Thematic report |
The effectiveness of learner-involvement strategies in further education institutions and Welsh for adults centres - July 2013
This report is the second in a series of three reports requested by the Minister of Education, Lifelong Learning and Skills. It is intended to inform the review and further development of the Welsh Government’s Learner Involvement Strategy guidance for post-16 learning providers and disseminate good practice case studies across the post-16 network.The report focuses on how well further education institutions (FEIs) and Welsh for adults centres implement learner-involvement strategies.
Recommendations
Further education institutions should:
- put formal systems in place to record and recognise the range of personal and social outcomes achieved by learners as a result of taking part in learner-involvement activities; and
- make sure that their arrangements for involving learners help learners to shape decisions that affect:
- learner outcomes;
- teaching and assessment;
- the curriculum;
- resources, facilities and venues;
- support for learners;
- quality improvement; and
- overall leadership and management of provision.
The National Union of Students should:
- record and recognise the impact of class representatives or student governors on teaching and learning and the management and development of further education institutions.
Welsh for adults centres should:
- put formal systems in place to record and recognise the range of personal and social outcomes achieved by learners as a result of taking part in learner-involvement activities;
- improve their use of learner voice surveys or questionnaires to
- improve the course for current learners;
- provide feedback at class level; and
- help learners to understand how their views and opinions have contributed to changes made to their course, the quality of teaching and assessment and the quality of provision;
- improve class representatives’ understanding of their role and what is expected of them;
- improve arrangements for supporting learners to act as class representatives or take part in learner panels; and
- improve tutors’ understanding of their role in helping learners contribute to improving their course and learning experiences.