impada recommendations for adult learning providers to improve the effectiveness of adult education...
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IMPADA
IMPADA Recommendations for adult learning
providers to improve the effectiveness of
adult education for disadvantaged groups
Output type: Intellectual Output
July 2017
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.
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
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.
Leadership and Management (purple)
Teaching, Learning and Assessment Practice (blue)
Learner Outcomes (yellow/orange)
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 Framework is a self-assessment process for adult learning providers to help them to
understand and improve their effectiveness for disadvantaged groups. The IMPADA framework is divided
into three key sections: Leadership and Management; Teaching, Learning and Assessment and Learner
Outcomes.
The framework specifies key self-assessment criteria, success measures indicators and self-assessment
judgement statements to help providers to understand their current practice and areas for improvement.
Self-assessment grading enables providers to understand whether they are emerging/pre-emerging,
developing, or excelling with their practice for each criterion, and guides them into action planning for
improvement.
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.
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)
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)
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)
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 10
The IMPADA Framework: Overview of Criteria
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 11
Good practices: Reference Table
Good Practice1 Organisation Country
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 practice can be found.
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 12
Good Practices
Main lessons 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 school environment tends to fuel their suspicions and leads them to perceive the educational environment as hostile and not welcoming.
Improving Access for Roma Learners
Art Acts
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
Foteini Papasotirou
Overview:
Improving Access for Roma Learners.
Description of the practice:
Emphasis on low skilled/qualified groups
and taking their basic skills „one step up“.
Effective liaison with relevant
stakeholders: social partners, business,
NGOs, civil society.
Learner / learning outcomes at centre
supported by guidance, validation, flexible
provisions.
Learning locally with a significant role for
social partners, civil society and local
authorities. Links to resources:
Gre
ece
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 13
Main lessons 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
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details: Ann Parker, Programme Development Manager
Description of 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
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 14
Main lessons learned:
Having an online set of easy accessible and
adaptable resources - have enable staff to
use/further develop the resources with their
learner groups.
With a more inclusive communication strategy and
particularly with the EDI email signatures - DACES
staff are now more aware of notable EDI
issues/concerns/monthly focus - single equality act
- than previously. This is evident in Lesson Plans,
Schemes of Work, Observation of Learning and
Teaching reports
DACES learners are now aware that discrimination
of any sort is not tolerated at DACES and if they do
feel that they have been discriminated against that
there is a clear process for them to follow.
Advancing and Promoting EDI Practice
Derbyshire Adult Community Education Service
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
Vikki Trace, Service EDI Lead
Learning and Skills Manager
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.
Description of the practice:
We have developed a variety of methods to
effectively communicate and provide training and
resources to a large, widespread workforce to include:
1. Customisable Equality Diversity and Inclusion (EDI)
resources for all staff to access online 24/7 that can be
modified to use with any learner group. These are
hosted on DACES’ Virtual Learning Environment (VLE),
and are continually being added to and updated.
2. A communication strategy to ensure all staff are
able to access any new EDI resources, EDI updates and
monthly EDI topics/focus. This includes articles in the
monthly staff newsletter, with links to the EDI
resources - to increase staff awareness and to
encourage them to embed this into their teaching and
learning practice. The VLE has a calendar which is used
across all pages to display equality and diversity
notable events. These events are also published as
posts to all of DACES' social media. All staff are
encouraged to update their email signatures monthly
to the current EDI focus - so that all email
communications promote and advance themed EDI
issues. In conjunction with learners, we have
produced posters, which are displayed in all
classrooms, which enable learners to see that we take
EDI and the 2010 Equality Act seriously.
3. DACES centres display EDI upcoming events – to
celebrate and promote EDI with all learners and staff
in the centres.
4. Mandatory EDI staff training face to face or online.
That is role relevant and linked to induction and
annual CPD updating.
Links to resources:
www.daces.org.uk/course/index/php?categoryid
=59
UK
Leadership and Management Teaching, Learning and Assessment Practice 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
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
Sara Valerio, responsible of Italian
Language for Foreigners
Overview:
Teaching Italian to migrants through
experimental methodologies.
Description of the practice:
Italian language lessons are for students recently
joined in Italy from 11 to 23 years, level A1, A2 and
literacy.
