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Teaching, Learning, Curriculum and Qualifications Research Centre
Recent Research projects
This research explored the nature of work, characteristics, roles, responsibilities, skills and training needs of practitioners and learning support staff delivering Diplomas within the FE sector. It involved interviews with national stakeholders, consortia leads and staff development leads within colleges.
Review of the development of the Common Application Process
For a local LSC, this project was designed to aid their commitment to extending development of an integrated approach to increasing 14-19 participation through implementation of a Common Application Process.
The TLCQ research centre was commissioned to review the development of CAP for the South West region in the context of Area Prospectuses, in order to aid their development and delivery of CAP. The project aimed to:
• Draw out best practice relating to recently established Area Prospectuses and newly developed CAP
• Identify any barriers and challenges to developing and implementing CAP
• Make recommendations for a smooth implementation of CAP by the Local Authorities in 2010
The methodology involved:
• a literature review, including previous Area Prospectus evaluations
• a review of Area Prospectuses
• telephone interviews with Local Authority leads, 14-19 regional teams, LSC National Office and DCSF representatives
• comparative analysis with two other regions where good practice and success has been identified
The project was completed in May 2008.
ESOL provision in London
LSN recently completed a project which evaluated local ESOL provision, with a specific focus on encouraging more learners into employment. The research built on previous research reviews of ESOL provision and provided evidence to inform the local LDA longer term strategy for ESOL in the region.
The project took a three strand approach to the research:
• Quantitative analysis
• Desk research through a literature review
• Qualitative research via telephone interviews and site visits
ESOL screening and diagnostic tools
This project involved an evaluation of the need for the development of initial assessment and skills check tools to support assessment of ESOL learners at entry level. In conjunction with the LSN Skills for Life Programme team, the TLCQ research centre conducted a literature review, survey, telephone interviews and site visits to provide the evidence base for the evaluation.
The review was designed to explore:
• Commercial tools already available to assess ESOL learners’ needs
• Tools that are used by providers and whether they are fit-for-purpose
• Effective practice for assessing learners’ needs
Investigation and illustration of Specialised Diploma Delivery Models (Levels 1, 2 and 3)
The aim of this project was to generate research findings that support the development and implementation of 14-19 Diplomas – both in terms of informing policy development at QCA and to provide practical advice and guidance to practitioners involved in actual implementation.
The final report was submitted to QCA in April 2007.
Impact of Foundation degrees project
In partnership with the Centre for Higher Education Research and Information (CHERI) to conduct an impact study of Foundation degrees relating particularly to the student experience and employers in the workplace, according to the research specification produced by Foundation Degree Forward (fdf).
The research will explore the processes by which students enrol on a Foundation degree, their motivations for doing so or about the advice and guidance they received in making those decisions. In addition, the impact of Foundation degrees in the workplace from an employer perspective.
Improving formative assessment in post-14 and post-compulsory education
Working with a wide range of organizations, this project produces new insights and evidence about how changes to teacher’s assessment practice affect young people’s and adult’s motivation, autonomy and achievement in programmes for basic skills, citizenship and personal education, and vocational education.
The project combines qualitative and quantitative approaches to evaluate whether theoretical understanding of the principles of formative assessment have been translated in context-specific ways for post-14 and post-compulsory settings. The project evaluates the impact of changes to formative assessment on student motivation, autonomy and achievements and factors that help and hinder teacher’s practice in different contexts.
Modern Foreign Languages
A project that investigated the scope and range of modern foreign languages (MFL) provision as an integral part of vocational courses. This project aimed to provide an overview of the national situation regarding MFL within the context of vocational qualifications. It mapped the options available within the vocational qualifications framework, and the options offered by further education, sixth-form colleges and training providers across the sector.
Report: Modern Foreign Languages in a vocational context (2005)
Externally Accredited Provision: unpacking the claims.
Extension link with KPMG research. This research was the outcome of 2 years of research into Other Provision (OP). The final stage of the work was designed to validate qualitative evidence collected from KPMG with LSDA’s research into the value of OP and to provide evidence to LSC to inform future planning for OP, in the context of securing the most effective curriculum planning by providers to meet national targets and priorities and associated local targets and priorities.
To triangulate findings of two pieces of research on other provision, our own (Externally Accredited Provision (EAP) : unpacking the claims; September 2004) and that of KPMG.
Report: Externally accredited provision for adults outside of the national qualifications framework - phase 2: unpacking the claims (2005)
RARPA
Recognising Achievement (RARPA) in non-accredited Learning - next steps: testing the methodology and piloting the framework. The project was specified by LSC and research was jointly carried out by NIACE and the LSDA.
The overall aim of the project was to establish systematic arrangements for the purpose of recognising and recording learner progress and achievement in non-accredited learning.
RARPA evaluation report on the pilot projects
'Other provision'
How can 'other provision' benefit young people? Research by the Learning and Skills Development Agency since 2002, and more recently by KPMG , has confirmed that providers are continuing to use "other provision" (OP) in preference to NQF courses courses in the National Qualifications Framework (NQF) where they feel that these courses meet individual students' needs and those of say, industry or the enrichment curriculum.
Externally Accredited Provision (EAP) : unpacking the claims (2004)
Synthesis of LSDA work into 14-19 provision
This project generated a synthesis of LSDA work into 14-19 yr reform and provision. Culminating in a portfolio of publications, unpublished research and activities annotated with key themes and messages conveyed to specific audiences. The intention was to further extend this project to develop an ongoing web-based 14-19 Centre of Expertise.