impada recommendations for adult learning providers to improve the effectiveness of adult education...

IMPADA

IMPADA Recommendations for adult learning

providers to improve the effectiveness of

adult education for disadvantaged groups

Output type: Intellectual Output

July 2017

Leadership and Management Teaching, Learning and Assessment Practice Learner Outcomes 2

Poject acronym: IMPADA

Project name: Improving the effectiveness of adult education for

disadvantaged groups

Project code: 2015-1-UK01-KA204-013666

Document

Information

Document ID name: IMPADA_03_Reccommendations_2017-07-30

Document title: RECCOMENDATIONS FOR ADULT LEARNING PROVIDERS

TO IMPROVE THE EFFECTIVENESS OF ADULT EDUCATION

FOR DISADVANTAGED GROUPS

Output Type: Intellectual Output

Date of Delivery: 30/07/2017

Activity type: Document

Activity leader: DACES

Dissemination level: Public

Document History

Versions Date Changes Type of change Delivered by

Version 1.0

30/07/2017 Initial document

- DACES

1.1 15/09/2017

Changes following partner feedback

Formatting, supporting information

DACES

Disclaimer The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. The project resources contained herein are publicly available under the Creative Commons license Attribution-NonCommercial-ShareAlike 4.0 International.

http://creativecommons.org/licenses/by-nc-sa/4.0/


Contents

Contents .............................................................................................................................................................. 3

Key Terms ............................................................................................................................................................ 4

The IMPADA Framework: Key............................................................................................................................... 4

Introduction......................................................................................................................................................... 5

The Teaching and Learning Cycle....................................................................................................................... 6

Recommendations ............................................................................................................................................... 7

Leadership and Management ........................................................................................................................... 7

Teaching, Learning and Assessment Practice ..................................................................................................... 8

Learner Outcomes ............................................................................................................................................ 9

The IMPADA Framework: Overview of Criteria.................................................................................................... 10

Good practices: Reference Table ........................................................................................................................ 11

Good Practices ................................................................................................................................................... 12

Appendices ........................................................................................................................................................ 35

Nine Protected Characteristics ........................................................................................................................ 35

Equality, Diversity and Inclusion Checklist ....................................................................................................... 36


Key Terms

CPD: Continuing Professional Development

CV: Curriculum vitae/résumé

EDI: Equality, Diversity and Inclusion

IAG: Information, advice and guidance – otherwise known as counselling

ICT: Information, Communication, Technology

LSA: Learner Support Assistant

NGO: Non-Governmental Organisation

QIP: Quality Improvement Plan

SAR: Self-Assessment Report

SoW: Scheme of Work

VLE: Virtual Learning Environment

The IMPADA Framework: Key

The IMPADA framework is organised into three key sections, each of which is colour coded. Colouring

within this document references those sections.

Leadership and Management (purple)

Teaching, Learning and Assessment Practice (blue)

Learner Outcomes (yellow/orange)


Introduction This document contains a series of general ideas and recommendations for adult learning providers to

improve their inclusive practice and the recruitment, retention and outcomes for learners from

‘disadvantaged groups’. These recommendations arose from adult learning providers across Europe who

were keen to engage in the IMPADA project to improve the effectiveness of Adult Education for

disadvantaged learners. The recommendations are examples of current good practices across a wide field

of providers who have been involved in both development and delivery and consider them to be effective

in inclusive practice.

These recommendations provide inspiration and ideas for adult learning providers to improve their

inclusive practice. For maximum impact, they should be viewed in conjunction with the other IMPADA

Outputs, most especially the IMPADA Self-Assessment Framework: a resource provided for adult education

providers to understand and self-assess their inclusive practice and systematically plan for improvement.

The IMPADA Framework

The IMPADA Framework is a self-assessment process for adult learning providers to help them to

understand and improve their effectiveness for disadvantaged groups. The IMPADA framework is divided

into three key sections: Leadership and Management; Teaching, Learning and Assessment and Learner

Outcomes.

The framework specifies key self-assessment criteria, success measures indicators and self-assessment

judgement statements to help providers to understand their current practice and areas for improvement.

Self-assessment grading enables providers to understand whether they are emerging/pre-emerging,

developing, or excelling with their practice for each criterion, and guides them into action planning for

improvement.


Contained within this document are a series of good practice examples, illustrating how the IMPADA

framework criteria can be seen and integrated in real world contexts. These constitute some of the

research from which recommendations are drawn (in conjunction with an initial primary and secondary

research exercise that led to the creation of the IMPADA framework). The recommendations and good

practices are cross referenced with criteria references from the framework, as outlined on page 12. For

more detailed information about each criterion, please refer to the IMPADA Self-Assessment Framework.

The Teaching and Learning Cycle The order in which the recommendations are presented are not in order of importance, rather within each

section the recommendations broadly follow the stages of the Teaching and Learning Cycle:

Adapted from Gravells 2012

Identifying needs

Planning learning

Facilitating learning

Assessing learning

Quality assurance

and evaluation

Please note: The recommendations contained in this document include some reference to suggested

disadvantaged groups that might especially benefit from consideration of these recommendations.

However, the IMPADA project assumes that inclusivity is applicable to all learning groups and that all

learning groups will include learners with disadvantages . It is therefore advised that these

recommendations are considered with a view to embedding them throughout practice and not only

with specific or discrete learning groups, as applicable.


Recommendations Leadership and Management Recommendation Relevant

Criteria

Good practice

LM1 Ensure that course planning is inclusive across abilities and needs, for example mixed groups of hearing and deaf learners on sign language courses, where all learners can benefit from mixed experiences, abilities and perspectives. Plan curriculums inclusively, rather than segregating purely based upon need/disadvantage.

C.I.1 C.I.2 C.I.3 C.P.1

Effectively Integrating Disabled Learners (NGO

Think)

LM2 For those adults who are not ready to access formal learning programme informal, creative non-accredited/non-formal courses as a first step into learning for disadvantaged and hard to reach learners. Courses should promote social renewal and community cohesion and minimise social exclusion.

C.I.1 C.P.1 C.T.5

Community-Based Hub and Spoke (WACC)

LM3 Create packaged entrepreneurship learning opportunities, expanding individuals’ unique skills and competencies. This

enables a holistic approach, developing core skills such as literacy and numeracy, and soft skills such as problem solving, initiative

and social skills, while directly preparing learners for next steps with their learning and work goals.

C.I.4 C.P.2

C.T.3 C.T.5

C.T.7 C.D.1 C.E.1

Enterprising Student (ENAEA)

Entrepreneurship Training and Support

(NGO SEC)

LM4 Use inclusive course naming processes, designed to appeal to

target groups and actively attract disadvantaged learners who may be put off by inaccessible or formal course names.

C.I.6

C.P.1 C.P.3

Mission Possible!

(DACES), Making Choices (DACES)

LM5 Monitor, analyse and report recruitment, retention and success against identified characteristics. Use this data to generate open and frank discussion, identify areas for improvement and where to concentrate finite resources.

