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An example action plan pro-forma.

Extracts from this document...

Introduction

An example action plan pro-forma What? How? Who? Milestones Target Indicative progress by date 1 Indicative progress by date 2 Indicative progress by date 3 Improve the quality and effectiveness of basic skills assessment Where possible use information technology based assessment tools to screen new learners and provide initial and diagnostic assessments for learners with basic skills needs Basic skills programme manager * Research suitable software packages * Demonstrate a selection of software to staff users * Discuss this selection with relevant staff * Choose the most suitable software * Train staff in its use * Trial it with small numbers of learners * Implement with all learners * Review with learners and staff * Report on progress to management All learners undergo diagnostic assessment of their basic skills needs A selection of software reviewed Staff trained in the use of the chosen package All new learners take the information technology based diagnostic assessment After each action point has been completed ask, how do I know that the outcome has been effective. For example, an effective outcome would be that all full-time learners and 20% of part-time learners currently undergo initial diagnostic assessment of basic skills. Useful references Title Year of publication Author * Common Inspection Framework (CIF) 2001 Adult Learning Inspectorate (ALI)/OFSTED * First Impressions Count 2002 Jackie Sadler www.LSDA.org.uk * Attracting New Learners 2002 Edited by Sue Taylor and& Helen Cameron www.LSDA.org.uk * Assessment and Classroom Learning 1998 P Black & D Williams * Raising Standards (quality performance and improvement dissemination document) 2001 DfEE (Quality Performance and Improvement Dissemination Unit QPID) www.dfee.gov.uk * Developing Good Practice in New Deal in Colleges 2001 Michael Ratcliffe, John Atkinson, Carol Burgess and Nadine Cartner www.LSDA.org.uk * Progress File 1999 DfES www.dfes.gov.uk * ICT for Education and Training (catalogue) 2002 CTAD Ltd www.ctad.co.uk * Target Skills (resource catalogue) 2002 CTAD Ltd www.ctad.co.uk * Basic Skills (resource highlights) ...read more.

Middle

There are enough qualified and experienced teaching, training and support staff matching the demands of programmes and the range of learners (2) Teachers and trainers show knowledge, technical competence and up-to-date expertise, at a level consistent with effective teaching, training and assessment of the course or programme (2) Teachers with learners, develop individual learning plans, informed by initial assessment, that are reviewed and updated regularly (2) Learners acquire new knowledge and skills, develop ideas and increase their understanding (7) Clear direction is given through strategic objectives, targets and values that are fully understood by staff, including subcontractors and work placement providers Provider policies and procedures, strategic plans, core values and beliefs Staff curriculum vitae, qualifications, training and development records and staff review records Individual learning plans, targets and review records Learners' progress and achievements Feedback from learners about their training experience Feedback from staff on learners' commitment to the programme Feedback from ND advisers about learners' experiences Key recommendations: * Ensure sufficient staff have the appropriate qualifications and experience to deliver basic skills training * Ensure that sufficient resources are available which are of a quality that enables all the requirements of learners and the curriculum to be met * Carry out regular reviews and provide feedback to the learners and all interested parties * Relate basic skills training to the real adult world using resources and the learners' experiences as t topics for development of skills. A framework for action planning Good practice in action II: Teaching and training meet individuals' needs and course or programme requirements Standards/ Statements (see opposite page for further details) Evidence of good practice (see opposite page for further details) Action needed to improve weaker areas (answers should help to formulate an action plan) (3) There are enough qualified and experienced teaching, training and support staff matching the demands of programmes and the range of learners Delivery staff undertake staff development/training to up- date their skills and qualifications Training for delivery staff so that they have the skills to deliver diagnostic assessments to learners with basic skills needs (2) ...read more.

Conclusion

learners access their learning plans Learners have access to staff to discuss their learning plans and any problems they have with their programmes Records of learners' discussions with staff about learning plans Policy statements about learners' access to their records Key recommendations: * Organise initial and basic skills assessment processes so that learners are fully involved and understand the outcomes * Establish policies on learner access to their records including learning plans * Ensure that learners understand how they can access their learning plans * Maintain records of any discussions between learners and staff about learning plans. A framework for action planning Good practice in action V: Decisions made about learning plans and programmes involve the learner Standards/ Statements (see opposite page for further details) Evidence of good practice (see opposite page for further details) Action needed to improve weaker areas (answers should help to formulate an action plan) (6) Impartial guidance enables learners to choose the course or programme which is right for them Learners report that their programmes are interesting, enjoyable and challenging Undertake a review of advice, support and guidance procedures with both staff and learners at regular intervals (at least annually) (2) Teachers and trainers, with learners, develop individual learning plans, informed by initial assessment, that are reviewed and updated regularly Individual learning plans relate to diagnostic assessments and course audit checklists Staff development to ensure a raised awareness of individual learning plans Identifying and delivering basic skills Identifying and delivering basic skills Improving quality in identifying and delivering basic skills 6 7 Toolkits for change Improving quality in identifying and delivering basic skills 8 Improving quality in identifying and delivering basic skills 10 11 Toolkits for change Improving quality in identifying and delivering basic skills 12 13 Toolkits for change Improving quality in identifying and delivering basic skills 14 15 Toolkits for change Improving quality in identifying and delivering basic skills 16 17 Toolkits for change Improving quality in identifying and delivering basic skills 18 19 Toolkits for change ...read more.

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