Students come from all over the world, speak
different languages, have different levels of education
(including illiterates), and different stories behind
them. Classes are held in a community center for
children: MaTeMù. In teaching we use a
communicative approach aimed at an independent
learning for students, involving the sociolinguistic,
pragmatic and intercultural dimension of
communication; and a humanistic-affective approach,
which focuses the learner's potential, taking into
account the previous experience, the cognitive styles
and learning, motivation and individual needs. In
particular, we use a play-expressive teaching and
create a serene environment, of fun, discovery and
playfulness. We give particular emphasis to the "social
dimension" of the language, often organizing events
and activities outside the classroom (guided tours,
performances at the cinema, theater, leisure time ...)
that encourage students to let the affective filter
down, to communicate and especially to create
relationships. Finally, the teaching is part of the art
activities – education of MaTeMù. We create lessons
or modules ad hoc are for students of L2 with teachers
of singing, rap, dance, music, theater or students are
involved in the events organized by the Centre.
Links to resources:
http://www.cies.it/italiano-l2
http://www.cies.it/matem
ITA
LY
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 16
Main lessons 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
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
Liza-Jo Guyatt Vice Principal
Overview:
A Hub and spoke model 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.
Description of 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
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 17
Main lessons learned:
Improvement of student achievement
Improvement of the quality of the
relationship between students
Greater psychological wellbeing.
Cooperative Learning
ONMIC
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
Simona Gargano, Sociologist
Overview:
Cooperative learning, a specific teaching
methodology through which students
learn in small groups, and help each
other, feeling co-responsible of this
mutual path.
Description of the practice:
The Cooperative Learning is a specific
teaching methodology through which
students learn in small groups, and help
each other, feeling co-responsible of this
mutual path. The teacher assumes the role
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. These objectives can be achieved if
within the small learning group the
students develop certain social
competences and skills, considered as a
set of "interpersonal and small group skills
essential to develop and maintain a
qualitatively higher level of cooperation."
Links to resources:
www.onmic.it
ITA
LY
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 18
Main lessons learned:
Access to software allows to remedy the
discontinuity of attending students.
The software allows those who need
more practice, to carve out more
appropriate time for learning.
The software is based on a mix of self-
evaluation and distance tutoring.
Digital Tutors: software for learning the Italian language
Jesuit Refugee Service Italy
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
Chiara Peri, Project Manager
Overview:
Digital Tutors: a software for learning the
Italian language, containing path for
literacy, A1 – A2 paths, a citizenship
education path.
Description of the practice:
The "Digital Tutor" software provides login
of each student through a username and
password allowing mentoring of each
student from distance. 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
ITA
LY
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 19
Main lessons 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
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
Külliki Bode, Chairman
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.
Description of 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/
Esto
nia
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 20
Main lessons 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 perspective for students.
Enterprising Student
Estonian Non-formal Adult Education Association
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
Tuuli Pärg, Project Leader
Overview:
The lower levels of education, trainings
for student with lower education
"Enterprising student".
Involvement of students in learning; The
development of learning skills; enterprise
development
Description of the practice:
The main goal of the project is to involve
adults who are less well educated and less
involved in learning into learning and
developing competences for their life and
work. Because of 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 project develops
learning skills, initiative, entrepreneurship
and social skills. Additionally, there are
planned workshops for involving target
groups and curriculum development.
A total of 31 training centers from 15
counties participated in the projects.
Links to resources:
http://www.vabaharidus.ee/index.php?page=194
Esto
nia
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 21
Main lessons learned:
Disadvantaged adults are able to create
their own business, with training and
information, advice and guidance
support.
However they must be offered tax
breaks.
Disadvantaged people want to work, but
they will not be required to perform
high. Leaders must be careful to choose
counsel.
Entrepreneurship Training and Support
NGO Saaremaa Educational Center
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
Nora Kraus, Headmaster
Overview:
Entrepreneurship course for people with
motion disability. The idea is that people
who lost ability to walk can be very good
entrepreneurs.
Description of the practice:
We are involved in the project HAPEC O, with
the aim of involve people with disabilities into
training and employment. There were a 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, people with
disabilities are integrated into to work. We paid
great attention state representatives to
information for people with disabilities and the
situation of the necessary national measures
for this purpose it is not considered important
or to achieve. Unfortunately, the will to learn
from experiences in other countries how to
support the people is not high.
