  2. 2. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 2 Poject acronym: IMPADA Project name: Improving the effectiveness of adult education for disadvantaged groups Project code: 2015-1-UK01-KA204-013666 Document Information Document ID name: IMPADA_03_Reccommendations_2017-07-30 Document title: RECCOMENDATIONS FOR ADULT LEARNING PROVIDERS TO IMPROVE THE EFFECTIVENESS OF ADULT EDUCATION FOR DISADVANTAGED GROUPS Output Type: Intellectual Output Date of Delivery: 30/07/2017 Activity type: Document Activity leader: DACES Dissemination level: Public Document History Versions Date Changes Type of change Delivered by Version 1.0 30/07/2017 Initial document - DACES 1.1 15/09/2017 Changes following partner feedback Formatting, supporting information DACES Disclaimer The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. The project resources contained herein are publicly available under the Creative Commons license Attribution-NonCommercial-ShareAlike 4.0 International.
  3. 3. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 3 Contents Contents.............................................................................................................................................................. 3 Key Terms............................................................................................................................................................ 4 The IMPADA Framework: Key............................................................................................................................... 4 Introduction......................................................................................................................................................... 5 The Teaching and Learning Cycle....................................................................................................................... 6 Recommendations............................................................................................................................................... 7 Leadership and Management........................................................................................................................... 7 Teaching, Learning and Assessment Practice..................................................................................................... 8 Learner Outcomes............................................................................................................................................ 9 The IMPADA Framework: Overview of Criteria.................................................................................................... 10 Good practices: Reference Table ........................................................................................................................ 11 Good Practices................................................................................................................................................... 12 Appendices........................................................................................................................................................ 35 Nine Protected Characteristics........................................................................................................................ 35 Equality, Diversity and Inclusion Checklist....................................................................................................... 36
  4. 4. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 4 Key Terms CPD: Continuing Professional Development CV: Curriculum vitae/résumé EDI: Equality, Diversity and Inclusion IAG: Information, advice and guidance – otherwise known as counselling ICT: Information, Communication, Technology LSA: Learner Support Assistant NGO: Non-Governmental Organisation QIP: Quality Improvement Plan SAR: Self-Assessment Report SoW: Scheme of Work VLE: Virtual Learning Environment The IMPADA Framework: Key The IMPADA framework is organised into three key sections, each of which is colour coded. Colouring within this document references those sections. LeadershipandManagement (purple) Teaching, Learning and AssessmentPractice(blue) Learner Outcomes (yellow/orange)
  5. 5. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 5 Introduction This document contains a series of general ideas and recommendations for adult learning providers to improve their inclusive practice and the recruitment, retention and outcomes for learners from ‘disadvantaged groups’. These recommendations arose from adult learning providers across Europe who were keen to engage in the IMPADA project to improve the effectiveness of Adult Education for disadvantaged learners. The recommendations are examples of current good practices across a wide field of providers who have been involved in both development and delivery and consider them to be effective in inclusive practice. These recommendations provide inspiration and ideas for adult learning providers to improve their inclusive practice. For maximum impact, they should be viewed in conjunction with the other IMPADA Outputs, most especially the IMPADA Self-Assessment Framework: a resource provided for adult education providers to understand and self-assess their inclusive practice and systematically plan for improvement. The IMPADA Framework The IMPADA Frameworkisa self-assessmentprocessforadultlearningproviderstohelpthemto understandandimprove theireffectivenessfordisadvantagedgroups.The IMPADA frameworkisdivided intothree keysections: LeadershipandManagement; Teaching,LearningandAssessment andLearner Outcomes. The frameworkspecifieskeyself-assessmentcriteria,successmeasuresindicatorsandself-assessment judgementstatementstohelpproviderstounderstandtheircurrentpractice andareasfor improvement. Self-assessmentgradingenablesproviderstounderstandwhethertheyare emerging/pre-emerging, developing,orexcellingwiththeirpractice foreachcriterion,andguidesthemintoactionplanningfor improvement.
  6. 6. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 6 Contained within this document are a series of good practice examples, illustrating how the IMPADA framework criteria can be seen and integrated in real world contexts. These constitute some of the research from which recommendations are drawn (in conjunction with an initial primary and secondary research exercise that led to the creation of the IMPADA framework). The recommendations and good practices are cross referenced with criteria references from the framework, as outlined on page 12. For more detailed information about each criterion, please refer to the IMPADA Self-Assessment Framework. The Teaching and Learning Cycle The order in which the recommendations are presented are not in order of importance, rather within each section the recommendations broadly follow the stages of the Teaching and Learning Cycle: Adapted from Gravells 2012 Identifying needs Planning learning Facilitating learning Assessing learning Quality assurance and evaluation Please note: The recommendations contained in this document include some reference to suggested disadvantaged groups that might especially benefit from consideration of these recommendations. However, the IMPADA project assumes that inclusivity is applicable to all learning groups and that all learning groups will include learners with disadvantages. It is therefore advised that these recommendations are considered with a view to embedding them throughout practice and not only with specific or discrete learning groups, as applicable.
