What does it look like when it works well?
A toolkit for adult literacy15 providers
Introduction
Adults undertake literacy programmes for a wide range of reasons. For most learners such a programme offers a new opportunity or second chance to gain skills, knowledge and understanding that will help them in their personal life, improve their employment options and/or enable them to undertake qualifications.
The needs of literacy learners are diverse and complex. Many have had negative experiences of previous learning situations and as a result are hesitant and under confident about re-engaging in learning. A significant number are unfamiliar with current teaching approaches and learning environments, including the use of technologies and on-line learning. Almost all have other factors or commitments which can constrain their participation.
In Skills for Scotland: A Lifelong Skills Strategy (Scottish Government 2007) there is a strong emphasis on supporting the individual and providing cohesive structures to deliver learning. The strategy states that learning and training providers need to:
It is therefore important that local adult literacy providers work together productively to remove as many barriers as possible and maximise the opportunities available to learners. To achieve this, all providers of locally based literacy provision need to be familiar with the range of programmes, services and resources each partner can offer. They then need to draw on their collective knowledge to plan and improve adult literacy provision in their area.
It is also important that local providers keep abreast of national developments and take advantage of professional development to enable them to provide services which best meet learners’ needs and meet national priorities including Curriculum for Excellence and ALNIS.
The purpose of the toolkit
As a result of the fieldwork carried out in this task, HMIE developed key principles derived from the findings. These key principles have been collated to form a toolkit to assist local literacy partners to discuss and plan their programmes and activities.
It should be noted, that this toolkit does not seek to replace existing evaluation frameworks, such as HGIOCLD? 2, LIC, LEAP and the HMIE Quality framework for Scotland’s colleges.
It is intended that the toolkit will be helpful in:
Staff may wish to identify and chart where their activities contribute to Curriculum for Excellence and An Adult Literacy and Numeracy Framework for Scotland.16
Using the toolkit
The toolkit can be used in different ways. For example, it could be used to look at provision for specific groups of learners such as:
across specific levels or modes of learning such as:
at macro- and micro-levels including:
A specific example of how the toolkit could be used would be a local literacy and numeracy partnership using it to review, discuss and plan progression routes from one to one to group-based learning, and from there to college programmes. Another example would be literacy tutors from a number of partner agencies using the toolkit to discuss and plan approaches to improving access and support for literacy learners.
The lists of key prompts and key staff who could be involved are not exhaustive or prescriptive and represent suggestions to help shape discussion, self-evaluation and quality enhancement activities.
HMIE hopes that all literacy providers will find the toolkit helpful and looks forward to hearing about ways you have used it to help shape and enhance services to improve the literacy abilities of adults.
Table A 02 Planning of provision and services
Key principles |
Key prompts |
Strengths |
Areas for development |
1 Providers take good account of national drivers and educational developments when planning programmes. |
Key staff involved Senior and operational managers and staff responsible for:
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2 Providers take good account of individual, community and employment needs and draw on this to plan relevant programmes and services. |
Key staff involved Senior and operational managers responsible for:
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3 Providers are familiar with, and take good account of, the range of programmes and services offered by partner agencies and draw on this to plan and schedule local provision. |
Key staff involved Senior and operational managers responsible for:
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4 Providers maximise the use of locally available resources, skills and expertise when planning programmes and services. |
Key staff involved Senior and operational managers responsible for:
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Table B 03 Access and support
Key principles |
Key prompts |
Strengths |
Areas for development |
1 Providers take good account of the lifestyles and circumstances of learners and provide accessible and flexible learning opportunities to meet these needs. |
Key staff involved Senior and operational managers and staff responsible for:
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2 Providers promote literacy services effectively and apply appropriate differentiated approaches to target and engage different groups of learners. |
Key staff involved Senior and operational managers and staff responsible for:
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3 Providers have effective arrangements in place to support learners with additional barriers to learning. |
Key staff involved Senior and operational managers and staff responsible for:
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4 Providers make good use of diagnostic tools to engage learners in identifying their literacy skills at the start of programmes. |
Key staff involved Senior and operational managers and staff responsible for:
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Table C 04 Learning and teaching
Key principles |
Key prompts |
Strengths |
Areas for development |
1 Providers take good account of individual and group needs and plan and contextualise learning activities to meet these needs. |
Key staff involved Operational managers and staff responsible for:
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2 Providers offer good opportunities for learners to experience and discuss different types of learning and teaching approaches. |