C.Q.1 C.D.1 C.S.1

Equality Report (BALS)

LM6 Plan for strategic learner support provision designed as a

minimum to provide equitable access to opportunities, and to maximise retention and achievement of learners with additional

learning, physical or other support needs (including mental health, dependency or addiction). Include a robust referral and

implementation process.

C.I.1

C.Q.1 C.T.2

C.T.6

Additional Learner

Support (DACES) Effectively Integrating

Disabled Learners (NGO Think)

LM7 Integrate assistive technologies to enable equitable access to

materials, such as those with visual impairments, additional learning needs and disabilities etc. and for those (such as

migrants) with very low literacy in first and host languages. This can improve lives and facilitate access to a wider set of social and

professional opportunities.

C.I.6

C.T.5 C.E.1

Training Workshops

(KEK Anaptixi & Excelixi)

Project Tabula (Formazione’80)

LM8 Post easily accessible and adaptable EDI resources online and

share between practitioners for embedding understanding of EDI issues and promoting diversity.

C.Q.2

C.T.5

Advancing and

promoting EDI practice (DACES)

LM9 When working with Roma populations, refugees and migrants use a cultural mediator to enhance access, recruitment and retention.

C.I.6C.P.2 C.P.3

Improving access for Roma learners(Art Acts)


Teaching, Learning and Assessment Practice

Recommendation Relevant Criteria

Good practice

TL1 Encourage learners to see the value of the learning, the relevance of it in enhancing and advancing everyday lives and encourage learners to take ownership of their own learning journeys.

C.I.4 C.T.4 C.T.7

Mission Possible! (DACES)

TL2 Use artistic, creative, social pedagogical and occupational therapy learning approaches to tackle issues of diversity and inclusivity, promote mature and critical thinking, psychological wellbeing and cohesion of learning groups. Promote fun, discovery and playful learning such as singing, rap, dance, music or theatre. Shared activities promote social cohesion, self-esteem, capacity for teamwork and taking responsibility. Physical activity can help improve mood, reduce stress and anxiety.

C.Q.2 C.T.3 C.T.4 C.T.5 C.E.1

Raising Multicultural Awareness (National

Institute for Youth and Lifelong Learning)

Social Gardens (UILDM SAVIANO)

Cooperative Learning (ONMIC)

Artistic and Expressive Learning for Migrants

(CIES Onlus)

TL3 Use a broad variety of learning approaches, including kinaesthetic approaches to meet learner needs and ensure engagement.

C.T.3 C.T.5


TL4 Create a safe, comfortable supportive environment to nurture good teaching and learning practices, such as positive and constructive

feedback.

C.T.6 Mission Possible! (DACES)

TL5 Use storytelling and autobiographical approaches as extremely accessible, cathartic, grounding and inclusive methods to engage and retain the most disadvantaged learners, including those with extremely challenging backgrounds and experiences such as refugees, victims of abuse etc. This raises self-confidence, communication and literacy skills.

C.T.4 C.S.1

Storytelling for Domestic Violence

Victims (Folk Culture Centre)

TL6 Use drama to provide learners with opportunity to be exposed to positive behaviours, which are important for integration into

society.

C.T.4 C.S.1

C.E.1

My New Way (Drama Way

Foundation) TL7 Use online software or virtual learning environments to enable

ongoing access to education for those who are unable to attend classes regularly (rurally isolated, challenging work/life patterns).

This maintains engagement and retention of disadvantaged learners, who can access at times to suit them, at their own pace

and with reduced fear of judgement from others while grasping new materials.

C.P.1

C.T.4 C.S.1

Digital Tutors (Jesuit

Refugee Service Italy)


Learner Outcomes

Recommendation Relevant Criteria

Good practice

LO1 Work closely and in partnership with careers counselling/advice services, and employers, from the start of learners’ journeys to create seamless links between learning and work/progression to higher opportunities to ensure positive learner outcomes post-course and link individual learning opportunities to wider work and life goals. (also links to Leadership and Management)

C.I.1 C.P.1 C.T.7 C.D.1 C.E.1


Job Placements for Refugees (Speha

Fresia) National Careers

Service Partnership (NCS Derbyshire)

LO2 Create standardised “learner passports”, individual learning plans or learner journey documents for use across courses/subjects to record learner aims, goals and achievements, to enable learners to keep track of their own progress and achievements. This provides motivation, cause for celebration, ownership of own journeys and seamless progression into positive destinations.

C.I.5 C.T.1 C.T.2 C.D.1 C.E.1

Making Choices (DACES)

LO3 Provide appropriate IAG throughout the learner journey. This can encourage and empower learners to make informed choices for future career paths or personal learning goals.

C.I.1 C.I.5 C.P.1 C.T.7 C.D.1 C.E.1

National Careers Service Partnership

(NCS)

LO4 Work in partnership with other supportive agencies to create an individual plan to support participants into employment. This could include training in driving, paid work experience, employment

agents (career coach) and job related skills.

C.I.5 C.T.1 C.T.2

C.T.3 C.D.1

C.E.1

New Job – Better Work (FEAG)

LO5 Work with learners who are the furthest away from gaining employment to improve work competencies, ensuring a supportive package of integrated employability skills and a paid work experience over a significant period of time (e.g. 3-6 months or 6

months+).

C.D.1 C.E.1

I’m Searching for a Job (DLOO)


The IMPADA Framework: Overview of Criteria


Good practices: Reference Table

Good Practice1 Organisation Country

Leadership and

Management

Teaching, Learning and Assessment

Learner Outcomes

12 Access For Roma Learners Art Acts Greece C.I.6, C.P.2, C.P.3

13 Additional Learner Support DACES UK C.I.1, C.Q.1 C.T.2, C.T.6 14 Advancing and Promoting EDI

Practice DACES UK C.Q.2 C.T.5

15 Artistic and Expressive Learning for Migrants

CIES Onlus Italy C.Q.2 C.T.3, C.T.4, C.T.5

C.E.1

16 Community Based Hub and

Spoke

Walsall ACC UK C.I.1, C.P.1 C.T.5

17 Cooperative Learning ONMIC Italy C.Q.2 C.T.3, C.T.4, C.T.5

C.E.1

18 Digital Tutors JRS Italy C.P.1 C.T.1 C.S.1 19 Effectively Integrating

Disabled Learners

NGO Think Estonia C.I.1,

C.I.2,C.I.3, C.P.1

C.T.2, C.T.6

20 Enterprising Student ENAEA Estonia C.P.2, C.Q.2 C.T.3, C.T.5, C.E.1 21 Entrepreneurship Training NGO SEC Estonia C.P.2, C.I.4 C.T.3, C.T.5 C.D.1

22 Equality Report BALS UK C.Q.1 C.D.1, C.S.1 23 I’m Searching for a Job DLOO Poland C.D.1, C.E.1

24 Job Placements for Refugees SFCC Italy C.I.1, C.P.1 C.T.7 C.D.1, C.E.1 25 Making Choices DACES UK C.I.5 C.T.1, C.T.2 C.D.1, C.E.1

