Learners shape their education experience
Estyn’s report, The effectiveness of learner-involvement strategies in further education institutions and Welsh for adults centres, found that as a result of implementing strategies to involve learners, providers are much better at collecting learners’ views and opinions, using class representatives, panels, focus groups and surveys. However, providers do not measure whether involving learners in making decisions has an impact on their attainment or skills. Providers are only just beginning to implement formal systems to record and recognise outcomes for learners.
Ann Keane, Chief Inspector, says,
“I am pleased that learners are now more widely involved in shaping decisions that affect their experience of learning in further education and Welsh for adult centres.
“Since we reported on learner involvement in 2012, good progress has been made in ensuring learners have their say. Post-16 providers have used the Welsh Government’s Learner Involvement Strategy guidance effectively and staff listen to learners and take their views seriously.
Learners’ involvement in shaping their learning experience helps them to improve their personal and social skills and their wellbeing. We have seen students who have influenced a local council, persuaded a college to increase the number of computers they have and contributed to widening the curriculum.
“These learners have realised that they have the ability to effect changes in their lives by taking action on issues that concern them.”
The National Union of Students Representation Project has played a part in helping learners to contribute their views and opinions. Set up in 2010, and funded by the Welsh Government, the project has provided training for class representatives and helped further education institutions to involve learners.
Getting involved with decision-making can help develop learners’ skills. Welsh for adults learners believe that being a class representative helps them to use their language skills in different contexts. However, some learners warn that being a class representative can sometimes take time away from their studies.
There are many benefits to involving learners. For example, Coleg Morgannwg staff in Rhondda Cynon Taf feel that getting learners involved has helped retention rates. In the successful engagement at Coleg Sir Gâr, Carmarthenshire, performing arts students have improved learners’ and staff understanding about equality and diversity issues.
And in the Glamorgan Welsh for adults centre learner panels have helped to gather feedback about courses, materials, the curriculum and the quality of venues. Staff have discussed the issues raised with learners and reported back on the progress that has been made in responding to them.
The full report makes a number of recommendations, including introducing formal systems in further education institutions and Welsh for adults centres to monitor the results of learner-involvement activities, improving class representatives’ understanding of their role and improving tutors’ understanding of their role in involving learners.
Notes to Editors:
About the report
- Estyn’s report ‘The effectiveness of learner-involvement strategies in further education institutions and Welsh for adults centres’ was commissioned by the Welsh Assembly Government and is available in full here.
- The evidence base of the report includes visits to five further education institutions, and five Welsh for adults language centres. The reporting inspector also met with staff at the National Union of Students.
Best practice case studies (throughout the report)
- Pembrokeshire College
- Coleg Sir Gâr
- Coleg Gwent
- Coleg Morgannwg
- St David’s Catholic Sixth Form College
- Mid-Wales Welsh for adults centre
- Cardiff and Vale Welsh for adults centre
- Glamorgan Welsh for adults centre
- North Wales Welsh for adults centre
- Gwent Welsh for adults centre
About Estyn
Estyn is the Education and Training Inspectorate for Wales. Our aim is to achieve excellence for all in learning in Wales. We do this by providing an independent, high-quality inspection and advice service.
Our vision is to be recognised through the expertise of our staff as an authoritative voice on learning in Wales.
We are independent from, but funded by the Welsh Assembly Government (under Section 104 of the Government of Wales Act 1998).
For further information please visit our website www.estyn.gov.uk