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  • 8/7/2019 Personalising Further Education Developing a Vision Govt publication

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    Personalising Further Education:Developing a Vision

    You can download this publication and respond tothe consultation online at:www.dfes.gov.uk/consultations

    Copies of this publication can also be obtained from:DfES Publications

    PO Box 5050Sherwood ParkAnnesleyNottingham NG15 ODJ

    Tel 0845 60 222 60Fax 0845 60 333 60

    Textphone 0845 60 555 60

    Please quote ref: PERS01

    ISBN:978-1-84478-858-3

    Crown Copyright 2006Published by the Department forEducation and Skills

    Extracts from this document may be reproduced fornon-commercial research,education or trainingpurposes on the condition that the source isacknowledged. For any other use please [email protected]

    This leaflet is prion 75% recycled paper

    When you have finished withthis leaflet please recycle it

    75%

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    Forewordby Bill Rammell

    3Foreword 3

    Contents

    2 Contents

    Today, people want the service to be organisedaround them,not them around it. They want highquality service,tailored to their specific needsand at a time and place convenient for them

    Tony Blair

    I am delighted to introduce this consultation onpersonalisation in the Further Education (FE)system. We set out in our White Paper FurtherEducation: Raising Skills,Improving Life Chances(March 2006),a range of changes to strengthenpersonalisation in FE and make a reality of the 14-19 and Skills Strategies.This document offers anupdate on personalisation and outlines what wepropose to do next.

    Our economy and society depend on our educationand training system. Colleges and training providershelp six million learners every year and I firmlybelieve that each learner deserves an enrichingand successful learning experience that gives themthe skills and abilities they need to succeed andthrive as individuals,as citizens and at work.

    In our recently published The Five Year Strategy forChildren and Learners: Maintaining the ExcellentProgress, Alan Johnson set out five clear priorities forthe way ahead.These are:

    > Closing the gap in educational attainmentbetween those from low income anddisadvantaged backgrounds and their peers;

    > While at the same time continuing to raisestandards for all across the education system;

    > Increasing the proportion of young peoplestaying on in education or training beyond theage of 16;

    > Reducing the number of young people on apath tofailure in adult life;and

    > Closing the skills gap at all levels from basicliteracy and numeracy to postgraduateresearch to keep pace with the challenge ofglobalisation.

    This is a huge challenge for Government and thesystem itself. And we can only succeed that is,helpall our citizens achieve their goals, whoever they areand wherever they choose to learn - if we reform theservices we deliver.We need to put the needs of thelearner and the employer at the centre of servicedesign and delivery.

    I am extremely grateful to those organisations workingwith us to make personalised services a reality for morelearners, including Learning and Skills Council (LSC);Quality Improvement Agency (QIA); Qualifications andCurriculum Authority (QCA);National Union of

    Students (NUS);National Institute of Adult ContinuingEducation (NIACE);Centre for Excellence in Leadership(CEL); Association of Colleges (AoC);Association ofLearning Providers (ALP);and of course individuallearners and providers who have contributed todeveloping this document through workshops andinterviews.

    The Department and its partners will be organisingconsultation events over the next few months toallow you to join the debate. Or you can respond inwriting to this consultation the details appear atthe end of the document. However you choose toget involved,I encourage you to take part. It mattersto us to hear your views and experiences and it givesyou the chance to help us to make a real difference.

    There is already considerable expertise within thesector in meeting the needs of learners, we need tobuild on that expertise and strive for excellence forall learners. Personalisation has the potential toimprove outcomes for all learners,providing the skillsthey need to improve their economic position,benefiting themselves, their families,their employersand their communities.I hope you will play your part.

    Bill RammellMinister of State for Lifelong Learning,Further andHigher Education

    Foreword 3

    Introduction 4

    Section 1: What is Personalisation? 6

    Section 2: Why Personalise Learning? 10

    Section 3: Supporting Delivery 15

    Section 4: Summary of Questions 22

    Annex A: Key Elements of Personalisation in the FE System 25

    This consultation is relevant to all providers of post-16 and Further Education, excludingschool sixth forms and Higher Education institutions.

    The consultation will be of particular interest to principals and chief executives, teachersand trainers and others who manage education and training in colleges, adult learningtraining providers and other post-16 providers.We also welcome comments fromemployers and learners.

