Learner Story |
"My literacy class has helped me improve my skills for writing job applications. I am looking for a job now, where before I wouldn't have cared." |
Overall planning of resources within local authority CLD services was not linked sufficiently to delivery requirements. In more than a few cases, facilities and equipment were not of a sufficient standard to meet learner needs. In some venues, the quality of accommodation was not conducive to providing a good quality learning experience. In a few cases, the accommodation was not fit for purpose. However, in other community venues, learning accommodation and resources were of a high standard and provided very good facilities for learners.
Overall, the standards applied by staff and service managers in relation to the quality of resources for learners were too low. In most areas, service managers and staff did not take sufficient account of the appropriateness or availability of resources when reviewing provision and planning for improvement. In more than a few venues, obsolete ICT equipment created barriers for staff and hindered learner progress.
Most tutors made effective use of paper-based materials and more than few used software to engage learners in developing their literacy skills through ICT. Some staff made effective use of the national online resource bank, provided by Learning Connections, Adult Literacies Online (www.aloscotland.com) to access and share learning and teaching materials and ideas for learning activities. However, use of ICT was not widespread. In most cases, staff did not use resources and materials sufficiently to actively promote equality and diversity.
Access to specialist resources, including assistive technologies, was inconsistent across different venues and sites. In some areas, staff had access to specialist equipment but most did not know how to use it effectively, and in others staff did not know what was available or how to access it. Accordingly, learners with additional support needs did not always have access to the specialist types of resources they required or would benefit from.
However, in all cases, highly committed, resourceful and motivated staff worked hard to maximise the resources available and minimise the effect of poor-quality facilities and inadequate resources.
Accommodation and resources to support learning were of a good standard. Learning facilities were generally welcoming and provided good access to computers. In most cases, the learning centres provided comfortable and flexible opportunities for different types of learning activities.
Some prison learning centres and library facilities had recently been updated to take better account of learner needs. In two prisons, staff had involved learners in the redesign of the library and selection of materials and this had significantly increased and improved access to resources. Another prison had recently refurbished its library to provide a modern and welcoming environment with good access to various types and levels of resources.
Materials and resources were generally well pitched and appropriate to learner needs. However, in general, materials and resources did not promote awareness of equality and cultural diversity or encourage learners to explore these issues.
Local Authority CLD/ALNP and college staff had arrangements with their individual agencies to enable them to access specialist equipment, including assistive technologies, for use within the prisons. However, these arrangements were not always effective and resources were not always made available. Overall, there were insufficient resources to assist learners with additional barriers to learning. Learning centres did not have sufficient specialist equipment to meet the needs of learners with additional support needs.
In all main college buildings and most outreach sites, accommodation, facilities and equipment were of a high standard. The standard and availability of resources took good account of learner needs. Learners had good access to a wide range of centralised facilities and resources including ICT and were able to access them outside their class times.
The majority of colleges had systems in place to promote equality and cultural diversity. Some colleges audited their learning materials and resources and had amended existing materials or devised new ones to reflect diversity and involve learners in exploring equality issues. However, this was not consistent across all colleges.
Colleges had a very good range of resources to help learners with additional barriers to learning. In all colleges, assistive technologies were readily available and accessible to learners and these resources were often available across a number of college sites. There were good examples of colleges sharing resources, including assistive technologies, with their CLD/ALNP and within the wider community.
One urban college had worked closely with its community partners to improve the standard of local learning environments and provide consistency of resources across the local catchment area. This had resulted in high quality and vibrant community learning environments which encouraged participation and eased progression.