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Completed projects
Independent Learning: A Literature Review
The Department for Children, Schools and Families (DCSF) commissioned a review of the literature on independent learning focusing on a range of questions including the following:
• What are the key elements of independent learning?
• Are there different models of independent learning, and, if so, what are they?
• How can teachers best foster independent learning?
• What is the effect of independent learning on pupil outcomes?
• What are the challenges of independent learning and how can they be managed?
• What is the role of assessment in independent learning?
• What are the pedagogical issues surrounding independent learning?
The specific objectives of the project were:
• to conduct a systematic search for relevant literature
• to review a range of literature, both academic and practice
• to analyse, synthesise and discuss the evidence presented in the review
• to identify implications for practice
Design and methods: The review used a mixed-method approach and was guided by a combination of the principles of ‘systematic review’ and ‘realist synthesis’.
The final report has been published by the DCSF.
Download Independent Learning: a Literature Review from the DCSF website
Pastoral Support Pilots Project
This action research and development project was funded by the QIA and involved working with 20 pilot sites and 40 consultative sites across the learning and skills sector with a range of learner groups and in a wide variety of learner settings to identify what works in the area of 'pastoral support'.
An action research approach was used in this project to collect qualitative and quantitative data to assess what works in the provision of pastoral support for learners at each of the pilot sites.
The project also developed a working definition of Pastoral Support in consultation with pilot and consultative sites, and members of an expert panel set up to guide the project.
The project started in January 2007 and concluded in February 2008.
The key output of this project is an online toolkit of resources which provides examples of promising practice in the provision of support to learners. This resource provides:
- a list of success factors, categorised by stages in the learner journey and supported by case study examples, which will provide you with ideas to build on your existing practice
- some models of support for learners from a variety of learning providers
- living documents that you can adapt to suit your learners' needs
- a checklist to help you audit your organisation's pastoral care provision
- the policy context to inform your provision
It aims to support the delivery of support to help meet the needs of your learners so that they have a successful learning experience, achieve and progress.
The resource can be accessed on-line from QIA's 'Excellence Gateway'
Gender Equality Duty: support providers to meet their general and specific duties
The purpose of this project was to support providers, in particular those from FE and ACL, in understanding the implications of the Gender Equality Duty (GED) and implementing its general and specific duties, in a way which actively promotes gender equality.
- The following key activities were part of the project:
To conduct a review and audit of existing publications and other resources, with a particular focus on identifying exemplar case studies and effective practice.
- To work with practitioners to identify further case study examples of initiatives which address aspects of the GED specific duties.
- To develop resource materials providing effective practice guidance and a range of case studies in a variety of settings.
- To conduct three conferences to provide practical guidance and skills development for practitioners in the implementation of GED specific duties
Three conferences were held in late March and the guidance on Gender Equality duty was developed based on our findings from the audit and the case-study work carried out with a range of providers.
Download the Gender Equality Duty Guidance for the FE sector here.
Personalisation: literature review
We were commissioned by QIA to conduct a literature review on three elements of the personalisation agenda in further education (FE):
- Assessing learners’ needs
- Expert learner
- Pastoral support
The review looked analytically at existing research findings and guidance in each of the three elements. It used a mixed-method approach, combining the principles of ‘systematic review’ and ‘realist synthesis’ to synthesize knowledge and draw out the policy implications. It aimed to identify key issues for QIA, specifically in the delivery of its remit in this area.
Learners' perceptions of learner support funding
This research study explored the perceptions and experiences of learners in further education and sixth form colleges who have applied for learner support funding and have either been refused or awarded financial help from one or more strands of learner support funding. The conclusions from the study shed light on learners’ awareness and knowledge of learner support funding, what helps and hinders the application process, the impact on learners of receiving learner support funding, and their views on gaps in funding and additional support needed. The conclusions drawn from the findings have given rise to a number of issues for consideration by a range of agencies, including LSC, colleges, local authorities, and the centre responsible for administering EMA.
Download Learners' perceptions of learner support funding report
Learning and skills planning and provision for economic migrants from EU accession states: an exploratory study
This exploratory study was designed to collect relevant information and data about the learning needs of migrants from the eight ‘accession’ states (A8) which joined the EU between 2004-2005, and to highlight any issues and barriers which affect A8 migrants’ access to learning and skills provision in England. The study found that the learning and skills issues for A8 migrants are closely interlinked with a range of other issues, including those relating to provision of information, advice and guidance, access to accommodation, and their understanding of the English culture and the labour market. Given the exploratory nature of this study, it does not claim to provide an exhaustive account of the issues that are likely to affect A8 migrants coming to the UK, but will prompt debate and consideration of issues and their implications for future planning.