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    4 Introduction

    IntroductionBut more needs to be done to build on thisexcellent practice and make a step change inquality so that every learner gets the best possiblelearning experience.The headline success rate and

    satisfaction rates mask some key areas where weare not yet getting services right for our learners,and success rates differ between groups oflearners and course levels, subjects andqualification. For example:

    > Learners on longer courses in construction andICT have around a 50% chance of success;

    > Black learners have a 67% chance of successcompared to 74% for the average;

    > 59% of care leavers are in education,employment or training compared to 87% ofall young people at 18 to 19;

    > Only 67% of learners are very or extremelysatisfied with their learning experience;

    > Only 40% of learners gave a high rating whenasked whether their teachers know how theylike to learn;

    > 1 in 8 learners said that more than a quarter of

    their lesson time was wasted;> Across the system, it is unusual for learners

    views to be sought routinely to help individualteachers/trainers improve their methods;

    > Quality assurance systems rarely follow alearners journey from point of enrolment toprogression, or a week in the life of a learner toreally understand the learners experience sothat improvements can be made.

    The sector already accommodates a very diverse

    range of learners and this diversity is growing with, forexample,more 14-16 year-olds studying vocationaloptions with FE institutions and offender learners nowan integral part of the system.However,a number ofgroups remain under-represented in learning and thesector needs to reach out to ensure the servicesoffered encourage increased participation.

    Learners entering the FE system have already hadexperience of compulsory education through theirschooling.Schools are increasingly personalisinglearning;and the Teaching and Learning in 2020

    Review,chaired by Christine Gilbert,has been asked todescribe a vision for personalising learning in schoolsand to make recommendations for the delivery of thatvision.It will report by the end of the year.

    This document looks specifically to the commitmentsmade in the FE White Paper around responding moreeffectively to the needs of learners,in a way thatreflects the particular needs and circumstances ofstudents in FE. Once the Teaching and Learning in2020 Review has reported,we will be looking at therecommendations and working with colleagues inschools to ensure work in both sectors is takenforward in a co-ordinated and complementary way.

    This paper sets out a possible visionfor whateffective personalisation looks like in the FE systemand sets out a description of personalisation and itskey constituent parts.It aims to establish a shared

    understanding and language,so that we can driveforward together and maximise the potential benefitsfor learners and employers through excellent andresponsive services.

    This paper also asks what does success look like andhow we will know when we have achieved thosegoals for all learners in the FE system.Over the comingmonths we will hold consultation workshops andevents,but we also want your direct responses to thisconsultation document,and to the questions that

    appear throughout.Details on how to respond to thisconsultation areset out at Section 4.

    Introduction 5

    The FE white paper Further Education:Raising Skills,Improving Life Chances (March 2006) recognises thatwhen learners participate in decisions affectingtheir learning experience,they are likely to play amore active role in the providers qualityimprovement process a key lever of serviceimprovement. Systematic collection of the views oflearners is a rich source of valuable feedback, and

    when acted on effectively it can influence theshape and availability of services to ensuremaximum benefit to the learner. Alongside a range

    of other important developments such asFramework for Excellence and the QualityImprovement Strategy,we believe personalisinglearning has an integral role in improving quality.

    This consultation paper draws on research;interviews with learners,colleges and otherproviders and employers; and stakeholderworkshops. It draws on views and ideas emergingfrom providers and users, across the sector,toinitiate a sector-wide consultation on what ourshared vision for personalisation might be in theFE system. It focuses on key elements ofpersonalisation; successful approaches that canbe morewidely applied; and what moreneeds to

    be done if we are to reap the full benefits ofpersonalising learning.

    The LSCs National Learner Satisfaction Surveyshows that learners value their experience in FE.And standards are improving with almost three outof every four learners succeeding. There have alsobeen improvements in responsiveness to theneeds of employers and learners,for example, thesuccess in engaging employers in Train to Gainwith provision tailored to the needs of their

    business and responsive to the existing skills levelof the employees.

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    6 Section 1: What is Personalisation?

    Section 1What is Personalisation?

    Section 1: What is Personalisation? 7

    What success could look like for the learner ...

    My college makes sure I can choose and influence the service I get at every step so that it really meets my needsand gives me the best chance to succeed.We have learner course representatives who we can talk to,as well astalking to our tutors.This allows us to share our views on a whole range of issues that can be made better:facilities;timetabling; course access; teaching methods and materials everything really. These issues also gettaken to the student committee where they get discussed with the managers who can really make a differenceto how things work around here. Every year they run a consultation survey and then take action. I think itsgood that they report three times a year on improvements they have made in response to the survey and thestudent committee.Alth ough I didnt get on well at school,Im thinking of becoming a course repnext yearand applying for the student committee.

    Im doing a level 2 course with my employer through Train to Gain. My employer supported me doing thislearning because the broker was able to make sure that it fitted in with our work schedule and they were able toinfluence where and what training was being delivered.To be honest,because I work shifts, I would have foundit really difficult to do this training outside of work. I know the key thing is that training meets the needs of myemployer,in terms of where and when the training happens but it s been good for me too.They did anassessment of my skills at the beginning of the course,whi ch means I dont have to repeat things I feel I alreadyknow and of course I get a qualification at the end which is great if I want to take my learning further,or if Iever need to find another job.