  7. 7. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 7 Recommendations Leadership and Management Recommendation Relevant Criteria Good practice LM1 Ensure that course planning is inclusive across abilities and needs, for example mixed groups of hearing and deaf learners on sign language courses, where all learners can benefit from mixed experiences, abilities and perspectives. Plan curriculums inclusively, rather than segregating purely based upon need/disadvantage. C.I.1 C.I.2 C.I.3 C.P.1 Effectively Integrating Disabled Learners (NGO Think) LM2 For those adults who are not ready to access formal learning programme informal, creative non-accredited/non-formal courses as a first step into learning for disadvantaged and hard to reach learners. Courses should promote social renewal and community cohesion and minimise social exclusion. C.I.1 C.P.1 C.T.5 Community-Based Hub and Spoke (WACC) LM3 Create packaged entrepreneurship learning opportunities, expanding individuals’ unique skills and competencies. This enables a holistic approach, developing core skills such as literacy and numeracy, and soft skills such as problem solving, initiative and social skills, while directly preparing learners for next steps with their learning and work goals. C.I.4 C.P.2 C.T.3 C.T.5 C.T.7 C.D.1 C.E.1 Enterprising Student (ENAEA) Entrepreneurship Training and Support (NGO SEC) LM4 Use inclusive course naming processes, designed to appeal to target groups and actively attract disadvantaged learners who may be put off by inaccessible or formal course names. C.I.6 C.P.1 C.P.3 Mission Possible! (DACES), Making Choices (DACES) LM5 Monitor, analyse and report recruitment, retention and success against identified characteristics. Use this data to generate open and frank discussion, identify areas for improvement and where to concentrate finite resources. C.Q.1 C.D.1 C.S.1 Equality Report (BALS) LM6 Plan for strategic learner support provision designed as a minimum to provide equitable access to opportunities, and to maximise retention and achievement of learners with additional learning, physical or other support needs (including mental health, dependency or addiction). Include a robust referral and implementation process. C.I.1 C.Q.1 C.T.2 C.T.6 Additional Learner Support (DACES) Effectively Integrating Disabled Learners (NGO Think) LM7 Integrate assistive technologies to enable equitable access to materials, such as those with visual impairments, additional learning needs and disabilities etc. and for those (such as migrants) with very low literacy in first and host languages. This can improve lives and facilitate access to a wider set of social and professional opportunities. C.I.6 C.T.5 C.E.1 Training Workshops (KEK Anaptixi & Excelixi) Project Tabula (Formazione’80) LM8 Post easily accessible and adaptable EDI resources online and share between practitioners for embedding understanding of EDI issues and promoting diversity. C.Q.2 C.T.5 Advancing and promoting EDI practice (DACES) LM9 When working with Roma populations, refugees and migrants use a cultural mediator to enhance access, recruitment and retention. C.I.6C.P. 2 C.P.3 Improving access for Roma learners(Art Acts)
  8. 8. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 8 Teaching, Learning and Assessment Practice Recommendation Relevant Criteria Good practice TL1 Encourage learners to see the value of the learning, the relevance of it in enhancing and advancing everyday lives and encourage learners to take ownership of their own learning journeys. C.I.4 C.T.4 C.T.7 Mission Possible! (DACES) TL2 Use artistic, creative, social pedagogical and occupational therapy learning approaches to tackle issues of diversity and inclusivity, promote mature and critical thinking, psychological wellbeing and cohesion of learning groups. Promote fun, discovery and playful learning such as singing, rap, dance, music or theatre. Shared activities promote social cohesion, self-esteem, capacity for teamwork and taking responsibility. Physical activity can help improve mood, reduce stress and anxiety. C.Q.2 C.T.3 C.T.4 C.T.5 C.E.1 Raising Multicultural Awareness (National Institute for Youth and Lifelong Learning) Social Gardens (UILDM SAVIANO) Cooperative Learning (ONMIC) Artistic and Expressive Learning for Migrants (CIES Onlus) TL3 Use a broad variety of learning approaches, including kinaesthetic approaches to meet learner needs and ensure engagement. C.T.3 C.T.5 Mission Possible! (DACES) TL4 Create a safe, comfortable supportive environment to nurture good teaching and learning practices, such as positive and constructive feedback. C.T.6 Mission Possible! (DACES) TL5 Use storytelling and autobiographical approaches as extremely accessible, cathartic, grounding and inclusive methods to engage and retain the most disadvantaged learners, including those with extremely challenging backgrounds and experiences such as refugees, victims of abuse etc. This raises self-confidence, communication and literacy skills. C.T.4 C.S.1 Storytelling for Domestic Violence Victims (Folk Culture Centre) TL6 Use drama to provide learners with opportunity to be exposed to positive behaviours, which are important for integration into society. C.T.4 C.S.1 C.E.1 My New Way (Drama Way Foundation) TL7 Use online software or virtual learning environments to enable ongoing access to education for those who are unable to attend classes regularly (rurally isolated, challenging work/life patterns). This maintains engagement and retention of disadvantaged learners, who can access at times to suit them, at their own pace and with reduced fear of judgement from others while grasping new materials. C.P.1 C.T.4 C.S.1 Digital Tutors (Jesuit Refugee Service Italy)
  9. 9. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 9 Learner Outcomes Recommendation Relevant Criteria Good practice LO1 Work closely and in partnership with careers counselling/advice services, and employers, from the start of learners’ journeys to create seamless links between learning and work/progression to higher opportunities to ensure positive learner outcomes post- course and link individual learning opportunities to wider work and life goals. (also links to Leadership and Management) C.I.1 C.P.1 C.T.7 C.D.1 C.E.1 Mission Possible! (DACES) Job Placements for Refugees (Speha Fresia) National Careers Service Partnership (NCS Derbyshire) LO2 Create standardised “learner passports”, individual learning plans or learner journey documents for use across courses/subjects to record learner aims, goals and achievements, to enable learners to keep track of their own progress and achievements. This provides motivation, cause for celebration, ownership of own journeys and seamless progression into positive destinations. C.I.5 C.T.1 C.T.2 C.D.1 C.E.1 Making Choices (DACES) LO3 Provide appropriate IAG throughout the learner journey. This can encourage and empower learners to make informed choices for future career paths or personal learning goals. C.I.1 C.I.5 C.P.1 C.T.7 C.D.1 C.E.1 National Careers Service Partnership (NCS) LO4 Work in partnership with other supportive agencies to create an individual plan to support participants into employment. This could include training in driving, paid work experience, employment agents (career coach) and job related skills. C.I.5 C.T.1 C.T.2 C.T.3 C.D.1 C.E.1 New Job – Better Work (FEAG) LO5 Work with learners who are the furthest away from gaining employment to improve work competencies, ensuring a supportive package of integrated employability skills and a paid work experience over a significant period of time (e.g. 3-6 months or 6 months+). C.D.1 C.E.1 I’m Searching for a Job (DLOO)
  10. 10. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 10 The IMPADA Framework: Overview of Criteria
  11. 11. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 11 Good practices: Reference Table Good Practice1 Organisation Countr y Leadership and Management Teaching, Learning and Assessment Learner Outcomes 12 Access For Roma Learners Art Acts Greece C.I.6, C.P.2, C.P.3 13 Additional Learner Support DACES UK C.I.1, C.Q.1 C.T.2, C.T.6 14 Advancing and Promoting EDI Practice DACES UK C.Q.2 C.T.5 15 Artistic and Expressive Learning for Migrants CIES Onlus Italy C.Q.2 C.T.3, C.T.4, C.T.5 C.E.1 16 Community Based Hub and Spoke Walsall ACC UK C.I.1, C.P.1 C.T.5 17 Cooperative Learning ONMIC Italy C.Q.2 C.T.3, C.T.4, C.T.5 C.E.1 18 Digital Tutors JRS Italy C.P.1 C.T.1 C.S.1 19 Effectively Integrating Disabled Learners NGO Think Estonia C.I.1, C.I.2,C.I.3, C.P.1 C.T.2, C.T.6 20 Enterprising Student ENAEA Estonia C.P.2, C.Q.2 C.T.3, C.T.5, C.E.1 21 Entrepreneurship Training NGO SEC Estonia C.P.2, C.I.4 C.T.3, C.T.5 C.D.1 22 Equality Report BALS UK C.Q.1 C.D.1, C.S.1 23 I’m Searching for a Job DLOO Poland C.D.1, C.E.1 24 Job Placements for Refugees SFCC Italy C.I.1, C.P.1 C.T.7 C.D.1, C.E.1 25 Making Choices DACES UK C.I.5 C.T.1, C.T.2 C.D.1, C.E.1 26 Mission Possible DACES UK C.I.1, C.I.4, C.I.6, C.P.1, C.P.3 C.T.3, C.T.4, C.T.5, C.T.6, C.T.7 C.D.1, C.E.1 27 My New Way Drama Way Foundation Poland C.T.4 C.S.1, C.E.1 28 National Careers Service Partnership NCS Derbyshire UK C.I.1, C.I.5, C.P.1 C.T.7 C.D.1, C.E.1 29 New Job – Better Work FEA Poland C.I.5 C.T.1, C.T.2, C.T.3 C.D.1, C.E.1 30 Project Tabula, A Tablet to Learn Formazione 80 Italy C.I.6 C.T.5 C.E.1 31 Raising Multicultural Awareness NIYLLL Greece C.Q.2 C.T.3, C.T.4, C.T.5 C.E.1 32 Social Gardens – Orti Sociali UILDM SAVIANO Italy C.Q.2 C.T.3, C.T.4, C.T.5 C.E.1 33 Storytelling for Domestic Violence Victims Folk Culture Centre Estonia C.T.4 C.S.1 34 Training Workshops KEK A&E Greece C.I.6 C.T.5 C.E.1 1 Shaded areas refer to sections in which recommendations referring to each good practicecan be found.