26 Mission Possible DACES UK C.I.1, C.I.4, C.I.6, C.P.1,

C.P.3

C.T.3, C.T.4, C.T.5, C.T.6,

C.T.7

C.D.1, C.E.1

27 My New Way Drama Way Foundation

Poland C.T.4 C.S.1, C.E.1

28 National Careers Service

Partnership

NCS

Derbyshire

UK C.I.1, C.I.5,

C.P.1

C.T.7 C.D.1, C.E.1

29 New Job – Better Work FEA Poland C.I.5 C.T.1, C.T.2,

C.T.3

C.D.1, C.E.1

30 Project Tabula, A Tablet to Learn

Formazione 80

Italy C.I.6 C.T.5 C.E.1

31 Raising Multicultural Awareness

NIYLLL Greece C.Q.2 C.T.3, C.T.4, C.T.5

C.E.1

32 Social Gardens – Orti Sociali UILDM

SAVIANO

Italy C.Q.2 C.T.3, C.T.4,

C.T.5

C.E.1

33 Storytelling for Domestic Violence Victims

Folk Culture Centre

Estonia C.T.4 C.S.1

34 Training Workshops KEK A&E Greece C.I.6 C.T.5 C.E.1 1 Shaded areas refer to sections in which recommendations referring to each good practice can be found.


Good Practices

Main lessons learned:

Roma populations often need to be accessed through a cultural mediator

Roma learners were mostly attending homogenised classes

The fact that Roma are not acquainted with the school environment tends to fuel their suspicions and leads them to perceive the educational environment as hostile and not welcoming.

Improving Access for Roma Learners

Art Acts

Leadership and Management

Teaching and Learning

Learner Outcomes

Contact details:

Foteini Papasotirou

[email protected]

Overview:

Improving Access for Roma Learners.

Description of the practice:

Emphasis on low skilled/qualified groups

and taking their basic skills „one step up“.

Effective liaison with relevant

stakeholders: social partners, business,

NGOs, civil society.

Learner / learning outcomes at centre

supported by guidance, validation, flexible

provisions.

Learning locally with a significant role for

social partners, civil society and local

authorities. Links to resources:

Gre

ece

mailto:[email protected]



Key findings from a Learner Support Impact Audit

(May 2016) included:

• Overall the use of learning support within the

classroom has clearly improved the skills and

development of the learners

• The planning and detail of support provided is

very good

• The review of support impact on the

documentation needs to be improved

• Joint session planning and evaluation between

tutors and LSAs is very good

• Learning Support logs completed by LSAs is

very detailed and relevant

• Good development of learning styles and

strategies by learners

Additional Learner Support

Derbyshire Adult Community Education Service



Learner Outcomes

Contact details: Ann Parker, Programme Development Manager

[email protected]


Learner needs may include: physical /medical

condition(s), auditory/visual impairment(s),

Autism Spectrum Disorder / Asperger's, Adults

with Cognitive Learning Difficulties/Disabilities,

Specific Learning Difficulties (e.g. dyslexia,

dyscalculia, dyspraxia, etc.), other personal

barriers to learning - e.g. significant difficulties

with confidence or self-esteem, poor motivation,

mental health, drug/alcohol dependency,

unsupportive home environment, poor prior

experience of education.

The support is usually in class each week (e.g.

reader, scribe, help with organisation/ study

skills, ICT support), and will include the provision

of adapted materials or specialist equipment.

Learner support may also include mentoring

outside the classroom and also help with course

portfolios.

Overview: As part of initial assessment for courses,

learners are asked whether they have additional

support needs. Any additional support needs

are identified to enable each learner to access

the course equally. A referral can also be made

at any time after the course has begun.

Appropriate support is arranged dependent on

the learners' needs which are matched with the

appropriate skills and availability of the Learner

Support Assistants.

Links to resources:

Learner Support handbook and forms:

www.daces.org.uk/course/view.php?id=144

UK


http://www.daces.org.uk/course/view.php?id=144



Having an online set of easy accessible and

adaptable resources - have enable staff to

use/further develop the resources with their

learner groups.

With a more inclusive communication strategy and

particularly with the EDI email signatures - DACES

staff are now more aware of notable EDI

issues/concerns/monthly focus - single equality act

- than previously. This is evident in Lesson Plans,

Schemes of Work, Observation of Learning and

Teaching reports

DACES learners are now aware that discrimination

of any sort is not tolerated at DACES and if they do

feel that they have been discriminated against that

there is a clear process for them to follow.

Advancing and Promoting EDI Practice




Learner Outcomes

Contact details:

Vikki Trace, Service EDI Lead

Learning and Skills Manager

[email protected]

Overview:

In order to ensure that DACES staff are

advancing, promoting and embedding Equality,

Diversity and Inclusion (EDI) into their everyday

practice, we have developed a communication

strategy, online EDI training, easily accessible EDI

resources staff to access and use to further

develop and implement with their learner

groups.


We have developed a variety of methods to

effectively communicate and provide training and

resources to a large, widespread workforce to include:

1. Customisable Equality Diversity and Inclusion (EDI)

resources for all staff to access online 24/7 that can be

modified to use with any learner group. These are

hosted on DACES’ Virtual Learning Environment (VLE),

and are continually being added to and updated.

2. A communication strategy to ensure all staff are

able to access any new EDI resources, EDI updates and

monthly EDI topics/focus. This includes articles in the

monthly staff newsletter, with links to the EDI

resources - to increase staff awareness and to

encourage them to embed this into their teaching and

learning practice. The VLE has a calendar which is used

across all pages to display equality and diversity

notable events. These events are also published as

posts to all of DACES' social media. All staff are

encouraged to update their email signatures monthly

to the current EDI focus - so that all email

communications promote and advance themed EDI

issues. In conjunction with learners, we have

produced posters, which are displayed in all

classrooms, which enable learners to see that we take

EDI and the 2010 Equality Act seriously.

3. DACES centres display EDI upcoming events – to

celebrate and promote EDI with all learners and staff

in the centres.

4. Mandatory EDI staff training face to face or online.

That is role relevant and linked to induction and

annual CPD updating.

Links to resources:

www.daces.org.uk/course/index/php?categoryid

=59

UK


http://www.daces.org.uk/course/index/php?categoryid=59

http://www.daces.org.uk/course/index/php?categoryid=59



For students is important to compare with

other young people of the same age but with

very different social backgrounds, coming in

contact with a world that usually remains very

separate from their everyday life, especially for

those living in receipt centers. A long and complex work that is favored by

living situations and "protected" environments

such as test beds: the class of Italian is one of

these, and this is the direction in which it

oriented our school. To give the opportunity to

everyone to express their full potential without

judgment, experiment, make mistakes, try, find

each other.

Artistic and Expressive Learning for Migrants

CIES Onlus



Learner Outcomes

Contact details:

Sara Valerio, responsible of Italian

Language for Foreigners

Overview:

Teaching Italian to migrants through

experimental methodologies.