    In an educational setting,personalisationmeans working in partnership with the learnerand employer to tailor their learningexperience and pathways,according to their

    needs and personal objectives in a way whichdelivers success.

    1. This section sets out a view of whatpersonalisation in the FE system looks like

    and proposes a common language andunderstanding to enable us to debate and

    ultimately agree a shared vision ofpersonalisation in further education. Differingforms and degrees of personalisation havebeen employed to drive change andimprovements to services in both the broaderpublic sector reform agenda and the privatesector.

    2. Personalisation, as a single term,bringstogether a range of hitherto disparate

    practices into a single,unified and powerfulapproach. We and many practitioners believe

    that, in combination,the range of practicesthat constitute personalisation has thepotential to become more than the sum of theparts. In talking to colleges and providers thereis a desireto reap the benefits ofpersonalisation.

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    Section 1: What is Personalisation? 98 Section 1: What is Personalisation?

    > Fostering openness and trust, supported byrobust systems where learners help shapeservices and comments and complaints lead toimproved services in the area where they learn

    and the organisation as a whole.

    7. This description of what personalisation willlook like and what it aims to achieve within theFE sector has emerged from initial consultationwith stakeholders and practitioners.We believeit offers a good basis to frame the next stage ofthe debate and (as set out in Section 2) to helpus determine what success looks like and howit can be measured.

    8. Through our initial discussions withpractitioners we believe these elements andinterventions, when delivered consistently

    and coherently,can form a successfulpersonalisation strategy.The elementsdescribed may well overlap but must beapplied throughout the learners journey.

    Further details on the key elements ofpersonalisation are set out at annex A.

    Q: Do you agree with the description ofpersonalisation above?

    Q: Are there other key areas our discussionsshould cover?

    Q: Would a system that delivered on this

    aspiration begin to eliminate thedisparities in success rates discussedearlier in this paper? Particularly for themost disadvantaged groups of learners?

    Q: Are all the elements of a successfulpersonalisation strategy captured atannex A?

    Q: To what extent will the successfulapplication of the approaches outlinedin annex A lead tobetter results andincreased progression for learners?

    Learner Journey

    3. Tailoring the service for the learner must apply

    to the whole learner journeyand not just

    parts of it.Indeed, personalisation has a role inencouraging and engaging those not currentlyin learning by capturing the views of potentiallearners and creating learning opportunitiesin which they want to participate.So aninstitution must strive to capture the learnervoice and respond to those views in all aspectsof its business:from outreach and inquiry;assessment of need and enrolment; tosuccessful completion,raising ambition andencouraging progression.

    4. Evenmore challenging than personalisingapproaches at every stage of the learner

    journey,is giving the learner the skills to be an

    active protagonist in that journey.This is asecond journey,to become an expert learnerwith the skills to negotiate and challenge allelements of the learning experience,to be anactive, motivated partner and not a passive,disengaged recipient.Learners need tounderstand and be able to fulfil theirresponsibilities as active participants, andcolleges and providers need to enable learnersin this more active, involved role.

    Defining Personalisation

    5. The principles of personalisation can and arebeing applied across a range of educationalsettings and in other public services.But theparticular circumstances and challenges facingthe FE system will make the application of

    personalisation in that context distinctivecompared with other environments.

    6. So what is personalisation? One respondentcommented that it is not done to the learnerbut with the learner and that activeengagement is critical to success.Thoseconsulted broadly agreed on the followingdescription of personalisation in the FE sector.

    Personalisation in FE moving from good toexcellent

    Working in partnership with the learner to tailor

    their learning experience and pathways, accordingto their needs and personal objectives in a waywhich delivers success.

    > Responding to the needs of the wholeperson. Anticipating, identifying andaddressing each and every learners needs andresponding with personalised support thatremoves barriers and delivers increasedsuccess rates and progression;

    > Creating an ethos ofseeking and respondingto the views of the learner in ways thatdeliver an excellent,social learning experiencein the subject(s),su pporting employability and

    personal development;

    > Responding to the needs of the localcommunity and employers through flexibilityin course choices, location and timetabling,

    innovative and appropriate uses of ICT andtailored approaches,such as Train to Gain. Inparticular,seek ing to capture and respond tothe needs of hard-to-reach groups and thosewho currently fail to thrive and achieve in FE;

    > Raising the ambitions of all learners.Enabling them to make informed, challengingand achievable choices and to understand theconsequences of those choices, based on a

    genuine understanding of their long-term goals;

    > Supporting every learner to become expert.Teaching and fostering the development ofthe learners ability to negotiate with theteacher/trainer and achieve at the highestpossible level;

    > Encouraging individuals to takeresponsibility and giving them theapproaches and tools they need to becomeindependent and effective lifelong learnersand citizens;

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    10 Section 2: Why Personalise Learning?