  12. 12. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 12 Good Practices Mainlessons learned:  Roma populations often need to be accessed through a cultural mediator  Roma learners were mostly attending homogenised classes  The fact that Roma are not acquainted with the schoolenvironmenttends to fuel their suspicions and leads them to perceive the educational environment as hostile and not welcoming. Improving Access for Roma Learners Art Acts LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Foteini Papasotirou foivi.papasotiriou@gmail.com Overview: Improving Access for Roma Learners. Descriptionof the practice: Emphasis on low skilled/qualified groups and taking their basic skills „one step up“. Effective liaison with relevant stakeholders: socialpartners, business, NGOs, civil society. Learner / learning outcomes at centre supported by guidance, validation, flexible provisions. Learning locally with a significantrole for social partners, civil society and local authorities. Links to resources: Greece
  13. 13. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 13 Mainlessons learned: Key findings from a Learner Support Impact Audit (May 2016) included: • Overall the use of learning support within the classroom has clearly improved the skills and development of the learners • The planning and detail of support provided is very good • The review of support impact on the documentation needs to be improved • Joint session planning and evaluation between tutors and LSAs is very good • Learning Support logs completed by LSAs is very detailed and relevant • Good development of learning styles and strategies by learners Additional Learner Support Derbyshire Adult Community Education Service LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Ann Parker, Programme Development Manager ann.parker@derbyshire.gov.uk Descriptionof the practice: Learner needs may include: physical /medical condition(s), auditory/visual impairment(s), Autism Spectrum Disorder / Asperger's, Adults with Cognitive Learning Difficulties/Disabilities, Specific Learning Difficulties (e.g. dyslexia, dyscalculia, dyspraxia, etc.), other personal barriers to learning - e.g. significant difficulties with confidence or self-esteem, poor motivation, mental health, drug/alcohol dependency, unsupportive home environment, poor prior experience of education. The support is usually in class each week (e.g. reader, scribe, help with organisation/ study skills, ICT support), and will include the provision of adapted materials or specialist equipment. Learner support may also include mentoring outside the classroom and also help with course portfolios. Overview: As part of initial assessment for courses, learners are asked whether they have additional support needs. Any additional support needs are identified to enable each learner to access the course equally. A referral can also be made at any time after the course has begun. Appropriate support is arranged dependent on the learners' needs which are matched with the appropriate skills and availability of the Learner Support Assistants. Links to resources: Learner Support handbook and forms: www.daces.org.uk/course/view.php?id=144 UK
  14. 14. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 14 Mainlessons learned:  Havingan online setof easyaccessible and adaptable resources - have enable staff to use/furtherdevelopthe resourceswiththeir learnergroups.  Witha more inclusive communicationstrategyand particularlywiththe EDIemail signatures - DACES staff are now more aware of notable EDI issues/concerns/monthlyfocus - singleequalityact - thanpreviously.ThisisevidentinLessonPlans, Schemesof Work,Observationof Learningand Teachingreports  DACES learnersare now aware that discrimination of anysort isnot tolerated atDACES andif theydo feel thattheyhave beendiscriminatedagainstthat there isa clear processforthemto follow. Advancing and Promoting EDI Practice Derbyshire Adult Community Education Service LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Vikki Trace, Service EDI Lead Learning and Skills Manager vikki.trace@derbyshire.gov.uk Overview: In order to ensure that DACES staff are advancing, promoting and embedding Equality, Diversity and Inclusion (EDI) into their everyday practice, we have developed a communication strategy, online EDI training, easily accessible EDI resources staff to access and use to further develop and implement with their learner groups. Descriptionof the practice: We have developedavarietyof methodsto effectivelycommunicate andprovide trainingand resourcestoa large,widespreadworkforce toinclude: 1. Customisable EqualityDiversityandInclusion(EDI) resourcesforall staff to accessonline 24/7 that can be modifiedtouse withanylearnergroup.These are hostedonDACES’Virtual LearningEnvironment(VLE), and are continuallybeingaddedtoandupdated. 2. A communicationstrategytoensure all staff are able to accessany newEDI resources,EDIupdatesand monthlyEDItopics/focus.Thisincludesarticlesinthe monthlystaff newsletter,withlinkstothe EDI resources - to increase staff awarenessandto encourage themtoembedthisintotheirteachingand learningpractice.The VLEhas a calendarwhichisused across all pagesto displayequalityanddiversity notable events.Theseeventsare alsopublishedas poststo all of DACES' social media.All staff are encouragedtoupdate theiremail signaturesmonthly to the current EDI focus - so thatall email communicationspromote andadvance themedEDI issues.Inconjunctionwithlearners,we have producedposters,whichare displayedinall classrooms,whichenable learnerstosee thatwe take EDI and the 2010 EqualityActseriously. 3. DACES centresdisplayEDI upcomingevents –to celebrate andpromote EDIwithall learnersandstaff inthe centres. 4. Mandatory EDI staff trainingface to face or online. That is role relevantandlinkedtoinductionand annual CPD updating. Links to resources: www.daces.org.uk/course/index/php?categoryid =59 UK
  15. 15. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 15 Main lessons learned:  For students is important to compare with other young people of the same age but with very different social backgrounds, coming in contact with a world that usually remains very separate from their everyday life, especially for those living in receipt centers.  A long and complex work that is favored by living situations and "protected" environments such as test beds: the class of Italian is one of these, and this is the direction in which it oriented our school. To give the opportunity to everyone to express their full potential without judgment, experiment, make mistakes, try, find each other. Artistic and Expressive Learning for Migrants CIES Onlus LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Sara Valerio, responsible of Italian Language for Foreigners Overview: Teaching Italian tomigrants through experimental methodologies. Descriptionof the practice: Italian language lessons are for students recently joined in Italy from 11 to 23 years, level A1, A2 and literacy. Studentscome fromall overthe world,speak differentlanguages,have differentlevelsof education (includingilliterates),anddifferentstoriesbehind them.Classesare heldina communitycenterfor children:MaTeMù.In teachingwe use a communicative approachaimedatanindependent learningforstudents,involvingthe sociolinguistic, pragmaticand intercultural dimensionof communication;andahumanistic-affectiveapproach, whichfocusesthe learner'spotential,takinginto account the previousexperience,the cognitive styles and learning,motivationandindividual needs.In particular,we use a play-expressiveteachingand create a serene environment,of fun,discoveryand playfulness.We give particularemphasistothe "social dimension"of the language,oftenorganizingevents and activitiesoutside the classroom(guidedtours, performancesatthe cinema,theater,leisure time...) that encourage studentstoletthe affectivefilter down,to communicate andespeciallytocreate relationships.Finally,the teachingispartof the art activities –educationof MaTeMù. We create lessons or modulesadhoc are forstudentsof L2 withteachers of singing,rap,dance,music,theaterorstudentsare involvedinthe eventsorganizedbythe Centre. Links to resources: http://www.cies.it/italiano-l2 http://www.cies.it/matem ITALY