Italian language lessons are for students recently

joined in Italy from 11 to 23 years, level A1, A2 and

literacy.

Students come from all over the world, speak

different languages, have different levels of education

(including illiterates), and different stories behind

them. Classes are held in a community center for

children: MaTeMù. In teaching we use a

communicative approach aimed at an independent

learning for students, involving the sociolinguistic,

pragmatic and intercultural dimension of

communication; and a humanistic-affective approach,

which focuses the learner's potential, taking into

account the previous experience, the cognitive styles

and learning, motivation and individual needs. In

particular, we use a play-expressive teaching and

create a serene environment, of fun, discovery and

playfulness. We give particular emphasis to the "social

dimension" of the language, often organizing events

and activities outside the classroom (guided tours,

performances at the cinema, theater, leisure time ...)

that encourage students to let the affective filter

down, to communicate and especially to create

relationships. Finally, the teaching is part of the art

activities – education of MaTeMù. We create lessons

or modules ad hoc are for students of L2 with teachers

of singing, rap, dance, music, theater or students are

involved in the events organized by the Centre.

Links to resources:

http://www.cies.it/italiano-l2

http://www.cies.it/matem

ITA

LY

http://www.cies.it/italiano-l2

http://www.cies.it/matem



Community learning is costly but possible

Many adults are far from ready to begin

any formal learning

Many adults are far from ready to enter a

large General Further Education college

Community Learning maximises access to

adult learning, bringing new opportunities

and improving lives

Adult education is essential to support,

develop and up skill the adult workforce

Community learning brings communities

together and supports community cohesion

Collaboration is the key to affective

community learning and effective

management of finite resources

Community-Based Hub and Spoke

Walsall Adult and Community College



Learner Outcomes

Contact details:

Liza-Jo Guyatt Vice Principal

[email protected]

Overview:

A Hub and spoke model across Walsall, covering extremely deprived wards. Our approach is to engage and support learners to learn, enable people to be work ready, finally job ready entering employment and or employment with training. We deliver in the community, with the community for the community.


A Hub and spoke model across Walsall, covering extremely deprived wards. With 73,000 adults without an English and Maths qualification in the Black Country, Walsall Adult and Community College have taken the

challenge of providing opportunities for English and maths for all adults regardless of ability.

Delivering out in the community using community-learning funds to engage and

deliver non- accredited learning opportunities. These opportunities are designed to improve people’s lives, promote social renewal and community cohesion and minimise the possibility of social exclusion for our citizens whatever their circumstances.

We support the learner to aspire to access accredited provision with progression onto further and higher level qualifications and into work or onto Higher Education.

We rely on the support of the community free

venues for delivery and volunteers to support delivery. We use community projects to provide innovation of delivery, whilst improving community venues and providing community events.

We are a transitioning model, supporting

transition from school into FE and from home into social activity and from social activity into work.

Links to resources:

Photographs of activities

http://bit.ly/2tHBsBR

UK


http://bit.ly/2tHBsBR



Improvement of student achievement

Improvement of the quality of the

relationship between students

Greater psychological wellbeing.

Cooperative Learning

ONMIC



Learner Outcomes

Contact details:

Simona Gargano, Sociologist

Overview:

Cooperative learning, a specific teaching

methodology through which students

learn in small groups, and help each

other, feeling co-responsible of this

mutual path.


The Cooperative Learning is a specific

teaching methodology through which

students learn in small groups, and help

each other, feeling co-responsible of this

mutual path. The teacher assumes the role

of facilitator and organizer of activities,

structuring "learning environments" in

which the students, encouraged by a

positive climate of relation, turn every

learning activity in a process of "group

problem solving", achieving goals whose

realization requires the contribution of all

staff. These objectives can be achieved if

within the small learning group the

students develop certain social

competences and skills, considered as a

set of "interpersonal and small group skills

essential to develop and maintain a

qualitatively higher level of cooperation."

Links to resources:

www.onmic.it

ITA

LY

http://www.onmic.it/



Access to software allows to remedy the

discontinuity of attending students.

The software allows those who need

more practice, to carve out more

appropriate time for learning.

The software is based on a mix of self-

evaluation and distance tutoring.

Digital Tutors: software for learning the Italian language

Jesuit Refugee Service Italy



Learner Outcomes

Contact details:

Chiara Peri, Project Manager

Overview:

Digital Tutors: a software for learning the

Italian language, containing path for

literacy, A1 – A2 paths, a citizenship

education path.


The "Digital Tutor" software provides login

of each student through a username and

password allowing mentoring of each

student from distance. The software

contains a path for literacy, a A1 path, a

A2 path and a path to citizenship

education. Currently we are implementing

more educational content and, in

particular, an expansion of path for the

illiterate and the creation of lexical paths

for vocational training of migrants.

Links to resources:

http://www.gjc.it/2012/it/node/932

ITA

LY

http://www.gjc.it/2012/it/node/932



People with physical disabilities should be

provided reasonable adjustments to help

access and advance their learning (e.g. more

visual material for those who are hard of

hearing).

THINK NGO training often integrates people

with “disabilities and non-disabled people

together: Our sign language course for

advanced students sees deaf learners working

alongside hearing learners and both benefit

from this integrated, inclusive learning

approach.

Professional-grade deaf sign language practice

enables deaf learners to better advance their

mother tongue (sign language).

Effectively Integrating Disabled Learners

NGO THINK



Learner Outcomes

Contact details:

Külliki Bode, Chairman

[email protected]

Overview:

Language course for the mixed group. There

were 5 deaf people, 1 blind person, 2 people

with learning disabilities and 2 people with

no disabilities in the learning group.

The idea of the course was to bring together

different people to learn together if they

have respect and willingness to support each

opther.


Our training center is engaged in the provision of

training for people with disabilities. Lessons are

structured so as to be able to learn from those

who require a differentiated learning to include:

hearing or vision impairments, etc. Additionally,

we offer sign language courses, which are

particularly popular. These courses hope to

enable the better integration of people with

hearing impairments into hearing society and vice

versa.

THINK NGO offers Finnish language courses for

beginners, which are inclusive and open to all,

including people with disabilities. The teachers

have prior experience in teaching students who

are hearing impaired. The first hour of the session

is negotiated, to meet individual learners’ needs.

Of the five students, one learner was hard of

hearing, one was visually impaired, and two had

learning difficulties, the other two had no

identified disabilities. This group all learned from

each other and were considered to have become

more tolerant towards difference in others. All

learners increased their tolerance for difference

and gained better than average Finnish language

skills. Classes included a calmer pace of learning,

repetition, a lot of visual material with use of

materials to increase equitable access to learning,

such as hearing loops.

Links to resources:

http://www.think.ee/

Esto

nia




As lower the initial education of

students then higher should be the

educational programmes.

Qualification of the teachers/trainers is

the key for good quality education.

The most important competence is

learning competence; this motivates and

gives future perspective for students.