    The greatest potential benefit ofpersonalisation is improving the outcomes forall learners in the FE system,providing anenriching and successful learning experience

    and helping them to acquire the skills and

    abilities that will enable them to succeed andthrive,personally and economically.

    9. Personalisation puts the user at the heart ofeducation and training services. We believe

    that this will deliver the skills, for more learnersand at all levels,that are needed to sustain an

    advanced,competitive economy and promotea fairer society.Practitioners are telling us thatthere are significant potential benefits fromgetting personalisation right,and theirexperiences and areas of good practice showus that these benefits are within our reach.

    10. A range of national strategies has beensuccessful in tackling levels of poorest

    performance and average success rates,butmaintaining the rate of increase in success

    rates, across the board,is likely to becomeharder as easier gains have been secured.

    There is an emerging view that we need moretailored approaches for learners to take usto the next level and achieve excellence,addressing better disparities that see so manygroups of learners, often the most vulnerable,fail to thrive and succeed in FE.

    Section 2: Why Personalise Learning? 11

    Section 2Why Personalise Learning?

    What success could look like for learners

    Im at a big,work based-learning provider in my local community. My trainers really care what I think. I haveregular 1:1s and we have group discussions with my supervisor (who is my key trainer) and we talk abouteverything. Im encouraged to share with him what parts of the training work for me and those things thatreally irritate me and make me switch off.And I cant cop out of that discussion, my trainer has this way ofgetting me to tell him what Im really thinking we work together to make sure I can enjoy my Apprenticeshipand do well. Ive really changed since taking this programme.Im more confident and wouldnt put up with justwatching someone at work to learn, or having a trainer talk at me for an hour at a time anymore. Im prettyexpert at negotiating with the trainers now.

    After phoning the educational advice helpline, I thought through my options and chose carefully.Even thoughI had only just bought a computer I decided to try the e-learning way, as I have toddlers to look after and myparents are both frail.I think it is great that it is morethan just a courseyou do by yourself,they have reallythought through how to involve us in a virtual community with other learners and with our personal tutor

    using on-line 1 to 1s and moodles.I have my own personal learning space for the three GCSEs Im doing, and Ihave also joined the tell it like it isgroup where we discuss on-line what i s good about the programme,thesupport we get and what could be better.Because I have a lot of caring responsibilities, I also phone my tutoreach week,and she has given me information about ser vices that could advise me on respite care when I haveassessments,and how I could get some help with paying the fees for the course.

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    16. Better economic productivity. Increasedskills will improve employability, help fill skillsshortages and raise the overall productivity ofthe country.This will contribute significantly to

    reduced re-offending.For the individual andthe employer there are significant financial andeconomic benefits to investing in learning andskills acquisition. Improved completion andachievement, the fostering of lifelong learningand increasing engagement in the learningand skills sector will support individual andcommunity prosperity.

    17. It is right that individuals and employersshould contribute to the cost of learning in linewith the benefits they receive and will, as aresult, have increasing expectations. Inresponse to this providers will need to tailortheir provision to meet the needs of their

    customer groups: individuals,employers andGovernment.Trials of learner accounts, whichwill begin in 2007/08, will look to evaluate arange of issues including whether accounts

    can help empower learners and increasechoice. Additionally,where Governmentcontributes to the cost of provision,particularly where provision is free, it is onlyright that the individual or employer alsomakes a personal commitment.For example,we encourage learners to complete a wholelevel 2 course in order that they get the returnof their own (and the taxpayers) investment oftime and effort to increase their skills level andemployability.

    Realising the Benefits

    18. We recognise that there is existing goodpractice across the sector but the position ispatchy.The disparity in success rates across thesystem shows that some are benefiting morethan others.Particular groups of learners, suchas ethnic minority males, or those on particularcourses, such as construction,have a lowerchanceof success.

    19. Our challenge, if we are to realise the fullpotential benefits that personalisation offersin FE, is to increase successful outcomes forall learners,and especially for the most

    disadvantaged.Personalisation is not a deficitapproach. There will be universal benefits thatwill accrue from shaping systems andinstitutions around the needs of learners but,if we do this effectively,we will target thespecific needs of those learners who currentlyunderachieve in FE.For these learners inparticular,personalisation offers us anopportunity to deliver a real shift in thelearning experience,suc cess rates and overallachievement.

    Q: Have we effectively captured the benefits ofpersonalisation?

    Q: How can providers ensure theirpersonalisation strategies deliver thesebenefits, particularly for the mostdisadvantaged?