  16. 16. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 16 Mainlessons learned:  Community learning is costly but possible  Many adults are far from ready to begin any formal learning  Many adults are far from ready to enter a large General Further Education college  Community Learning maximises access to adult learning, bringing new opportunities and improving lives  Adult education is essential to support, develop and up skill the adult workforce  Community learning brings communities together and supports community cohesion  Collaboration is the key to affective community learning and effective management of finite resources Community-Based Hub and Spoke Walsall Adult and Community College LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Liza-JoGuyatt Vice Principal guyattl@wacc.ac.uk Overview: A Hub and spokemodel across Walsall, covering extremely deprived wards. Our approach is to engage and support learners to learn, enable people to be work ready, finally job ready entering employment and or employment with training. We deliver in the community, with the community for the community. Descriptionof the practice: A Hub and spoke model across Walsall, covering extremely deprived wards. With 73,000 adults without an English and Maths qualification in the Black Country, Walsall Adult and Community College have taken the challenge of providing opportunities for English and maths for all adults regardless of ability. Delivering out in the community using community-learning funds to engage and deliver non- accredited learning opportunities. These opportunities are designed to improve people’s lives, promote social renewal and community cohesion and minimise the possibility of social exclusion for our citizens whatever their circumstances. We support the learner to aspire to access accredited provision with progression onto further and higher level qualifications and into work or onto Higher Education. We rely on the support of the community free venues for delivery and volunteers to support delivery. We use community projects to provide innovation of delivery, whilst improving community venues and providing community events. We are a transitioning model, supporting transition from school into FE and from home into social activity and from social activity into work. Links to resources: Photographs of activities http://bit.ly/2tHBsBR UK
  17. 17. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 17 Mainlessons learned:  Improvementof student achievement  Improvementof the quality of the relationship between students  Greater psychologicalwellbeing. Cooperative Learning ONMIC LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Simona Gargano, Sociologist Overview: Cooperative learning, aspecific teaching methodology throughwhich students learnin small groups, and helpeach other, feeling co-responsible of this mutual path. Descriptionof the practice: The Cooperative Learning is a specific teaching methodology through which students learn in small groups, and help each other, feeling co-responsibleof this mutual path. The teacher assumes therole of facilitator and organizer of activities, structuring "learning environments" in which the students, encouraged by a positive climate of relation, turn every learning activity in a process of "group problem solving", achieving goals whose realization requires the contribution of all staff. Theseobjectives can be achieved if within the small learning group the students develop certain social competences and skills, considered as a set of "interpersonaland small group skills essential to develop and maintain a qualitatively higher level of cooperation." Links to resources: www.onmic.it ITALY
  18. 18. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 18 Mainlessons learned:  Access to softwareallows to remedy the discontinuity of attending students.  The softwareallows those who need more practice, to carveout more appropriatetime for learning.  The softwareis based on a mix of self- evaluation and distance tutoring. Digital Tutors: software for learning the Italian language Jesuit Refugee Service Italy LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Chiara Peri, Project Manager Overview: Digital Tutors:a software for learning the Italianlanguage, containing path for literacy, A1 –A2 paths, a citizenship educationpath. Descriptionof the practice: The "Digital Tutor" softwareprovides login of each student through a usernameand password allowing mentoring of each student fromdistance. The software contains a path for literacy, a A1 path, a A2 path and a path to citizenship education. Currently we are implementing more educational content and, in particular, an expansion of path for the illiterate and the creation of lexical paths for vocational training of migrants. Links to resources: http://www.gjc.it/2012/it/node/932 ITALY
  19. 19. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 19 Mainlessons learned:  People with physical disabilities should be provided reasonable adjustments to help access and advance their learning (e.g. more visual material for those who are hard of hearing).  THINK NGO training often integrates people with “disabilities and non-disabled people together: Our sign language course for advanced students sees deaf learners working alongside hearing learners and both benefit from this integrated, inclusive learning approach.  Professional-grade deaf sign language practice enables deaf learners to better advance their mother tongue (sign language). Effectively Integrating Disabled Learners NGO THINK LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Külliki Bode, Chairman kylliki@think.ee Overview: Language course for the mixed group. There were 5 deaf people, 1 blind person, 2 people with learning disabilities and 2 people with no disabilities in the learning group. The idea of the course was to bring together different people to learn together if they have respect and willingness to support each opther. Descriptionof the practice: Our training center is engaged in the provision of training for people with disabilities. Lessons are structured so as to be able to learn from those who require a differentiated learning to include: hearing or vision impairments, etc. Additionally, we offer sign language courses, which are particularly popular. These courses hope to enable the better integration of people with hearing impairments into hearing society and vice versa. THINK NGO offers Finnish language courses for beginners, which are inclusive and open to all, including people with disabilities. The teachers have prior experience in teaching students who are hearing impaired. The first hour of the session is negotiated, to meet individual learners’ needs. Of the five students, one learner was hard of hearing, one was visually impaired, and two had learning difficulties, the other two had no identified disabilities. This group all learned from each other and were considered to have become more tolerant towards difference in others. All learners increased their tolerance for difference and gained better than average Finnish language skills. Classes included a calmer pace of learning, repetition, a lot of visual material with use of materials to increase equitable access to learning, such as hearing loops. Links to resources: http://www.think.ee/ Estonia
  20. 20. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 20 Mainlessons learned:  As lower the initial education of students then higher should be the educational programmes.  Qualification of the teachers/trainers is the key for good quality education.  The most important competence is learning competence; this motivates and gives future perspectivefor students. Enterprising Student Estonian Non-formal Adult Education Association LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Tuuli Pärg, Project Leader tuuli.parg@vabaharidus.ee Overview: The lower levels of education, trainings for student withlower education "Enterprising student". Involvement of students inlearning;The development of learning skills;enterprise development Descriptionof the practice: The main goal of the projectis to involve adults who are less well educated and less involved in learning into learning and developing competences for their life and work. Becauseof the projects, adults' awareness of the need for learning and learning opportunities has increased with help of the training provided in non-formal education centers, is tailored to the needs of the target group and of high quality. Training in the context of the Entrepreneurship projectdevelops learning skills, initiative, entrepreneurship and social skills. Additionally, there are planned workshopsfor involving target groups and curriculum development. A total of 31 training centers from15 counties participated in the projects. Links to resources: http://www.vabaharidus.ee/index.php?page=194 Estonia