Enterprising Student

Estonian Non-formal Adult Education Association



Learner Outcomes

Contact details:

Tuuli Pärg, Project Leader

[email protected]

Overview:

The lower levels of education, trainings

for student with lower education

"Enterprising student".

Involvement of students in learning; The

development of learning skills; enterprise

development


The main goal of the project is to involve

adults who are less well educated and less

involved in learning into learning and

developing competences for their life and

work. Because of the projects, adults'

awareness of the need for learning and

learning opportunities has increased with

help of the training provided in non-formal

education centers, is tailored to the needs

of the target group and of high quality.

Training in the context of the

Entrepreneurship project develops

learning skills, initiative, entrepreneurship

and social skills. Additionally, there are

planned workshops for involving target

groups and curriculum development.

A total of 31 training centers from 15

counties participated in the projects.

Links to resources:

http://www.vabaharidus.ee/index.php?page=194

Esto

nia


http://www.vabaharidus.ee/index.php?page=194



Disadvantaged adults are able to create

their own business, with training and

information, advice and guidance

support.

However they must be offered tax

breaks.

Disadvantaged people want to work, but

they will not be required to perform

high. Leaders must be careful to choose

counsel.

Entrepreneurship Training and Support

NGO Saaremaa Educational Center



Learner Outcomes

Contact details:

Nora Kraus, Headmaster

[email protected]

Overview:

Entrepreneurship course for people with

motion disability. The idea is that people

who lost ability to walk can be very good

entrepreneurs.


We are involved in the project HAPEC O, with

the aim of involve people with disabilities into

training and employment. There were a lot of

different types of training (entrepreneurship,

social skills, computer training, psychological

and economic counselling).

Our goal was to get through the training and

consulting experience, what kind of training

and other support needed for disabled people,

whether they themselves can start a business,

what kind of support they need. Got experience

in how developed EU countries, people with

disabilities are integrated into to work. We paid

great attention state representatives to

information for people with disabilities and the

situation of the necessary national measures

for this purpose it is not considered important

or to achieve. Unfortunately, the will to learn

from experiences in other countries how to

support the people is not high.

We have conducted training courses on

entrepreneurship by the Unemployment

Insurance Fund as request of various

disabilities. In the case of a young man of 27

who lost his mobility in a car accident training

experts visited him at home. Consequently he

founded his own company and became

successful.

Links to resources:

Journal "Social" 4/2007 article "Social

Economy and Social Entrepreneurship".

Esto

nia




The equality information collected on learner achievement, participation and engagement aims

to improve performance and ensure that BAES reaches all parts of the community.

In a few cases, such as increase participation of

male learners, the impact of our action was limited and the percentage remains the same over the last

three years. The percentage reflects the national picture in Adult and Community Learning.

In other instances, there may be changes in

funding requirements and regulation that can impact on the participation of specific groups.

Equality Report

Birmingham Adult Education Service



Learner Outcomes

Contact details:

Fatin Wana, Staff Development and Equality

Manager [email protected]

Overview:

Monitoring, analysing and reporting on Learners’ retention and success against the 9 protected characteristics in the Equality Act, Leading to positive action planning to practically address any gaps in assessment and achievement.


We monitor all our learners' participation and

achievement rates proactively against the

protected characteristics, and report in detail on

these profiles. We provide learning programmes

to learners with moderate disabilities and support

learners with learning difficulties on our

mainstream programme. The information is

collated continually to inform action planning to

maximise equal opportunity and outcomes for all

groups of learners. We produce an annual report

which details the full profile and which is a tool

for continual planning and improvement at all

levels in the organisation.

Links to resources:

www.learnbaes.ac.uk

Full report: http://bit.ly/2tHQB6x

UK


http://www.learnbaes.ac.uk/

http://bit.ly/2tHQB6x



People lastingly unemployed need holistic methods to

come back to the labour market. Alas working on

improving the competences (courses, trainings, work placements, etc.) is not enough. These people very often ceased believing in their advantages, they „forgot” how to work. They feel needless, unqualified and ashamed or

embarrassed. They often fall into depression which causes getting a job even more difficult. Since the training courses in the field of searching for a job have

been organising, the career officers realised, that the holistic approach including individual method, group therapy and practise skills gives the best results.

It is very difficult to convince the unemployed that the

course may give the expected result. It is a huge

problem, because if the participant does not involve in the training, it will not give the results. Despite hard work, the money he gets, attending the course every day and passive executing the orders, he wi ll sti ll not be

ready and aware to come back to the labour market. As it is observed, people, who start the course with a reluctance and aggression, reinforce the feeling of being

a bad worker and „never find a job”. In many cases it is accomplished.

I’m Searching for a Job

District Labor Office in Oleśnica



Learner Outcomes

Contact details:

Karolina Klimkiewicz, pedagogue

Overview:

In the District Employment Agency there is an Employment Club which organises training course in the field of ability of searching for a job twice a year. It's entitled “I'm searching for a job”.


Training courses in the field of ability of searching for a job are organised twice a year. The office

workers choose the candidates among the unemployed. In most cases they are people, who

have been unemployed for a long time despite attending other courses, trainings, job offers or

work placements do not participate in labour market.

The course lasts 3 or 4 months depending on the group needs. The meetings are held from

Monday to Friday usually in the mornings. The participants also get a grant for taking part in the

course.

During the course the participants learn how to

talk to employer, how to create CV or a covering

letter, what kind of clothes they should wear during the job interview. They work on their

advantages and they learn some techniques which can help them to mask some features,

which are not desirable on the labour market.

The training course is also a support group.

During the first classes the contract is made and the participants talk about their fears and aims.

The training course ends with visits at employers in order to apply the acquired knowledge in

practise.

The participants often come back to the labour

market or at least get work placements after the course.

Links to resources:

http://olesnica.praca.gov.pl/

https://www.facebook.com/pup.olesnica/

Po

lan

d

http://olesnica.praca.gov.pl/

https://www.facebook.com/pup.olesnica/



Being a pilot calls for procedural and

bureaucratic difficulties

Redeployment of women with children

Accompanying to self-employment

Job Placements for Refugees

Speha Fresia Cooperative Company



Learner Outcomes

Contact details:

Elisabetta Cannova, project manager and

trainer

Overview:

Accompaniment to job placement for young people, workers in relocation and refugees. They concern individual and group integrated guidance pathways, role simulations (especially compared to the job interview),

job clubs with the scouting of opportunities and improvement of the CV, mentoring during training or internships.


Integrated pathways of guidance, individual and of group, and basic training on the use of ICT, to strengthen self-esteem and awareness of their own strengths and weaknesses, through role-playing on the job interview and a guided self-preparation of the CV. Monitoring work experience through mentorship in the field or regular group meetings (when applicable).

Links to resources:

http://www.speha-fresia.eu/cdr_donne/

ITA

LY

http://www.speha-fresia.eu/cdr_donne/



The Making Choices process is rigorous and well

planned, can be tailored to individual needs of

learners or groups. This involves tutor training

around the course and the sharing of materials on

the learning platform. Review meetings are

embedded in the QIP process.