We have conducted training courses on
entrepreneurship by the Unemployment
Insurance Fund as request of various
disabilities. In the case of 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".
Esto
nia
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 22
Main lessons 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
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
Fatin Wana, Staff Development and Equality
Manager [email protected]
Overview:
Monitoring, analysing and reporting on Learners’ retention and success against the 9 protected characteristics in the Equality Act, Leading to positive action planning to practically address any gaps in assessment and achievement.
Description of 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
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 23
Main lessons learned:
People lastingly unemployed need holistic methods to
come back to the labour market. Alas working on
improving the competences (courses, trainings, work placements, etc.) is not enough. These people very often ceased believing in 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. Since the training courses in the field of searching for a job have
been organising, the career officers realised, that the holistic approach including individual method, group therapy and practise skills gives the best results.
It is very difficult to convince the unemployed that the
course may give the expected result. It is a huge
problem, because if the participant does not involve in the training, it will not give the results. Despite hard work, the money he gets, attending the course every day and passive executing the orders, he wi ll sti ll not be
ready and aware to come back to the labour market. As it is observed, people, who start the course with a reluctance and aggression, reinforce the feeling of being
a bad worker and „never find a job”. In many cases it is accomplished.
I’m Searching for a Job
District Labor Office in Oleśnica
Leadership and Management
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”.
Description of 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/
Po
lan
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Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 24
Main lessons learned:
Being a pilot calls for procedural and
bureaucratic difficulties
Redeployment of women with children
Accompanying to self-employment
Job Placements for Refugees
Speha Fresia Cooperative Company
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
Elisabetta Cannova, 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.
Description of 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/
ITA
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Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 25
Main lessons learned:
The Making Choices process is rigorous and well
planned, can be tailored to individual needs of
learners or groups. This involves tutor training
around the course and the sharing of materials on
the learning platform. Review meetings are
embedded in the QIP process.
The Making Choices course ensures a uniform
approach so that all learners have a clear starting
point to their learner journey, whatever their
background or disadvantage. As such, the process
can be transferred to other subject areas of the
organisation.
Making Choices is embedded into the QIP process
and is reviewed internal and externally as part of
the Self-Assessment Report process. This is
moderated externally with partner organisations as
well as internally through the Equality, Diversity
and Inclusion working group, digital skills group and
Adult Learner Support and Inclusion group.
Making Choices
Derbyshire Adult Community Education Service
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
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.
Description of the practice:
The Making Choices courses are an initial starting
point for learners wanting to join maths, English, ICT
and Employability courses. The course involves
enhancements to an initial assessment process, such
as exploring how learners like to learn, learner
aspiration and an interview with a careers team. This
course helps tutors to plan for realistic targeted
learning goals and for any support needs that may be
required. This 6 hour course targets learners who are
wanting to return to work, are in work currently, or
want to change direction. Maths, English and ICT form
a core of the programme. Learners are encouraged to
take up courses such as job seeking and interview
skills, transferable skills, confidence building, work
experience skills, volunteering and budgeting.
Learners are encouraged to take up work experience
placements in order to try new work opportunities.
Tutors work to a Scheme of Work and Lesson Plan
which are evaluated and reviewed regularly. The
learners develop a passport which is they with them
on their learner journey and to enabling the tutor to
have access to important assessment information
such as their levels of current learning, their soft skills
and particular learner needs and aspirations. This
course is regularly evaluated as part of the Quality
Improvement Plan (QIP). It can be used for individual
groups, such as Adults with Learning Difficulties and
Disabilities (ALDD) as well as English as a Second
Language (ESOL). It is highly tailored to all individual
learners’ needs with the intention of personalising the
learner journey.
Links to resources:
Making Choices documents:
http://bit.ly/2uvnFzr
UK
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 26
Main lessons 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
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
John Gibson, Adult Education Tutor
Description of 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:
Lesson plans and resources:
http://bit.ly/2tM1zpP
UK
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 27
Main lessons 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
Leadership and Management
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.
Description of the practice:
„My new way” programme is intended for
prisoners, who display a considerable
amount of aggression in interpersonal
relations.
The programme consists of 10 workshop
meetings. It has 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 programme is drama.