    Measuring the Benefits of

    Personalisation

    20. Having identified the potential benefits ofpersonalisation, we need to look at how wemight measure them and create a frameworkwhich can gauge how successfully

    personalisation strategies are beingimplemented in FE.We see key areas formeasuring the success of personalisationstrategies including:

    > Overall completion rates both generally andfor those groups with the lowest rates;

    > Overall learner achievement rates, generallyand for those groups that currentlyunderachieve;

    > Increased participation amongst under-represented groups;

    Section 2: Why Personalise Learning? 13

    Benefits of Personalisation

    11. Improved retention.With greater flexibility

    and support,improved assessment,IAG and

    a greater opportunity to mould their ownlearning experience,fewer learners shoulddrop out from their courses.Personalisationshould see learner motivation and satisfactionlevels increase,better learning choicesmatched to learner goals and aspirations, andthe strengthening of processes which allow forexternal factors (such as childcare or financialproblems) to be more easily and rapidlyaddressed.

    12. Improved achievement.Personalisedteaching and training that stretches andmotivates learners,helping them to identifytheir learning goals,f itting learning to their

    needs and fostering expert learner skills,should support improved achievement.However, personalisation is much more thanflexibility and tailoring teaching and support at its heart is the learner taking responsibilityfor their learning.For offenders this includesthe motivation to continue learning thatstarted in prison, when they are released orwhen their sentence ends. More activelearners, who are involved in making choicesabout how they learn their subjects best,willalso learn more effectively.They will be able toinfluence the purpose and real life application

    of their learning which should improvemotivation.

    13. A more responsive, better-skilled andinformed workforce.Teachers,trainers andmanagers can develop greater insights into thereal needs and experiences of their customers.

    Teachers see that technology may be u sed todeliver the benefits of personalised learningand appreciate the role of technology inenabling differentiation and choice.They willbe skilled atneg otiating with learners toensure that each person gets the very bestservice and can reach the highest levels ofachievement during their time with the college

    or provider.This, in turn can improve the senseof achievement and satisfaction for teachers/trainers as they see more highly motivatedlearners achieving good results and

    progressing to further learning. Anorganisation with an ethos of openness andresponsiveness,will be responsive to the viewsof its workforce as well as its learners and usetheir insights to improve services.

    14. More expert and independent learners.Personalisation requires a shift in theresponsibility between learner and provider.Learning in FE already takes place in a rangeof settings:in the workplace,online, as well asin the classroom.Where traditionally someteachers or trainers delivered knowledge topassive learners, personalisation fostersnegotiation and greater dialogue with learners.

    We also believe that learners who are moreactively engaged in their learning process willalso acquire broader,transferable skills forexample self-motivation, independent

    analytical skills, adaptability and assertivenegotiation that provide a firm base for life-long learning and are highly sought after byemployers.

    15. Greater social inclusion. Strengtheningpersonalisation in FE should lead us to exploreand address issues that stop some individualsand groups from participating in learning post-16 or failing to succeed when they do take upa course.By gathering and responding to the

    views of learners, and potential learners, youcan begin to understand and address thosebarriers the sense that learning is not forpeople like me. Approaches, such as usingother learners as advocates can help build theskills of even the most passive and tentativelearners so they are more motivated and morelikely to succeed.

    12 Section 2: Why Personalise Learning?

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    15

    Section 3Supporting Delivery

    Section 3: Supporting Delivery 1514 Section 2: Why Personalise Learning?

    > Increased progression into further skillsdevelopment or sustainable employment,including value added and distance travelledmeasures;

    > Learner satisfaction both generally andsegmented to capture the views of thosegroups who have tended to be least satisfied;

    > Equality and diversity impact measuresmeasuring retention,achievement andparticipation of particular target groups suchas Pakistani and Bangladeshi learners;

    > Employer and employee satisfaction levels;> Employer recognition of the increased skills,

    including life skills,gained by their employees;> Inspection findings about the value and

    impact of more personalised services,including initial assessment processes,workforce capacity and teaching, and theactive part learners play in shaping services.

    21. Strong measurement tools alreadyexist withinthe sector and are widely used and understoodby providers, in particular success rates,theOfsted Common Inspection Framework (CIF) and

    the LSCs National Learner Satisfaction Survey(NLSS). As an overarching approach, the LSC isdeveloping,and consulting on,the Frameworkfor Excellence.The Framework,through abalanced scorecard,aims to measure successand excellence in responsiveness to learners andemployers.The LSC is consulting on theFramework from January to March 2007.Theresponses to this consultation, on personalisinglearning,will help inform the definitions within

    the Framework to ensure consistency.