The Making Choices course ensures a uniform

approach so that all learners have a clear starting

point to their learner journey, whatever their

background or disadvantage. As such, the process

can be transferred to other subject areas of the

organisation.

Making Choices is embedded into the QIP process

and is reviewed internal and externally as part of

the Self-Assessment Report process. This is

moderated externally with partner organisations as

well as internally through the Equality, Diversity

and Inclusion working group, digital skills group and

Adult Learner Support and Inclusion group.

Making Choices




Learner Outcomes

Contact details:

[email protected]

www.derbyshire.gov.uk/adulteducation

Overview:

This is an initial assessment short programme that identifies any Maths, English, ICT and employability needs with learners in order to place learners on the

most appropriate course. It is the starting point of their individual learner journey. An individualised ‘passport’ is used to reflect starting points, initial assessment results and aspirations.


The Making Choices courses are an initial starting

point for learners wanting to join maths, English, ICT

and Employability courses. The course involves

enhancements to an initial assessment process, such

as exploring how learners like to learn, learner

aspiration and an interview with a careers team. This

course helps tutors to plan for realistic targeted

learning goals and for any support needs that may be

required. This 6 hour course targets learners who are

wanting to return to work, are in work currently, or

want to change direction. Maths, English and ICT form

a core of the programme. Learners are encouraged to

take up courses such as job seeking and interview

skills, transferable skills, confidence building, work

experience skills, volunteering and budgeting.

Learners are encouraged to take up work experience

placements in order to try new work opportunities.

Tutors work to a Scheme of Work and Lesson Plan

which are evaluated and reviewed regularly. The

learners develop a passport which is they with them

on their learner journey and to enabling the tutor to

have access to important assessment information

such as their levels of current learning, their soft skills

and particular learner needs and aspirations. This

course is regularly evaluated as part of the Quality

Improvement Plan (QIP). It can be used for individual

groups, such as Adults with Learning Difficulties and

Disabilities (ALDD) as well as English as a Second

Language (ESOL). It is highly tailored to all individual

learners’ needs with the intention of personalising the

learner journey.

Links to resources:

Making Choices documents:

http://bit.ly/2uvnFzr

UK


http://www.derbyshire.gov.uk/adulteducation

http://bit.ly/2uvnFzr



Use of a variety of learning approaches to meet

learner needs and to ensure that they are fully

engaged. It is not about imposing the learning

for the sake of it but encouraging the learners

to see its value and relevance in helping them

to move forward in their lives. Learners need to

feel valued and affirmed and buy into the

learning.

Kinaesthetic approaches enable learners to

experience the interview in a safe, comfortable

and supportive environment where

constructive feedback is provided, so that they

can identify personal strengths and areas for

development.

A cross-organisation approach with the NCS

enables up to date knowledge, relevant

expertise and good practice to be shared. A

team approach working with someone else

helps to develop the tutor as well as

benefitting the learners.

Mission Possible!




Learner Outcomes

Contact details:

John Gibson, Adult Education Tutor

[email protected]

Description of the practice: Mission Possible! takes a practical approach to

finding a job with those learners who may feel

"left behind", isolated or neglected. A major part

of the course is about building self-confidence

and encouraging learners to be positive about

finding work, especially as they may have had

only bad experiences at interview or feel

rejected. Therefore a lot of work is focussed on

identifying personal strengths and developing a

"can do" philosophy. Learners use a variety of

learning approaches including discussion and

debate; computer assisted learning; team

building activities and role play. Handouts are

provided so that learners do not have to do any

writing. Throughout the course learners are

affirmed and valued for their contributions. The

course feedback has always been positive and

learners feel that they are taking away something

useful - a belief that they can do it.

The course has initiated closer working links with

the National Careers Service (NCS), enabling

effective signposting of learners and raising

awareness of other progression routes. An

adviser has team-taught the course with the lead

tutor and has fostered working partnerships

around topics such as CV writing; online job

applications; job skills development. Moreover,

an NCS adviser always visits the "Mission

Possible!" sessions to brief learners about what

services the NCS can provide.

Overview:

An employability-based short course (6

hours) to boost learners' confidence and

performance in job interviews. It provides

knowledge about what employers are

looking for and what good and bad

interview practice looks like, and developing

communication and presentation. Learners

can self-evaluate, identifying skills and

qualities as well as areas for development.

Links to resources:

Lesson plans and resources:

http://bit.ly/2tM1zpP

UK


http://bit.ly/2tM1zpP



According to established criminological knowledge learning of criminal behaviour is

based on acquiring some particular motivation, attitudes, aims and rationalisation. It is significant that using the character of group work as well as a drama method supports the process of revising attitudes and behaviours of

participants.

Drama is often perceived as a method of learning some new behaviours which are crucial in terms of social functioning. It supports a modification of attitudes and behaviours of individuals. Applying this method involves creating conditions and

situations which require eligible cognitive emotional experiences. They motivate the effective social learning and guarantee psychological safety of participants.

My New Way

Drama Way Foundation



Learner Outcomes

Contact details:


Overview:

To help people convicted of a crime to understand emotions. Focusing on emotional intelligence and on problems with identifying and describing emotions in the self.


„My new way” programme is intended for

prisoners, who display a considerable

amount of aggression in interpersonal

relations.

The programme consists of 10 workshop

meetings. It has been devised and based

on a British way of work with people

convicted of a crime. The authors were

James Thompson and Michael Balfour. The

lead method of the programme is drama.

In addition to a drama method some

elements of assertiveness, social skills

training and some other techniques are

used. It helps to develop self –

consciousness and activate the group.

Links to resources:

http://www.fundacja.dramaway.pl/

Po

lan

d

http://www.fundacja.dramaway.pl/



Providing appropriate IAG at the start of the

learners’ journey, encourages and empowers

them to make informed choices for future

career paths, setting personal targets and

understanding the goal - learners are more

informed and likely to fulfil learning and / or

employment. Learners are empowered to take

ownership of their individual career and / or

learning goals to progress onto accredited

learning and employment.

Awareness of the adult careers service is built

within disadvantaged areas and community

based groups, Careers Coaches work in the

heart of the community and build relationships

with partners in order to signpost and refer

where appropriate.

National Careers Service Partnership

National Careers Service Derbyshire



Learner Outcomes

Contact details:

Louise Wilson, National Careers Service

Team Leader

[email protected]


National Careers Service Careers Coaches are

based within a number of adult education centres

countywide, offering impartial careers guidance

to Derbyshire residents. Weekly National Careers

Service access point points ensure support is

readily available. Enrolment sessions prior to

courses starting give appropriate information,

advice and guidance, ensuring that learners are

enrolling on the right course for them, to suit

their current abilities, needs and goals. This

ensures the best experience for the learners and

higher retention on the courses. Once learners

are enrolled a Careers Coach will then complete a

class visit to complete a review and if appropriate

talk about progression options. Support is

available via one-to-one appointments and

workshop based employability activities as well as

having regular access to the drop in service,

telephone service and website.

