This presentation provides information and background on the impact of localism and accountability on the learning and skills sector in the context of Minimum Contract Level partnerships, and explores in depth the wider changes in the public sector landscape.
Guidelines to promote a safeguarding approach to positive physical contact with learners with profound and complex needs
Qualification guidance for awarding organisations, awarding bodies and higher education institutions.
Qualification Guidance
For awarding organisations, awarding bodies and higher education institutions
Level 5 Diploma in Teaching in the Lifelong Learning Sector (Disabled Learners)
Level 5 Diploma in Teaching Disabled learners
Qualification Guidance
For awarding organisations, awarding bodies and higher education institutions
Level 5 Diploma in Teaching English: Literacy in the Lifelong Learning Sector
Level 5 Diploma in Teaching English: ESOL in the Lifelong Learning Sector
Level 5 Diploma in Teaching English: Literacy and ESOL in the Lifelong Learning Sector
Level 5 Diploma in Teaching Mathematics: Numeracy in the Lifelong Learning Sector
Qualification Guidance
For awarding organisations, awarding bodies and higher education institutions
Qualifications for teaching in the FE sector in England
All open optional units of assessment
In order to ensure that we place a learner on the correct level / size of qualification that suits their individual needs criteria has been written to support this procedure.
The following guidelines have been devised for each level / size of qualification to guide learners and staff:-
This case study illustrates how JTL, a national training provider to the building services engineering sector, embedded safeguarding through staff training, policies and procedures and learner engagement. It presents the approach adopted, the changes made and their impact.
These guidelines (which can be contextualised to your own organisation) were developed to support staff in their roles working with learners with profound and complex needs at Leicester College and to protect learners within a safeguarding context. This includes: the context and importance of positive physical contact (also called touch); a Statement of Intent (The purpose of positive physical contact); guidelines for staff; and how to work collaboratively to ensure a person centred approach.
New Challenges, New Chances, Next Steps in Implementing the Further Education Reform Programme, BIS 2011