In addition to a drama method some
elements of assertiveness, social skills
training and some other techniques are
used. It helps to develop self –
consciousness and activate the group.
Links to resources:
http://www.fundacja.dramaway.pl/
Po
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Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 28
Main lessons 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
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
Louise Wilson, National Careers Service
Team Leader
Description of 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
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 29
Main lessons learned:
When a person is given proper tools,
emotional support and is guided to the
right direction, it is possible to achieve each
goal. It this 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
Leadership and Management
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
Po
lan
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Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 30
Main lessons 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
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
Massimo Negarville, 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.
Description of 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
ITA
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Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 31
Main lessons learned:
The issue of segregation is easily conveyed through art
Learners seemed to be appreciative of the fact that a multi-race society can share common values and jointly make up a nation.
Raising Multicultural Awareness
National Institute for Youth and Lifelong Learning
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
Ioanna Tagara, Trainer
Overview:
Raising multicultural awareness, Gruntivg project ARTiT developing innovative
methods to train the trainer.
Description of 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 what unites
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
Gre
ece
www.nrm.org
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 32
Main lessons learned:
Capacity and skills building of
disadvantaged students.
Improvement of capacity to work in a
team
Improvement of self-esteem and self-
awareness, aimed to have an active role
in society.
Orti Sociali - Social Gardens
UILDM SAVIANO – Italian Union Fighting Muscular Dystrophy
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
Francesco Ciccone, 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.
Description of 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
ITA
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Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 33
Main lessons learned:
The storytelling as method is very
valuable for raising the self-esteem of
low motivated people
The course raised the learning
motivation of participants
The storytelling course raised the self-
confidence and communication skills of
participants. This supports their coping
with job and personal relationships.
Storytelling for Domestic Violence Victims
Folk Culture Centre
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
Urve Gromov, head of department
Overview:
Many women have experienced mental
or physical violence. The storytelling
course helps this target group to find a
way out of the situation. Storytelling as a
method helps to involve the victims of
violence into conversation, and invites
them to communicate their stories.
Description of the practice:
Autobiographical (story telling) education
attracts people to communicate, to tell
their stories. Storytelling helps people to
associate themselves with the world
around them and in their community. The
stories speak about the life experience,
knowledge and values, of the people
involved.
At least a third of woman over the age of
15 experience violence at some point in
their lives. Autobiographical (story telling)
can help the victims of domestic violence
access support and help provide them
with solutions to move on from this
situation.
Links to resources:
www.rahvakultuur.ee
http://www.rahvakultuur.ee/School_of_Stor
ytelling_332
Esto
nia
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 34
Main lessons learned:
Need to effectively cover a wide range of disabilities
No prior knowledge of /familiarity with assistive technology
Learners acknowledged the fact that assistive technologies 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”
Leadership and Management
Teaching and Learning
Learner Outcomes
Contact details:
Dr. Konstantinos Katsoulis
Overview:
Training workshops in collaboration with the Arcadian Association for the
disadvantaged.
Description of the practice:
Workshops on up-skilling disadvantaged adult learners on the use of assistive technologies. Learners had the chance to acquire knowledge on:
educational and professional books in accessible format to people with visual impairments, 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 assistive and instructional technology devices and practices.
Links to resources:
Gre
ece
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
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 36
Equality, Diversity and Inclusion Checklist This checklist is an additional tool (linked to teaching and learning) for teachers and practitioners to use to self -audit their EDI practice. It is ideal for the teacher to use and
complete this tool before they begin to deliver (a course or programme). A manager could also use this as part of observation of learning and teaching – to assess how EDI
is embedded into a session and link to CPD opportunities).
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 you involve the learners in setting their own
ground rules with a discussion on why this is important
in terms of equality, diversity and inclusion?
2. Have learners been given opportunities to discuss any
additional support needs or barriers to learning?
3. Has there been an opportunity for an ice breaker to
encourage communication and introduce each other?
4. Is there an initial assessment?
5. Are there any resources that need to be changed/
assessed as a result of the above?
6. Have you explained what is expected of the learners?
– materials, regular attendance, regular assignments,
and homework activities?
7. Have you created opportunities (not just in initial
assessment) for learners to discuss their needs, how
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 37
they learn, how well they have done as often as
possible?