Consultation, communication and consideration

is paid to the knowledge of Careers Coaches

when DACES is programme and course planning

as a part of ensuring that the learning offer meets

local employers’ and learners’ needs.

Overview:

Derbyshire National Careers Service works in

partnership with Adult Community

Education Service (DACES) in a variety of

ways. Career Coaches deliver the service at

Job Centres, Libraries, Children’s Centres and

Adult Community Education Centres. The

National Careers Service website contains

interactive tools and is universally available

to people at all stages of their career.

Links to resources:

https://nationalcareersservice.direct.gov.uk/

Ofsted report: http://bit.ly/2tMHtvA

NCS on YouthInc: http://bit.ly/2uQB5n8

UK


https://nationalcareersservice.direct.gov.uk/

http://bit.ly/2uQB5n8



When a person is given proper tools,

emotional support and is guided to the

right direction, it is possible to achieve each

goal. It this case the goal was employment,

but it also has another meaning, which is

independence, satisfaction, money, pride,

providing for families. The effort we put

transfers to the whole life of the

participants.

New Job – Better Work

Free Entrepreneurship Association Gdańsk



Learner Outcomes

Contact details:


Overview:

Activation and career education of 350

people, who are more than 30 years

old, unemployed, in the most difficult

situation on labour market. The project

leads to their activity and employment.

Description of the practice: The Project is accomplished in partnership of Chamber of Commerce and Industry in Pomerania, Pomeranian Association of Transporters, Generative – Service - Training

Company POLKAR Sp. z o.o., and NOVA Foundation. Participation is for people, who are more than 30 years old, live in Pomorskie Voivodeship, are unemployed and belong to one of the following groups: •women

•disabled •at the age of 50 and more •lastingly unemployed •people with low professional qualifications People qualified to the programme will get a specialized and individual support. Our sphere

of activity is comprehensive, but the main points are: 1. Individual professional guidance with

individual plan for every participant 2. Workshops of Job Hunting 3. Courses/trainings including driving course

category C or C+E, an Operator of backhoe

loader, A welder using MIG/MAG/TIG method, and many others.

4. Payable Work practice 5. Individual support of an employment

agent 6. Individual psychological support

7. A personal assistant of disabled people.

Links to resources:

http://www.swp.gda.pl/?pg=1&lang=0

Po

lan

d

http://www.swp.gda.pl/?pg=1&lang=0



In general terms the use of iPad has produced these results:

development of multi/sensory approach: vision / hearing / movement;

increased attention through the "large" display;

learning connected with real life;

individualization of the products and high socialization.

Project Tabula, A Tablet to Learn

Formazione'80



Learner Outcomes

Contact details:

Massimo Negarville, President

Overview:

The project combines literacy and digital literacy with an audience of adult migrants with poor literacy skills. The aim of the project was to verify whether,

through the many functions of iPads, migrants involved in the workshops would: 1.

develop a greater motivation for learning, 2. feel active participants in the learning process 3. be able to acquire a first digital literacy, 4. improve the learning of the Italian language.


The project’s successes are in the model of organization of the activities that the project has been able to carry out: integration of different skills of the operators in the processing and management of training

courses and the iPad approaches. Tabula project received the European Language Label in 2014. Adult migrants with very low literacy in their native language or low education in countries of origin are significantly numerous and their

presence in the learning courses of Italian language poses specific problems not easily solved. For these people the traditional language training courses are often not tailored to their needs and learners therefore often withdraw from the course. The

increasing use of ICT in everyday life generates marginalization and exclusion of the culturally disadvantaged. This exclusion is particularly strong for these cohorts where knowledge of digital tools is almost entirely absent. Project Tabula aims to use the iPad in

education for migrants with low literacy to help the read/ write process and knowledge of the alphabet, and be a fun and friendly way to become familiar with ICT.

Links to resources:

http://www.formazione80.it

ITA

LY

http://www.formazione80.it/



The issue of segregation is easily conveyed through art

Learners seemed to be appreciative of the fact that a multi-race society can share common values and jointly make up a nation.

Raising Multicultural Awareness

National Institute for Youth and Lifelong Learning



Learner Outcomes

Contact details:

Ioanna Tagara, Trainer

Overview:

Raising multicultural awareness, Gruntivg project ARTiT developing innovative

methods to train the trainer.


Norman Rockwell’s painting “The New

Kids in the neighbourhood”, 1967 was

used as a reference for approaching racial

diversity. The painting shows what unites

as well as divides the community. The

hope is that what is in common will be

more important than the differences.

Links to resources:

https://www.eap.gr/images/stories/pdf/e

ke_artit.pdf

Gre

ece

www.nrm.org

https://www.eap.gr/images/stories/pdf/eke_artit.pdf

https://www.eap.gr/images/stories/pdf/eke_artit.pdf



Capacity and skills building of

disadvantaged students.

Improvement of capacity to work in a

team

Improvement of self-esteem and self-

awareness, aimed to have an active role

in society.

Orti Sociali - Social Gardens

UILDM SAVIANO – Italian Union Fighting Muscular Dystrophy



Learner Outcomes

Contact details:

Francesco Ciccone, President

Overview: The activity is aimed to social inclusion of people

with disabilities, who are in situations of

exclusion or marginalization. The main feature is

the creation of vegetable gardens, made by

people with disabilities supported by volunteers

and social operators. Cultivation is also open to

the contribution of citizens, thus creating a real

possibility of inclusion between people with

disabilities and the rest of the community.


To learn new skills and practical and

theoretical competences is a support for the

autonomy and self-esteem of the

participants. This activity is carried out

through the Horticultural therapy, a

rehabilitation method which belongs to the

field of occupational therapy, which consists

in encouraging, preparing and in placing the

subject in the care and management of the

green, in cultivation of flowers, vegetables

and other plants. Taking care of the living

organisms, possibly in groups, encourages a

sense of responsibility and socialization. On

the physical level, it stimulates the motor

activity, improves the overall tone of the

organism and of the mood, reduces stress

and anxiety.

Horticultural therapy aims to the acquisition

of skills, autonomy and competences,

stimulation of the development of the

capacity for interaction and participation, the

strengthening of self-esteem, the growth of

the capacity for teamwork, and the job

placement.

Links to resources:

www.uildmsaviano.it

ITA

LY

http://www.uildmsaviano.it/



The storytelling as method is very

valuable for raising the self-esteem of

low motivated people

The course raised the learning

motivation of participants

The storytelling course raised the self-

confidence and communication skills of

participants. This supports their coping

with job and personal relationships.

Storytelling for Domestic Violence Victims

Folk Culture Centre



Learner Outcomes

Contact details:

Urve Gromov, head of department

[email protected]

Overview:

Many women have experienced mental

or physical violence. The storytelling

course helps this target group to find a

way out of the situation. Storytelling as a

method helps to involve the victims of

violence into conversation, and invites

them to communicate their stories.


Autobiographical (story telling) education

attracts people to communicate, to tell

their stories. Storytelling helps people to

associate themselves with the world

around them and in their community. The

stories speak about the life experience,

knowledge and values, of the people

involved.