  21. 21. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 21 Mainlessons learned:  Disadvantaged adults are able to create their own business, with training and information, advice and guidance support.  However they mustbe offered tax breaks.  Disadvantaged people want to work, but they will not be required to perform high. Leaders mustbe carefulto choose counsel. Entrepreneurship Training and Support NGO Saaremaa Educational Center LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: NoraKraus, Headmaster info@sok.ee Overview: Entrepreneurshipcourse for people with motion disability. The ideais that people who lost ability towalk can be very good entrepreneurs. Descriptionof the practice: We are involved in theproject HAPEC O, with theaim of involvepeoplewith disabilities into training and employment. Therewerea lot of different types of training (entrepreneurship, social skills, computer training, psychological and economic counselling). Our goal was to get through the training and consulting experience, what kind of training and other support needed for disabled people, whether they themselves can start a business, what kind of support they need. Got experience in how developed EU countries, peoplewith disabilities are integrated into to work. Wepaid great attention staterepresentatives to information for peoplewith disabilities and the situation of thenecessary national measures for this purposeit is not considered important or to achieve. Unfortunately, thewill to learn from experiences in other countries how to support thepeopleis not high. We haveconducted training courses on entrepreneurship by theUnemployment InsuranceFund as request of various disabilities. In thecaseof a young man of 27 who lost his mobility in a car accident training experts visited him at home. Consequently he founded his own company and became successful. Links to resources: Journal "Social" 4/2007 article"Social Economy and Social Entrepreneurship". Estonia
  22. 22. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 22 Mainlessons learned: The equality information collected on learner achievement, participation and engagement aims to improve performance and ensure that BAES reaches all parts of the community. In a few cases, such as increase participation of male learners, the impact of our action was limited and the percentage remains the same over the last three years. The percentage reflects the national picture in Adult and Community Learning. In other instances, there may be changes in funding requirements and regulation that can impact on the participation of specific groups. Equality Report Birmingham Adult Education Service LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Fatin Wana, Staff Development and Equality Manager fatin.wana@birmingham.gov.uk Overview: Monitoring, analysing andreporting on Learners’ retentionandsuccess against the 9 protectedcharacteristics inthe Equality Act, Leading to positive action planning topractically address any gaps in assessment andachievement. Descriptionof the practice: We monitor all our learners' participation and achievement rates proactively against the protected characteristics, and report in detail on these profiles. We provide learning programmes to learners with moderate disabilities and support learners with learning difficulties on our mainstream programme. The information is collated continually to inform action planning to maximise equal opportunity and outcomes for all groups of learners. We produce an annual report which details the full profile and which is a tool for continual planning and improvement at all levels in the organisation. Links to resources: www.learnbaes.ac.uk Full report: http://bit.ly/2tHQB6x UK
  23. 23. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 23 Mainlessons learned:  People lastingly unemployed need holistic methods to come back to the labour market. Alas workingon improvingthe competences (courses,trainings,work placements, etc.) is not enough. These people very often ceased believingin their advantages,they „forgot” how to work. They feel needless, unqualified and ashamed or embarrassed.They often fall into depression which causes getting a job even more difficult.Sincethe trainingcourses in the field of searchingfor a job have been organising,the career officers realised,thatthe holistic approach includingindividual method, group therapy and practiseskillsgives the best results.  It is very difficultto convince the unemployed that the coursemay give the expected result. It is a huge problem, because if the participantdoes not involvein the training,itwill notgive the results.Despite hard work, the money he gets, attending the courseevery day and passiveexecuting the orders,he will still notbe ready and aware to come back to the labour market. As it is observed,people, who startthe coursewith a reluctanceand aggression,reinforcethe feeling of being a bad worker and „never find a job”. In many cases itis accomplished. I’m Searching for a Job District Labor Office in Oleśnica LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Karolina Klimkiewicz, pedagogue Overview: In the District Employment Agency there is an Employment Club which organises training course in the field of ability of searching for a job twice a year. It's entitled “I'm searching for a job”. Descriptionof the practice: Training courses in the field of ability of searching for a job are organised twice a year. The office workers choose the candidates among the unemployed. In most cases they are people, who have been unemployed for a long time despite attending other courses, trainings, job offers or work placements do not participate in labour market. The course lasts 3 or 4 months depending on the group needs. The meetings are held from Monday to Friday usually in the mornings. The participants also get a grant for taking part in the course. During the course the participants learn how to talk to employer, how to create CV or a covering letter, what kind of clothes they should wear during the job interview. They work on their advantages and they learn some techniques which can help them to mask some features, which are not desirable on the labour market. The training course is also a support group. During the first classes the contract is made and the participants talk about their fears and aims. The training course ends with visits at employers in order to apply the acquired knowledge in practise. The participants often come back to the labour market or at least get work placements after the course. Links to resources: http://olesnica.praca.gov.pl/ https://www.facebook.com/pup.olesnica/ Poland
  24. 24. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 24 Mainlessons learned:  Being a pilot calls for proceduraland bureaucratic difficulties  Redeployment of women with children  Accompanying to self-employment Job Placements for Refugees Speha Fresia Cooperative Company LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: ElisabettaCannova, project manager and trainer Overview: Accompaniment to job placement for young people, workers in relocation and refugees. They concern individual and group integrated guidance pathways, role simulations (especially compared to the job interview), job clubs with the scouting of opportunities and improvement of the CV, mentoring during training or internships. Descriptionof the practice: Integrated pathways of guidance, individual and of group, and basic training on the use of ICT, to strengthen self- esteem and awareness of their own strengths and weaknesses, through role- playing on the job interview and a guided self-preparation of the CV. Monitoring work experience through mentorship in the field or regular group meetings (when applicable). Links to resources: http://www.speha-fresia.eu/cdr_donne/ ITALY