Download Learning and skills planning and provision for economic migrants from EU accession states: an exploratory study report
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Awareness, accessibility and usability of student support services among 16 to 19 year old Black and Minority Ethnic learners
This project explored the extent of awareness, accessibility and usability of student support services among 16 to 19 year old learners from Black and minority ethnic communities, in the Eastern LSC Region. A sample of learners from six FE institutions - one in each of the 6 local LSCs in the Eastern Region - were interviewed to ascertain their awareness of, and their views on the accessibility and usability of various student support services. The reports identifies examples of good practice and has utilised these to put forward recommendations for best practice. The final report has been delivered to the Eastern Region LSC's Director of Equality and Diversity.
Regional and sub-regional variation in NEETs - reasons, remedies and impact
This project examined the reasons for regional and sub-regional variation in young people not in education, employment or training (NEETs) in the South East and the Yorkshire & Humber regions. Additionally, it identified some of the initiatives that have been developed and implemented to reduce the number of NEETs in each region and elsewhere in England, and the impacts achieved. Based on available evidence, it highlights what appears to work in preventing young people becoming NEET and reducing NEET numbers. The report also identifies implications for LSCs, Connexions, Local Education Authorities and learning providers.
Download Regional and sub-regional variation in NEETs - reasons, remedies and impact report.
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Disengagement from secondary education: a story retold
This report has attempted to tell a continuous story about those who have disengaged from the education process, from their time at school, through further education and into their working lives, by addressing the following research questions. What are the characteristics of the disengaged young people in secondary education? Who among them participates in further learning and why? What impact does such participation have on their labour market outcomes? The key findings to emerge from this study, which has used large national data sets, supplement the evidence acquired through largely qualitative and small-scale studies on the nature and possible consequences of disengagement from secondary education.
Download Disengagement from secondary education: a story retold report.
Strategies for Widening Adult Participation in Learning below Level two via the Workplace (D5)
This report details the findings of a scoping study into initiatives, methods and approaches designed to encourage a widening adult participation in learning via the workplace below Level 2. The focus of this study is on approaches and initiatives aimed at widening participation in learning via the workplace among adults in employment.
Download Strategies for Widening Adult Participation in Learning below Level two via the Workplace(D5) report.
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Widening adult participation in learning
The Learning and Skills Council's (LSC's) strategy on widening adult participation emphasised the importance of having the best evidence on which to develop policy on widening participation. Although there is some research evidence on 'what works' it has not been synthesised and therefore we do not always know what we know. To address these gaps in our knowledge, the LSC commissioned a systematic review of academic research on widening participation. This review was conducted using the methodology developed by the Evidence for Policy and Practice Information and Coordinating Centre (EPPI-Centre), and hereafter is referred to as the EPPI review.
Download Widening adult participation in learning report.
Understanding Learning Brokerage
This document draws on recent research to explain what learning brokerage is and to show how it works. It has also been informed by a series of regional seminars organised by the Learning and Skills Development Agency (LSDA). The seminars were aimed at policy-makers and practitioners from local Learning and Skills Councils and other statutory, private and community sector organisations involved in learning brokerage.
Download Understanding Learning Brokerage report.
Learning brokerage – a brief guide
This leaflet draws on recent research to explain what learning brokerage is and show how it works.
Download Learning brokerage – a brief guide report.
Measuring progress of widening adult participation in learning - The application of the Participation Index in practice
In this project, LSDA, in conjunction with the Institute for Employment Studies (IES), developed a Participation Index which measures levels of participation in FE, WBL and ACL, for different gender, age and ethnic groups at the local LSC level. It also provides comparison with regional and national participation levels, using ILR and census data.
The Participation Index was developed with the key objective of supporting LSC’s national strategy for widening adult participation. In the final phase of this project, LSDA worked with local LSCs and partner organisations in the East Midlands through six case studies, to demonstrate how the methodology can contribute to policy and planning.
The outcomes of this project included:
- An understanding of how the Index can be combined with local data and knowledge to aid planning in contexts such as EDIMS, strategic review and annual planning
- a clearer understanding of how the Index can be shared at a regional level to potentially aid regional economic development
- a set of steps to help planners and policy makers explore the data contained in the Participation Index and associated tables
- suggestions for further development of the Index in line with current learning and skills policy, such as, number of learners undertaking level 2 and level 3 qualifications.
The report of this project can be downloaded here
Copies of a tool-kit CD Rom which include a step-by-step guide on how to examine and interpret the data in the Participation Index and associated tables were distributed to all regional and local LSCs in August 2005. The tool-kit takes users through different scenarios and demonstrates how the Index can be used in a variety of planning situations.
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