A case study aiming to explore ways to help learners from disadvantaged schooling backgrounds achieve a Level 1 qualification (the NFCE Award) with the support of their peers as "buddies", as well as a dedicated transition team.
A report based on a project where learners were asked to observe learning and give feedback to staff in order to structure professional development and enhance teaching and learning at the college.
This series of case studies is about employers who contract with the National
Employer Service (NES) at the LSC.
Nacro Sheffield aimed to model a Foundation Learning programme within their Entry to Employment provision designed to prepare young people to join the Army. They collaborated with the Army Recruitment Office to ensure that the programme fully met their ne
The College was keen to focus on a personalised learning approach that would develop independent and autonomous learners, and in particular, learners equipped with the skills, knowledge and abilities required by employers and HE institutions.
Like many other colleges, West Cheshire College had struggled for years to enable students with learning difficulties and/or disabilities to access employment in the local area on an equal basis. They had seen many students progress through Entry level an
In the Bradford College area, achievement at Key Stage 4 is significantly below the national average. For some years the college has worked on addressing the issue of a high rate of young people not in education, employment or training (NEET) in Bradford.
The three providers aimed to work collaboratively to create personalised learning programmes for learners working at Entry level and to support them to develop the skills needed for independent living and employment. The common characteristics of the two
The College’s aims were to implement Foundation Learning by adapting a whole organisation approach by September 2010; provide a more inclusive and flexible offer to all Entry level and Level 1 learners; improve collaboration between key departments.
The College focused on the communications and change management required to enable a large provider to transfer Entry-level and Level 1 provision to Foundation Learning and the Qualifications and Credit Framework (QCF).