  25. 25. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 25 Mainlessons learned:  The Making Choicesprocessisrigorousandwell planned,canbe tailoredtoindividualneedsof learnersorgroups.Thisinvolvestutortraining aroundthe course andthe sharingof materialson the learningplatform.Review meetingsare embeddedinthe QIPprocess.  The Making Choicescourse ensuresauniform approach sothat all learnershave a clearstarting pointto theirlearnerjourney,whatevertheir backgroundor disadvantage.Assuch,the process can be transferredtoothersubjectareasof the organisation.  Making Choicesisembeddedintothe QIP process and isreviewedinternal andexternallyaspartof the Self-AssessmentReportprocess.Thisis moderatedexternallywithpartnerorganisationsas well asinternallythroughthe Equality,Diversity and Inclusionworkinggroup, digital skillsgroupand AdultLearnerSupportandInclusiongroup. Making Choices Derbyshire Adult Community Education Service LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Jill.cadman@derbyshire.gov.uk www.derbyshire.gov.uk/adulteducation Overview: This is an initial assessment short programme that identifies any Maths, English, ICT and employability needs with learners in order to place learners on the most appropriate course. It is the starting point of their individual learner journey. An individualised ‘passport’ is used to reflect starting points, initial assessment results and aspirations. Descriptionof the practice: The Making Choicescoursesare an initial starting pointforlearnerswantingtojoinmaths,English,ICT and Employabilitycourses.The course involves enhancements toaninitial assessmentprocess,such as exploringhowlearnersliketolearn, learner aspirationand an interviewwithacareersteam. This course helpstutors to planforrealistictargeted learninggoals andforany supportneedsthatmay be required.This6hour course targetslearnerswhoare wantingtoreturn to work,are in workcurrently,or wantto change direction.Maths,EnglishandICTform a core of the programme.Learnersare encouragedto take up coursessuch as jobseekingandinterview skills, transferableskills,confidence building,work experience skills,volunteeringandbudgeting. Learnersare encouragedtotake up workexperience placementsinordertotry newworkopportunities. Tutors workto a Scheme of Work and LessonPlan whichare evaluatedandreviewedregularly.The learnersdevelopapassportwhichis they withthem on theirlearnerjourneyandto enablingthe tutorto have access toimportantassessmentinformation such as theirlevelsof currentlearning, theirsoftskills and particularlearnerneedsandaspirations.This course is regularlyevaluatedaspartof the Quality ImprovementPlan(QIP).Itcanbe usedfor individual groups,such as AdultswithLearningDifficultiesand Disabilities(ALDD) aswellasEnglishasa Second Language (ESOL).It is highly tailoredtoall individual learners’needswiththe intentionof personalisingthe learnerjourney. Links to resources: Making Choices documents: http://bit.ly/2uvnFzr UK
  26. 26. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 26 Mainlessons learned:  Use of a variety of learning approaches to meet learner needs and to ensure that they are fully engaged. It is not about imposing the learning for the sake of it but encouraging the learners to see its value and relevance in helping them to move forward in their lives. Learners need to feel valued and affirmed and buy into the learning.  Kinaesthetic approaches enable learners to experience the interview in a safe, comfortable and supportive environment where constructive feedback is provided, so that they can identify personal strengths and areas for development.  A cross-organisation approach with the NCS enables up to date knowledge, relevant expertise and good practice to be shared. A team approach working with someone else helps to develop the tutor as well as benefitting the learners. Mission Possible! Derbyshire Adult Community Education Service LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: John Gibson, Adult EducationTutor john.gibson@derbyshire.gov.uk Descriptionof the practice: Mission Possible! takes a practical approach to finding a job with those learners who may feel "left behind", isolated or neglected. A major part of the course is about building self-confidence and encouraging learners to be positive about finding work, especially as they may have had only bad experiences at interview or feel rejected. Therefore a lot of work is focussed on identifying personal strengths and developing a "can do" philosophy. Learners use a variety of learning approaches including discussion and debate; computer assisted learning; team building activities and role play. Handouts are provided so that learners do not have to do any writing. Throughout the course learners are affirmed and valued for their contributions. The course feedback has always been positive and learners feel that they are taking away something useful - a belief that they can do it. The course has initiated closer working links with the National Careers Service (NCS), enabling effective signposting of learners and raising awareness of other progression routes. An adviser has team-taught the course with the lead tutor and has fostered working partnerships around topics such as CV writing; online job applications; job skills development. Moreover, an NCS adviser always visits the "Mission Possible!" sessions to brief learners about what services the NCS can provide. Overview: An employability-based short course (6 hours) to boost learners' confidence and performance in job interviews. It provides knowledge about what employers are looking for and what good and bad interview practice looks like, and developing communication and presentation. Learners can self-evaluate, identifying skills and qualities as well as areas for development. Links to resources: Lessonplans and resources: http://bit.ly/2tM1zpP UK
  27. 27. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 27 Mainlessons learned:  According to established criminological knowledge learning of criminal behaviour is based on acquiring some particular motivation, attitudes, aims and rationalisation. It is significant that using the character of group work as well as a drama method supports the process of revising attitudes and behaviours of participants.  Drama is often perceived as a method of learning some new behaviours which are crucial in terms of social functioning. It supports a modification of attitudes and behaviours of individuals. Applying this method involves creating conditions and situations which require eligible cognitive emotional experiences. They motivate the effective social learning and guarantee psychological safety of participants. My New Way Drama Way Foundation LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Karolina Klimkiewicz, pedagogue Overview: To help people convicted of a crime to understand emotions. Focusing on emotional intelligence and on problems with identifying and describing emotions in the self. Descriptionof the practice: „My new way” programmeis intended for prisoners, who display a considerable amount of aggression in interpersonal relations. The programmeconsists of 10 workshop meetings. Ithas been devised and based on a British way of work with people convicted of a crime. The authors were James Thompson and Michael Balfour. The lead method of the programmeis drama. In addition to a drama method some elements of assertiveness, socialskills training and someother techniques are used. Ithelps to develop self – consciousness and activatethe group. Links to resources: http://www.fundacja.dramaway.pl/ Poland
  28. 28. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 28 Mainlessons learned:  Providing appropriate IAG at the start of the learners’ journey, encourages and empowers them to make informed choices for future career paths, setting personal targets and understanding the goal - learners are more informed and likely to fulfil learning and / or employment. Learners are empowered to take ownership of their individual career and / or learning goals to progress onto accredited learning and employment.  Awareness of the adult careers service is built within disadvantaged areas and community based groups, Careers Coaches work in the heart of the community and build relationships with partners in order to signpost and refer where appropriate. National Careers Service Partnership National Careers Service Derbyshire LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Louise Wilson, National Careers Service Team Leader louise.wilson@derbyshire.gov.uk Descriptionof the practice: National Careers Service Careers Coaches are based within a number of adult education centres countywide, offering impartial careers guidance to Derbyshire residents. Weekly National Careers Service access point points ensure support is readily available. Enrolment sessions prior to courses starting give appropriate information, advice and guidance, ensuring that learners are enrolling on the right course for them, to suit their current abilities, needs and goals. This ensures the best experience for the learners and higher retention on the courses. Once learners are enrolled a Careers Coach will then complete a class visit to complete a review and if appropriate talk about progression options. Support is available via one-to-one appointments and workshop based employability activities as well as having regular access to the drop in service, telephone service and website. Consultation, communication and consideration is paid to the knowledge of Careers Coaches when DACES is programme and course planning as a part of ensuring that the learning offer meets local employers’ and learners’ needs. Overview: Derbyshire National Careers Service works in partnership with Adult Community Education Service (DACES) in a variety of ways. Career Coaches deliver the service at Job Centres, Libraries, Children’s Centres and Adult Community Education Centres. The National Careers Service website contains interactive tools and is universally available to people at all stages of their career. Links to resources: https://nationalcareersservice.direct.gov.uk/ Ofsted report: http://bit.ly/2tMHtvA NCS on YouthInc: http://bit.ly/2uQB5n8 UK