8. Do you encourage learners to contribute to influencing
the content of sessions whilst ensuring that learning
outcomes and aims and objectives of the course are
met?
9. Do you allow all learners to provide feedback on their
experience of the learning programme?
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. Does the SOW or Learning Group Profile reflect any
dates that the learners cannot attend or dates that can
be celebrated?
2. Is the content negotiated with the learners where
appropriate?
3. Are reflections and evaluations from previous sessions
used to inform the next week’s planning?
4. Is there a recap with the learners at the end of the
session?
5. Is the Learning Group Profile updated?
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 38
6. Do you include a range of different teaching and
learning methods, not only to acknowledge the ways
that different learners from different backgrounds
learn, but also to provide them with opportunities to
learn in new ways?
7. Do you use inclusive language and makes use of a
range of different learning resources, materials, and
activities, including personal life experiences?
8. Do you encourage small group work?
9. Do you encourage peer learning and support?
10. Do you demonstrate differentiation (inclusive
learning and teaching approaches) provideing a
variety of activities to meet individual learning needs
and to acknowledge variations in levels of
understanding or pace of learning?
11. Do you provide differentiation (inclusive learning and
teaching approaches) offering a variety of activities for
to meet the needs and interests of individual learners?
12. Do you allow learners to criticise and discuss different
learning materials in relation to equality, diversity and
inclusion issues? (For example, does the language in
an article stereotype women? Do the images in a
documentary only tell one side of a story?)
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 39
13. Do you introduce a wider cultural aspect to your
teaching – such as ‘quilts from around the world’,
pottery from other cultures, using cultural or religious
festivals if appropriate or naturally occurring e.g.
Chinese New Year?
14. Do you acknowledge diversity in the content of
sessions? For example, a music course looks at the
work of male and female composers and music of
different cultural origins and styles that would appeal
to different age groups
15. Do you include references to a range of different
lifestyles? For example, a childcare course exploring
issues affecting different groups according to their
cultural backgrounds, etc.?
16. Do you provide opportunities for learners to discuss
their learning support needs - and do you follow this
through?
17. Do you provide learning support according to learners’
needs – e.g. handouts in large font for a learner with a
visual impairment and recording equipment requested
by a learner with dyslexia?
18. Do you include visiting speakers/presenters from
different groups?
Assessment (C.T.5c-d,C.T.6)
What is done well – examples How the Lesson Plan might be improved?
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 40
1. Do you ensure that assessment is fair and does not
discriminate? Are adequate arrangements made to
remove barriers to assessment to meet the individual
needs of learners?
2. Do you ensure that assessment is inclusive to meet the
individual needs of your learners?
3. Do you make sure that peer assessment opportunities
for learners are developed and used effectively?
4. Do you make sure that learners are able to self-assess
their own practice?
5. Do you make sure that developmental, constructive
feedback is given to your learners in a timely manner?
6. Do you ensure that assessment plans include SMART
targets?
7. Do you ensure that clear learning goals and targets are
set, and that the learners understand them and their
progress towards them?
8. Do you ensure that the Lesson Plan includes reflection
and feedback time for your learners?
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 41
9. Do you ensure that feedback is given individually and
appropriately to all learners?
10. Do you ensure that your rephrase questions that are
not understood by your learners?
11. Do you use appropriate language for assessment – not
jargonistic?
Use of Resources (C.T.5b)
What is done well – examples How the Lesson Plan might be improved?
1. Do you ensure that resources are adapted to suit the
individual needs of all your learners e.g., scissors,
coloured paper etc.?
2. Do you ensure that written materials are checked for
literacy levels of the group, and if they are jargonistic?
3. Has specialist support been identified? If so what have
action have you taken to follow up on this?
4. Do you ensure that resources are available for all
learners to access e.g. if learners are asked to ‘do an
internet search’ do they all have access to a ICT?
Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 42
5. Are your resources available in different formats e.g.
electronic, paper?
6. Do you ensure that there is good use of white space
and pictures in worksheets or information sheets?
7. Do you ensure that there are good positive images of
different cultures, male & female etc.?
8. Are cultural events celebrated as much as possible and
if appropriate to do so?
9. Are the learners used as a resource as much as
possible – using their existing skills and experiences?
10. Are real life resources used as much as possible e.g.
languages – use of native materials?