Progress Inhibitors – Learner motivation
This resource aims to encourage an open
ended discussion and learner self-assessment of potential risk factors likely to cause insufficient progress in an individual’s study programme.
This resource aims to encourage an open
ended discussion and learner self-assessment of potential risk factors likely to cause insufficient progress in an individual’s study programme.
This resource is designed to help pinpoint what is required by learners regarding types of support and advice required in relation to personal circumstances to reduce the risk of non-completion.
The aim of this infographic is to prompt and create open and frank discussion about increasing levels of staff engagement in study programmes. This will enable providers to reflect, review and gain a clearer understanding of their own team’s level of engagement.
Employers who have been involved in supported internships tend to be very enthusiastic about them, but we know that initial engagement with employers is not always easy for learning providers. To help you explain supported internships, and secure more supported internship work placements, we have created a downloadable leaflet for you to personalise, print off and give to employers. In the zipped folder you will find a template leaflet that you can customise it and guidance on the information to include.
This guide is part of a suite of four guides designed for those working in Advanced Practitioner-type roles across the Further Education and Training Sector as part of the Education and Training Foundation's 'Professional Development Programme for Advanced Practitioners' (Feb 2018-). The guide will help Advanced Practitioners (APs) to rediscover things they already know and will add to their toolkit of skills, competencies, models and approaches.
This guide is part of a suite of four guides designed for those working in Advanced Practitioner-type roles across the Further Education and Training Sector as part of the Education and Training Foundation's 'Professional Development Programme for Advanced Practitioners' (Feb 2018-). The guide will help Advanced Practitioners (APs) to rediscover things they already know and will add to their toolkit of skills, competencies, models and approaches.
This guide is part of a suite of four guides designed for those working in Advanced Practitioner-type roles across the Further Education and Training Sector as part of the Education and Training Foundation's 'Professional Development Programme for Advanced Practitioners' (Feb 2018-). The guide will help Advanced Practitioners (APs) to rediscover things they already know and will add to their toolkit of skills, competencies, models and approaches.
This guide is part of a suite of four guides designed for those working in Advanced Practitioner-type roles across the Further Education and Training Sector as part of the Education and Training Foundation's 'Professional Development Programme for Advanced Practitioners'. The guide will help Advanced Practitioners (APs) to rediscover things they already know and will add to their toolkit of skills, competencies, models and approaches.
This report assesses the attainment gap through the lens, first, of children and young people; and secondly, of schools, as well as early years and post16 settings. It highlights and summarises what we believe to be the key issues, and how our analysis of them informs our practical work with teachers and senior leaders.
The Mathematics in Further Education Colleges (MiFEC) summer update provides a brief update on progress with the project since September 2017 and presents a few of the emerging findings. Early findings from the project offer some insight into how policy is being enacted and shaping practice in four strands: 1) A national policy trajectory analysis and literature review; 2) Analyses of student progression over time; 3) Case studies of Further Education colleges; and, 4) A survey of the mathematics teacher workforce.