    22. Our preferred approach is to work with existingmechanisms to ensure they capture measures ofthe effectiveness of personalisation strategies.

    Q: Have we captured the correct measuresof success for personalisation?

    Q: Do you agree that measuring theeffectiveness of personalisation shouldbe embedded within existing andproposed quality tools?

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    25.The 14-19 reforms offer some particularchallenges to the FE sector,many of which canbe successfully addressed through theapplication of the principles of personalisation.

    The FE sector is being asked to play anintegrated role alongside schools to deliverlearning that meets the needs of all youngpeople from the age of 14.The distinctivenessof FE provision will be key in ensuring thatthere is real choice with adaptability oflearning options and course modules availableto all young people.But there also needs to becoherence and seamlessness of delivery for theyoung person between institutions.

    26.The development of Specialised Diplomas as amodular qualification with young peopletaking different modules or qualifications indifferent institutions will present challenges.

    The principles of personalisation in making theentire learning journey coherent and sensiblefrom the point of view of each learner offers anapproach, which if effectively applied, meets

    these challenges in a holistic way. Making thesystem responsive to the needs of the learnerwill ensure coherence and integration ofsystems, from approaches to attendance andinformation management, to the integration ofpastoral and tutorial support mechanismsacross institutional boundaries.

    Skills

    27. The Skills Strategy aims to ensure th at

    employers have the right skills to support thesuccess of their businesses,and individualshave the skills they need to be bothemployable and personally fulfilled.Theimportance of the Skills Strategy was broughtinto sharp relief by Lord Leitchs interim reportSkills in the UK:The long term challenge (autumn2005). The report, on the skills needs of theeconomy in 2020, presents a daunting pictureof the rate at which other nations such asChina and India are improving their skills base,and the challenge we must set ourselves if weare to keep pace.

    28. A central tenet of the Skills Strategy is givingemployers greater choice and control over thepublicly-funded training they receive and howit is delivered to ensure that it is geared

    towards the changing demands of theeconomy and targeted at meeting skills gapsand shortages.Personalisation, as an approach,does require the sector to respond to theneeds of learners,employers and the localcommunity, and it is central to the delivery ofareas such as PCDL provision and learners withlearning difficulties and disabilities. Flexibilityin the approach of an organisation and itsworkforce can facilitate adaptation to theneeds of the different customer groupswithout those needs necessarily having tocompete for primacy.

    Quality Improvement

    29. The FE White Paper recognises that thechallenge presented by Lord Leitchs interimreport would only be met if our FE system is fitfor purpose in meeting the two strategicchallenges of transforming 14-19 educationand up-skilling the adult workforce.

    30. The FE White Paper outlined a robust approachtowards raising the bar on standards and

    driving a culture of continuous improvementacross the sector.We are simplifying the qualityassurance and improvement systems throughthe creation of a single Quality ImprovementAgency (QIA) and the merger of Ofsted and

    the Adult Learning Inspectorate.

    31. The QIA will shortly issue the first ever nationalstrategy to support improvement and higherstandards in FE. Colleges and other providerswill be responsible for driving up quality withintheir own organisations with an increasingemphasis on self-improvement.Thepersonalisation agenda has an important rolein driving quality in the FE system and will bea key part of the overall quality strategy.

    Section 3: Supporting Delivery 17

    23. We have already set out in Section 2 the keybenefits that can accrue from applying the

    main elements of personalised learning in acoherent way through the entire learners

    journey.Improved responsiveness to learnersand employers needs, increased motivation,engagement and success rates will contributedirectly to the successful delivery of ourstrategies.This section draws out how thedevelopment of a sector-wide application ofpersonalised learning will be a powerful tool inthe successful delivery of these strategies.

    14-19 Reform

    24. The 14-19 reform strategy seeks to developa system where all young people haveopportunities to learn in ways which motivateand stretch them and through hard workqualify themselves for success in life;onewhere educational opportunity and chances inlifedo not depend on accident of birth,but areuniformly available to all young people.TheWhitePaper,14-19 Education and Skills, set outpolicy proposals for the introduction ofthe qualifications and curriculum changes

    necessary to create that system.

    Personalised learning is not an end in itself,ithas the potential to be a powerful driver forachieving our main targets and strategies: 14-19 reform; Skills; and a reformed FE sector with

    a strong economic mission.

    16 Section 3: Supporting Delivery

    What success could look like for the learner

    I was a bit scared about spending a couple of days a week at college,not that I particularly wanted to stay inschool all the time but at least there I knew everyone in my class. But its been fun and I really like the propervocational training Im getting,learning things I can use to get a good job one day.My tutors and teachers havestarted to treat me differently too,not that they let me off anything, they still keep a check on everything Imdoing and Im always surprised by how much my teachers know about what Im doing in my other classes.Ishouldnt be surprised really given that I have a personal tutor who talks to me about all my lessons andworkshop sessions,even about other things that might be worrying me outside class.It can be odd being in twodifferent environments but my tutor is helping me to handle things and showing me that I can talk to myteachers and get things changed he even helped me prepare to negotiate an extension on some course work

    when the deadlines for my school and work placement came at the same time.