  29. 29. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 29 Mainlessons learned: When a person is given proper tools, emotional supportand is guided to the right direction, it is possible to achieve each goal. Itthis case the goal was employment, but it also has another meaning, which is independence, satisfaction, money, pride, providing for families. The effort we put transfers to the whole life of the participants. New Job – Better Work Free Entrepreneurship Association Gdańsk LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Karolina Klimkiewicz, pedagogue Overview: Activation and career education of 350 people, who are more than 30 years old, unemployed, in the most difficult situation on labour market. The project leads to their activity and employment. Description of the practice: The Project is accomplished in partnership of Chamber of Commerce and Industry in Pomerania, Pomeranian Association of Transporters, Generative – Service - Training Company POLKAR Sp. z o.o., and NOVA Foundation. Participation is for people, who are more than 30 years old, live in Pomorskie Voivodeship, are unemployed and belong to one of the following groups: •women •disabled •at the age of 50 and more •lastingly unemployed •people with low professional qualifications People qualified to the programme will get a specialized and individual support. Our sphere of activity is comprehensive, but the main points are: 1. Individual professional guidance with individual plan for every participant 2. Workshops of Job Hunting 3. Courses/trainings including driving course category C or C+E, an Operator of backhoe loader, A welder using MIG/MAG/TIG method, and many others. 4. Payable Work practice 5. Individual support of an employment agent 6. Individual psychological support 7. A personal assistant of disabled people. Links to resources: http://www.swp.gda.pl/?pg=1&lang=0 Poland
  30. 30. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 30 Mainlessons learned: In general terms the use of iPad has produced these results:  development of multi/sensory approach: vision / hearing / movement;  increased attention through the "large" display;  learning connected with real life;  individualization of the products and high socialization. Project Tabula, A Tablet to Learn Formazione'80 LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: MassimoNegarville, President Overview: The project combines literacy and digital literacy with an audience of adult migrants with poor literacy skills. The aim of the project was to verify whether, through the many functions of iPads, migrants involved in the workshops would: 1. develop a greater motivation for learning, 2. feel active participants in the learning process 3. be able to acquire a first digital literacy, 4. improve the learning of the Italian language. Descriptionof the practice: The project’s successes are in the model of organization of the activities that the project has been able to carry out: integration of different skills of the operators in the processing and management of training courses and the iPad approaches. Tabula project received the European Language Label in 2014. Adult migrants with very low literacy in their native language or low education in countries of origin are significantly numerous and their presence in the learning courses of Italian language poses specific problems not easily solved. For these people the traditional language training courses are often not tailored to their needs and learners therefore often withdraw from the course. The increasing use of ICT in everyday life generates marginalization and exclusion of the culturally disadvantaged. This exclusion is particularly strong for these cohorts where knowledge of digital tools is almost entirely absent. Project Tabula aims to use the iPad in education for migrants with low literacy to help the read/ write process and knowledge of the alphabet, and be a fun and friendly way to become familiar with ICT. Links to resources: http://www.formazione80.it ITALY
  31. 31. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 31 Mainlessons learned:  The issue of segregation is easily conveyed through art  Learners seemed to be appreciative of the fact that a multi-race society can sharecommon values and jointly make up a nation. Raising Multicultural Awareness National Institute for Youth and Lifelong Learning LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Ioanna Tagara, Trainer Overview: Raising multicultural awareness, Gruntivg project ARTiTdeveloping innovative methods to trainthe trainer. Descriptionof the practice: Norman Rockwell’s painting “The New Kids in the neighbourhood”, 1967 was used as a reference for approaching racial diversity. The painting shows whatunites as well as divides the community. The hope is that what is in common will be more important than the differences. Links to resources: https://www.eap.gr/images/stories/pdf/e ke_artit.pdf Greece www.nrm.org
  32. 32. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 32 Mainlessons learned:  Capacity and skills building of disadvantaged students.  Improvementof capacity to work in a team  Improvementof self-esteem and self- awareness, aimed to have an active role in society. Orti Sociali - Social Gardens UILDM SAVIANO – Italian Union Fighting Muscular Dystrophy LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: FrancescoCiccone, President Overview: The activity is aimed to social inclusion of people with disabilities, who are in situations of exclusion or marginalization. The main feature is the creation of vegetable gardens, made by people with disabilities supported by volunteers and social operators. Cultivation is also open to the contribution of citizens, thus creating a real possibility of inclusion between people with disabilities and the rest of the community. Descriptionof the practice: To learn new skills and practical and theoretical competences is a support for the autonomy and self-esteem of the participants. This activity is carried out through the Horticultural therapy, a rehabilitation method which belongs to the field of occupational therapy, which consists in encouraging, preparing and in placing the subject in the care and management of the green, in cultivation of flowers, vegetables and other plants. Taking care of the living organisms, possibly in groups, encourages a sense of responsibility and socialization. On the physical level, it stimulates the motor activity, improves the overall tone of the organism and of the mood, reduces stress and anxiety. Horticultural therapy aims to the acquisition of skills, autonomy and competences, stimulation of the development of the capacity for interaction and participation, the strengthening of self-esteem, the growth of the capacity for teamwork, and the job placement. Links to resources: www.uildmsaviano.it ITALY
  33. 33. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 33 Mainlessons learned:  The storytelling as method is very valuable for raising the self-esteem of low motivated people  The courseraised the learning motivation of participants  The storytelling courseraised the self- confidence and communication skills of participants. This supports their coping with job and personalrelationships. Storytelling for Domestic Violence Victims Folk Culture Centre LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Urve Gromov, head of department Urve.gromov@rahvakultuur.ee Overview: Many womenhave experiencedmental or physical violence. The storytelling course helps this target grouptofind a way out of the situation. Storytelling as a methodhelps to involve the victims of violence intoconversation, andinvites themto communicate their stories. Descriptionof the practice: Autobiographical(story telling) education attracts people to communicate, to tell their stories. Storytelling helps people to associatethemselves with the world around them and in their community. The stories speak about the life experience, knowledgeand values, of the people involved. At least a third of woman over the age of 15 experience violence at somepoint in their lives. Autobiographical(story telling) can help the victims of domestic violence access supportand help providethem with solutions to move on fromthis situation. Links to resources: www.rahvakultuur.ee http://www.rahvakultuur.ee/School_of_Stor ytelling_332 Estonia