Key staff involved Operational managers and staff responsible for:
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3 Providers make good use of resources, including ICT to enhance and extend learning. |
Evaluation processes Key staff involved Operational managers and staff responsible for:
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4 Providers deliver learning activities which develop learner confidence and independence in learning and prepare them for progression. |
Key staff involved Operational managers and staff responsible for:
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5 Providers have effective arrangements in place for identifying and addressing the continuing professional development needs of staff. |
Key staff involved Operational managers and staff responsible for:
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Table D 05 Resources to enhance and support learning
Key principles |
Key prompts |
Strengths |
Areas for development |
1 Providers ensure that the standard of accommodation and resources, particularly the specification and availability of ICT, is appropriate to current learner needs. |
Key staff involved Senior and operational managers and staff responsible for:
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2 Providers work effectively with their partner agencies to provide learners with access to other local learning facilities and resources to enhance and extend learning. |
Key staff involved Senior and operational managers and staff responsible for:
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3 Providers ensure that accommodation is accessible to all learners, including those with restricted mobility, and there are appropriate resources available to assist learners with additional barriers to learning. |
Key staff involved Senior and operational managers and staff responsible for:
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4 Providers ensure that learning materials and resources promote awareness of equality and cultural diversity. |
Key staff involved Senior and operational managers and staff responsible for:
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Table E 06 Learner progress and achievement
Key principles |
Key prompts |
Strengths |
Areas for development |
1 Providers have effective arrangements in place to assess the starting levels of learners, measure progress and track progression to further learning or other outcomes. |
Key staff involved
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2 Providers engage learners regularly in reflecting on their progress and identifying next steps. They use this process effectively to develop confidence and independence in learning. |
Key staff involved Operational managers and staff responsible for:
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3 Providers actively encourage and promote progression to further learning effectively. |
Key staff involved Operational managers and staff responsible for:
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4 Providers offer good opportunities for learners to achieve formal recognition of their literacy skills and wider achievements. |
Key staff involved Operational managers and staff responsible for:
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5 Providers work effectively with partner agencies to encourage, support and ease transition to other types and levels of learning. |
Key staff involved Operational managers and staff responsible for:
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Table F 07 Evaluation and quality improvement
Key principles |
Key prompts |
Strengths |
Areas for development |
1 Providers have robust procedures in place to record learner recruitment, retention, achievement and progression. They use this information systematically and effectively within evaluation activities and to set targets for improvement. |
Key staff involved Senior and operational managers and staff responsible for:
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2 Providers work with their local partners to evaluate the impact of locally based provision on improving the literacy skills of adults. They make good use of this process to address gaps or duplication, provide appropriate pathways to progression and plan future activities. |
Key staff involved Senior and operational managers and staff responsible for:
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3 Providers regularly and systematically engage learners in evaluating programmes and services and use learner feedback to inform improvements. |
Key staff involved Operational managers and staff responsible for:
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4 Providers work effectively with partner agencies to share effective practice and approaches. |
Key staff involved Senior and operational managers and staff responsible for:
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Table G 08 Partnership working
Key principles |
Key prompts |
Strengths |
Areas for development |
1 Providers have established open and productive relationships with their local partners. These relationships are based on a shared purpose, play to specific strengths and result in a collective approach to providing high quality and appropriate opportunities and outcomes for learners. |
Key staff involved Senior and operational managers and staff responsible for:
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2 Providers work closely with their local partners to ensure staff have up to date knowledge and understanding of the different types and levels of provision and resources available. Staff draw on this process to provide learners with accurate, comprehensive information about other types and levels of learning. |
Key staff involved Senior and operational managers and staff responsible for:
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3 Providers collaborate with partner agencies to establish transparent and effective funding arrangements which take good account of learners needs and enable forward planning. |
Key staff involved Senior and operational managers and staff responsible for:
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