    I agreed with my tutor in the French class thats helping me with my business clients,the areas where I wasalready an expert learner when I started the programme.I feel I have built up my confidence, skills andknowledge to learn well independently,and to negotiate with my teacher so that the learning methods usedreally work for me.I am a very visual person so I like to learn with film clips,pictures and diagrams, and I have

    been supported to become better at listening to learn. I am so impressed with my teacher in the communitycentre.S he is a true professional who responds fast to what each of us say we need,and always challenges usto extend our expertise in learning. The programme gives us so much on top of the qualification.

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    38. Helping those out of work For people onJSA and Inactive Benefits we are working withJobcentre Plus and the LSC to trial a personalisedapproach for individuals where a lack of skills is

    deemed to be the main barrier to finding a job.Through Skills Coaching they can receive anindepth service which identifies which skills aremissing and how they might be gained.Whereappropriate,they can also use the Adult LearningOption which will allow them to undertake full-time training while still receiving their benefits,plus a 10 per week top up payment to helpthem meet the costs of learning.

    39. Improving Information The LSC, on behalfof partners, is introducing a new service toimprove access to information alreadycollected about learners and learning.Theservice is being brought in under a

    programme called Managing InformationAcross Partners,which is supported by over 40organisations across the sector.This servicewill enable individuals (and with their consent,

    learning and IAG providers) to accessindividualised learner records, using a uniquelearner number.These records will bringtogether information currently collected fromschools, FE, HE and awarding bodies. By havingaccess to learner records, we believe thoseproviding IAG and support, will be able to offera much more personalised service becausethey will know what that learner hasundertaken before.

    40. Improving Pastoral Support We arecurrently developing pilots which will test andevaluate different approaches to pastoralsupport. The pilots will include a particularfocus on Children and Young People in Care aspart of our Green Paper commitments. We alsowant to explore how pastoral arrangementscan best work to support those 14-19 year-oldlearners who learn across more than oneinstitution.The evaluation of these pilots willbe built into guidance for providers by April2008. Our work so far suggests that there arethree main components to pastoral support:

    firstly,to undo barriers to learning; secondly toboost learning and achievement;an d thirdly,to motivate and spur ambition and broadenhorizons for future steps after their

    programme.We welcome your views on thesethree aspects of pastoral support, and alsoinformation on pastoral systems in collegesand providers that you think are good practice.

    41. Qualifications and Credit Framework.TheQualification and Curriculum Authority (QCA)will run a two year test and trial period of theQualifications and Credit Framework from2006 to 2008. The proposed Framework willallow individuals and employers to accesssmaller chunks of learning and package themtogether in a way which best meets theirneeds.This will improve portability of learning a particular issue for offender learners

    and labour market mobility and will allowlearners and employers to better tailor thelearning experienceto meet their specificcircumstances and needs.

    Strengthening Learner

    Representation

    42. National Learner Panel The NationalLearner Panel has just been established.ThePanel will be independent and will ensure thatthe learner voice is heard at the national level,able to influence policy design and delivery.It represents a unique opportunity for the

    learner voice to be heard by Ministers andpolicy makers through a genuine and ongoingdialogue, ensuring the views of learners are atthe fore during the development of policy that

    will affect learners across the FE system.ThePanel has a diverse membership drawn fromdifferent learning settings with ages from 16 to75 who will have the opportunity to share theirviews on key developments which support thedelivery of our 14-19 and Skills strategies.TheLSC is also establishing a panel specifically tocapture the views of learners with learningdifficulties and disabilities.

    Section 3: Supporting Delivery 19

    32. We believe the new arrangements that we aresetting in place over the coming months willsupport providers as they strive to transformthe learning experience for each learner

    through personalising the learning experience.These arrangements are set out below.

    Strengthen Teaching andLearning and Responsiveness

    to Individual Need

    33. Assessment of LearnersNeeds At the heartof personalisation is that learners should havea proper assessment of their needs at the startof their programme and ongoing assessmentand support.The QIA will review and evaluateexisting assessment resources with a view

    to developing and disseminating materials to

    support diagnostic assessment models materials to be available in April 2008.Additionally,LLUK will ensure appropriatetraining modules are built into initial teachertraining and CPD reforms by April 2008.