  34. 34. Leadershipand Management Teaching, Learningand AssessmentPractice Learner Outcomes 34 Mainlessons learned:  Need to effectively cover a wide range of disabilities  No prior knowledge of /familiarity with assistivetechnology  Learners acknowledged the fact that assistivetechnologies can improve their lives and facilitate their access to a wider set of social and professional opportunities. Training Workshops KEK Anaptixi and Exelixi (Centre for Continuing Education “Development and Improvement” LeadershipandManagement  Teaching and Learning  Learner Outcomes  Contact details: Dr. Konstantinos Katsoulis Overview: Training workshops in collaborationwith the ArcadianAssociationfor the disadvantaged. Descriptionof the practice: Workshops on up-skilling disadvantaged adult learners on the use of assistive technologies. Learners had the chance to acquire knowledgeon:  educational and professionalbooks in accessible formatto people with visualimpairments, learning disabilities, and other physical disabilities that prevent them from reading printed material.  information about assistive technology products and rehabilitation equipment  increase the capacity of families to acquire and implement effective assistiveand instructional technology devices and practices. Links to resources: Greece
  35. 35. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 35 Appendices Nine Protected Characteristics UK Equality Act 2010 • Age • Gender & gender identity, paternity • Disability • Gender reassignment • Marriage and civil partnership • Race • Religion and belief • Sexual orientation • Pregnancy and maternity
  36. 36. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 36 Equality, Diversity and Inclusion Checklist Thischecklistisan additional tool (linkedtoteachingandlearning) forteachersandpractitionerstouse toself-audittheirEDIpractice.It isideal forthe teacherto use and complete thistool before theybegintodeliver(acourse orprogramme). A managercouldalsouse thisas part of observationof learningandteaching –to assesshowEDI isembeddedintoasessionand linktoCPDopportunities). Initial Assessment/start of the course (C.T.1, C.T.2) What is done well – examples How the Lesson Plan might be improved? 1. Do youinvolve the learnersinsettingtheirown groundruleswitha discussiononwhythisis important interms of equality,diversityandinclusion? 2. Have learnersbeengivenopportunitiestodiscussany additional supportneedsorbarrierstolearning? 3. Has there beenanopportunityforan ice breakerto encourage communication andintroduce eachother? 4. Is there aninitial assessment? 5. Are there any resourcesthatneedtobe changed/ assessedasa resultof the above? 6. Have you explainedwhatisexpectedof the learners? – materials,regularattendance, regularassignments, and homeworkactivities? 7. Have you createdopportunities(notjustininitial assessment) forlearnerstodiscusstheirneeds,how
  37. 37. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 37 theylearn,howwell theyhave done asoftenas possible? 8. Do youencourage learnersto contribute toinfluencing the contentof sessionswhilstensuringthatlearning outcomesandaimsand objectivesof the course are met? 9. Do youallowall learnerstoprovide feedbackontheir experience of the learningprogramme? Understanding Inclusive Practice (C.T.3, C.T.4, C.T.5a-b) What is done well – examples How the Lesson Plan might be improved? 1. Doesthe SOW or LearningGroup Profile reflectany datesthat the learnerscannotattendor datesthat can be celebrated? 2. Is the contentnegotiatedwiththe learners where appropriate? 3. Are reflectionsand evaluationsfromprevious sessions usedto informthe nextweek’splanning? 4. Is there a recapwiththe learnersat the endof the session? 5. Is the LearningGroupProfile updated?
  38. 38. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 38 6. Do youinclude a range of differentteachingand learningmethods,notonlytoacknowledge the ways that differentlearnersfromdifferentbackgrounds learn,butalsoto provide themwithopportunitiesto learninnewways? 7. Do youuse inclusivelanguage andmakesuse of a range of differentlearningresources,materials,and activities, includingpersonal life experiences? 8. Do youencourage small groupwork? 9. Do youencourage peerlearningand support? 10. Do youdemonstrate differentiation(inclusive learningand teaching approaches) provideinga varietyof activities tomeetindividual learningneeds and to acknowledgevariationsinlevelsof understandingorpace of learning? 11. Do youprovide differentiation(inclusivelearningand teachingapproaches) offeringavarietyof activitiesfor to meetthe needsandinterests of individual learners? 12. Do youallowlearnerstocriticise anddiscussdifferent learningmaterialsin relationtoequality,diversityand inclusion issues? (Forexample,doesthe language in an article stereotype women? Dothe imagesina documentaryonlytell one side of astory?)
  39. 39. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 39 13. Do youintroduce a widercultural aspectto your teaching– such as ‘quiltsfromaroundthe world’, potteryfromothercultures,usingcultural orreligious festivalsif appropriate ornaturallyoccurringe.g. Chinese NewYear? 14. Do youacknowledge diversityinthe contentof sessions? Forexample,amusiccourse looksat the workof male andfemale composersandmusicof differentcultural originsandstylesthatwouldappeal to differentage groups 15. Do youinclude referencestoarange of different lifestyles? Forexample,achildcare course exploring issuesaffectingdifferentgroupsaccordingtotheir cultural backgrounds,etc.? 16. Do youprovide opportunitiesforlearnerstodiscuss theirlearningsupportneeds - anddoyoufollowthis through? 17. Do youprovide learningsupportaccordingtolearners’ needs– e.g.handoutsinlarge fontfora learnerwitha visual impairmentandrecordingequipmentrequested by a learnerwithdyslexia? 18. Do youinclude visitingspeakers/presentersfrom differentgroups? Assessment (C.T.5c-d,C.T.6) What is done well – examples How the Lesson Plan might be improved?
  40. 40. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 40 1. Do youensure that assessment isfairanddoesnot discriminate? Are adequate arrangementsmade to remove barrierstoassessment tomeetthe individual needsof learners? 2. Do youensure that assessment isinclusive tomeetthe individualneedsof yourlearners? 3. Do youmake sure that peerassessmentopportunities for learnersare developedandusedeffectively? 4. Do youmake sure that learnersare able toself-assess theirownpractice? 5. Do youmake sure that developmental,constructive feedbackisgiven toyourlearners ina timelymanner? 6. Do youensure that assessment plansincludeSMART targets? 7. Do youensure that clearlearninggoalsandtargetsare set,and that the learnersunderstandthem andtheir progresstowardsthem? 8. Do youensure that the LessonPlanincludes reflection and feedbacktime foryourlearners?
  41. 41. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 41 9. Do youensure that feedback isgivenindividually and appropriately toall learners? 10. Do youensure that yourrephrase questions thatare not understoodby yourlearners? 11. Do youuse appropriate language forassessment –not jargonistic? Use of Resources (C.T.5b) What is done well – examples How the Lesson Plan might be improved? 1. Do youensure that resources are adaptedtosuitthe individualneedsof all yourlearnerse.g.,scissors, colouredpaperetc.? 2. Do youensure that writtenmaterialsare checkedfor literacylevelsof the group,andif theyare jargonistic? 3. Has specialistsupportbeenidentified?If sowhathave actionhave you takento followuponthis? 4. Do youensure that resourcesare available forall learnerstoaccess e.g.if learnersare askedto‘do an internetsearch’ dotheyall have accessto a ICT?
  42. 42. Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 42 5. Are your resourcesavailableindifferentformatse.g. electronic,paper? 6. Do youensure that there isgooduse of white space and picturesinworksheetsorinformationsheets? 7. Do youensure that there are goodpositive imagesof differentcultures,male&female etc.? 8. Are cultural eventscelebratedasmuchas possible and if appropriate todo so? 9. Are the learnersusedasa resource asmuch as possible –usingtheirexistingskillsand experiences? 10. Are real life resourcesusedasmuchas possible e.g. languages– use of native materials?

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