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Improving Adult Literacy in Scotland
Recommendations
All sectors should:
- work in partnership to coordinate and plan locally based provision and pathways for learner progression;
- ensure there are effective arrangements and resources in place to support learners with additional barriers to learning and to positively promote equality and diversity;
- make effective use of ICT to increase access to learning and extend learners’ skills;
- use appropriate assessment instruments to identify learners’ initial skill levels and assess progress;
- maximise and make effective use of locally available resources and expertise;
- work together to increase opportunities for learners to gain formal recognition of achievement;
- establish systems to track learner transitions into and out of provision and end destinations;
- engage in cross-sectoral evaluation of provision and use this process to improve services and transition arrangements for learners;
- involve learners more effectively in evaluation and quality improvement processes;
- ensure they have up-to-date knowledge and understanding of each other’s provision and services and apply this to plan appropriate and effective services for learners; and
- take good account of Curriculum for Excellence when planning programmes and provision.
Local authority community learning and development services should:
- ensure that strategic community planning partnerships involve all key partners, including colleges;
- ensure that they have effective processes in place to capture and demonstrate the contribution of CLD/ALNPs and the impact of literacy provision on wider community outcomes;
- take action to improve the quality and accessibility of accommodation for learning to individuals with disabilities; and
- ensure that ICT equipment is up to date and meets current learner needs.
Prisons should:
- establish and implement processes to identify the literacy levels of offenders and use this information to develop and implement a learning strategy to inform and direct providers in planning and delivering literacy provision;
- improve access to literacy support for all offenders;
- ensure offenders have opportunities to improve their literacy skills within wider prison activities including work sheds;
- ensure the Prisoner Tracker System is used and maintained effectively by staff; and
- review and amend the contractual arrangements with colleges to provide more responsive and flexible learning opportunities for offenders.
Colleges should:
- ensure that their partner organisations, including guidance providers, have sufficient and current knowledge of what they offer and could provide for individual learners and the community; and
- work closely with and assist CLD staff and CLD/ALNP agencies to increase opportunities for providing formal recognition of learner achievements.
Learning Connections should:
- continue to develop stronger working relationships with Scotland’s Colleges at national level and strengthen relationships with colleges at local levels to encourage inter-agency working and progression to further learning; and
- continue to take a lead role in national literacy developments, including supporting national and local partners.
Scottish Government should:
- further encourage and ensure that all sectors work together to provide a coherent approach to improving the literacy skills of adults in Scotland.
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