At least a third of woman over the age of

15 experience violence at some point in

their lives. Autobiographical (story telling)

can help the victims of domestic violence

access support and help provide them

with solutions to move on from this

situation.

Links to resources:

www.rahvakultuur.ee

http://www.rahvakultuur.ee/School_of_Stor

ytelling_332

Esto

nia


http://www.rahvakultuur.ee/

http://www.rahvakultuur.ee/School_of_Storytelling_332

http://www.rahvakultuur.ee/School_of_Storytelling_332



Need to effectively cover a wide range of disabilities

No prior knowledge of /familiarity with assistive technology

Learners acknowledged the fact that assistive technologies can improve their lives and facilitate their access to a wider set of social and professional

opportunities.

Training Workshops

KEK Anaptixi and Exelixi (Centre for Continuing Education

“Development and Improvement”



Learner Outcomes

Contact details:

Dr. Konstantinos Katsoulis

Overview:

Training workshops in collaboration with the Arcadian Association for the

disadvantaged.


Workshops on up-skilling disadvantaged adult learners on the use of assistive technologies. Learners had the chance to acquire knowledge on:

educational and professional books in accessible format to people with visual impairments, learning disabilities, and other physical disabilities that prevent them from reading printed material.

information about assistive technology products and rehabilitation equipment

increase the capacity of families to acquire and implement effective assistive and instructional technology devices and practices.

Links to resources:

Gre

ece


Appendices

Nine Protected Characteristics UK Equality Act 2010

• Age • Gender & gender identity,

paternity • Disability • Gender reassignment • Marriage and civil partnership • Race • Religion and belief • Sexual orientation • Pregnancy and maternity


Equality, Diversity and Inclusion Checklist This checklist is an additional tool (linked to teaching and learning) for teachers and practitioners to use to self -audit their EDI practice. It is ideal for the teacher to use and

complete this tool before they begin to deliver (a course or programme). A manager could also use this as part of observation of learning and teaching – to assess how EDI

is embedded into a session and link to CPD opportunities).

Initial Assessment/start of the course (C.T.1, C.T.2)

What is done well – examples How the Lesson Plan might be improved?

1. Do you involve the learners in setting their own

ground rules with a discussion on why this is important

in terms of equality, diversity and inclusion?

2. Have learners been given opportunities to discuss any

additional support needs or barriers to learning?

3. Has there been an opportunity for an ice breaker to

encourage communication and introduce each other?

4. Is there an initial assessment?

5. Are there any resources that need to be changed/

assessed as a result of the above?

6. Have you explained what is expected of the learners?

– materials, regular attendance, regular assignments,

and homework activities?

7. Have you created opportunities (not just in initial

assessment) for learners to discuss their needs, how


they learn, how well they have done as often as

possible?

8. Do you encourage learners to contribute to influencing

the content of sessions whilst ensuring that learning

outcomes and aims and objectives of the course are

met?

9. Do you allow all learners to provide feedback on their

experience of the learning programme?

Understanding Inclusive Practice (C.T.3, C.T.4, C.T.5a-b)


1. Does the SOW or Learning Group Profile reflect any

dates that the learners cannot attend or dates that can

be celebrated?

2. Is the content negotiated with the learners where

appropriate?

3. Are reflections and evaluations from previous sessions

used to inform the next week’s planning?

4. Is there a recap with the learners at the end of the

session?

5. Is the Learning Group Profile updated?


6. Do you include a range of different teaching and

learning methods, not only to acknowledge the ways

that different learners from different backgrounds

learn, but also to provide them with opportunities to

learn in new ways?

7. Do you use inclusive language and makes use of a

range of different learning resources, materials, and

activities, including personal life experiences?

8. Do you encourage small group work?

9. Do you encourage peer learning and support?

10. Do you demonstrate differentiation (inclusive

learning and teaching approaches) provideing a

variety of activities to meet individual learning needs

and to acknowledge variations in levels of

understanding or pace of learning?

11. Do you provide differentiation (inclusive learning and

teaching approaches) offering a variety of activities for

to meet the needs and interests of individual learners?

12. Do you allow learners to criticise and discuss different

learning materials in relation to equality, diversity and

inclusion issues? (For example, does the language in

an article stereotype women? Do the images in a

documentary only tell one side of a story?)


13. Do you introduce a wider cultural aspect to your

teaching – such as ‘quilts from around the world’,

pottery from other cultures, using cultural or religious

festivals if appropriate or naturally occurring e.g.

Chinese New Year?

14. Do you acknowledge diversity in the content of

sessions? For example, a music course looks at the

work of male and female composers and music of

different cultural origins and styles that would appeal

to different age groups

15. Do you include references to a range of different

lifestyles? For example, a childcare course exploring

issues affecting different groups according to their

cultural backgrounds, etc.?

16. Do you provide opportunities for learners to discuss

their learning support needs - and do you follow this

through?

17. Do you provide learning support according to learners’

needs – e.g. handouts in large font for a learner with a

visual impairment and recording equipment requested

by a learner with dyslexia?

18. Do you include visiting speakers/presenters from

different groups?

Assessment (C.T.5c-d,C.T.6)



1. Do you ensure that assessment is fair and does not

discriminate? Are adequate arrangements made to

remove barriers to assessment to meet the individual

needs of learners?

2. Do you ensure that assessment is inclusive to meet the

individual needs of your learners?

3. Do you make sure that peer assessment opportunities

for learners are developed and used effectively?

4. Do you make sure that learners are able to self-assess

their own practice?

5. Do you make sure that developmental, constructive

feedback is given to your learners in a timely manner?

6. Do you ensure that assessment plans include SMART

targets?

7. Do you ensure that clear learning goals and targets are

set, and that the learners understand them and their

progress towards them?

8. Do you ensure that the Lesson Plan includes reflection

and feedback time for your learners?


9. Do you ensure that feedback is given individually and

appropriately to all learners?

10. Do you ensure that your rephrase questions that are

not understood by your learners?

11. Do you use appropriate language for assessment – not

jargonistic?

Use of Resources (C.T.5b)


1. Do you ensure that resources are adapted to suit the

individual needs of all your learners e.g., scissors,

coloured paper etc.?

2. Do you ensure that written materials are checked for

literacy levels of the group, and if they are jargonistic?

3. Has specialist support been identified? If so what have

action have you taken to follow up on this?

4. Do you ensure that resources are available for all

learners to access e.g. if learners are asked to ‘do an

internet search’ do they all have access to a ICT?


5. Are your resources available in different formats e.g.

electronic, paper?

6. Do you ensure that there is good use of white space

and pictures in worksheets or information sheets?

7. Do you ensure that there are good positive images of

different cultures, male & female etc.?

8. Are cultural events celebrated as much as possible and

if appropriate to do so?

9. Are the learners used as a resource as much as

possible – using their existing skills and experiences?

10. Are real life resources used as much as possible e.g.

languages – use of native materials?