    34. Expert Learner We have set out ourambition that all learners in FE should have theopportunity to develop skills to help them gainthe most from their learning experience andtake responsibility for their learning journey.We have asked the QIA, working with otherpartners, to look at best practice andundertake research to inform the developmentof a definition of,and standards for, an expert

    learner. QIA will be looking at approaches forintegrating this with their Teaching andLearning Change Programme,so that theseskills are embedded within subjectareas andappropriate to the learners age andexperience.We expect the standards to beavailable by April 2008.

    35. Excellent and impartial information,adviceand guidance services are an essential andsignificant element of personalising learning.

    The current cross-government review ofinformation, advice and guidance (IAG)

    arrangements for adults is exploring thepotential for a universal,comprehensive andcustomer-focused service on learning, workand careers for adults,building on the local,

    face-to-face support provided by nextstep andthe learndirect national on-line and telephoneadvice service.We want people to be able toget the help they need at any point in their

    journey through life, in the way that bestmeets their needs on-line,face-to-face andover the telephone. This includes new, highquality labour market information that we aredeveloping for guidance purposes with SectorSkills Councils,and a customer tracking andfollow-up system that will enable us to giveusers ongoing personalised support.

    36. As part of the review,we are extendinglearndirect advise services on a trial basis to

    test the feasibility of providing in-depthpersonal guidance by telephone,tocomplement face-to-faceguidance services.

    This is the first trial of its type anywhere in theworld.The trial is targeted at adults looking to

    progress their careers,typically in occupationsrequiring Level 3 qualifications or returning tothe labour market after a career break.Over64,000 people have used the service in the firstnine months, and feedback so far suggests thatthey are finding it helpful.

    37. We will look to further education to offerpersonalised support to learners from pre-learning skills assessment and help to choose

    the right provider and course,to expert on-programme input from tutors and advisors, toguidance at the end of the course to achieveoutcomes and progress to further job orlearning opportunities. We will work with LSC,QIA and FE providers to develop material topromote good practice to raise deliverystandards, including expanding the use of theMatrix Standard.

    18 Section 3: Supporting Delivery

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    Q: What are the implications of a morepersonalised approach in tutorial andpastoral support?

    Q: Are there models of excellent practiceyou would share?

    Q: Are there any further comments youwould like to make?

    Section 3: Supporting Delivery 21

    43. Learner Involvement Strategies The WhitePaper set out the intention that all providersin the FE system will have in place a learnerinvolvement strategy so that learners can

    help influence and improve provision.Thelearner involvement strategy will set out theapproaches the provider will put in place tocapture and respond to learner views.The LSCis leading this work and is ensuring that it fitswith other developments such as Frameworkfor Excellence.To support providers,the LSCwill be producing draft guidance in earlyJanuary 2007 followed by consultation.Finalguidance will be issued in April 2007 to informproviderslearner involvement strategies forSeptember 2007.

    44. Engaging Learners Collectively TheWhitePaper stressed the need for all providers to put

    in place effective mechanisms for engagingwith learners collectively, including throughstudent committees.We will support providersin doing this through guidance on LearnerInvolvement Strategies which will share

    examples of best practice from across thesector.Providers will need to adaptmechanisms that enable learners, includingthose on shorter courses, to contribute.Wealso expect learners to play a key role ininstitutional governance with collegegoverning bodies including at least twolearner governors.

    45. Learner Satisfaction Surveys Weare

    working with the LSC to develop a smallnumber of core questions, for inclusion inprovidersown learner satisfaction surveys,that are consistent and comparable with theexisting National Learner Satisfaction Survey.

    The LSC is leading this work to ensureintegration within the Framework forExcellence.The LSC will make guidanceavailable to providers in April 2007.

    46. Support and Training for LearnerRepresentatives CEL,working inconsultation with other partners, is designingtraining that will support those learners who

    take up the role of course representative.Thiswill complement existing courses that CEL hasdeveloped to support students in leadershiproles, including as governors.Our aim is tohave training and/or toolkits available forcourse representatives by the beginning of the2007/08 teaching year.The support andtraining will be designed to take account oflearners in different settings and with differentbackgrounds and levels of experience.

    47. Strengthening the Role of the StudentLiaison Officer (SLO) type roles The WhitePaper set out our intention to commissionLLUK to develop standards for the SLO type

    role.To do this LLUK will draw on best practiceto develop national standards and make themavailable to providers through their website inthe usual way.C EL will also be looking at how

    they can support these new standards throughthe development of training and/or a toolkitapproach. The standards will be in place bythe 2007/08 teaching year.

    48. We believe that collectively, these measureswill help support providers in responding tothe needs of learners,whatever their age,experience, location and learning/training. Inthis way the personalisation agenda willsupportthe delivery of our 14-19 Reform and

    Skills Strategies,and provide valuable feedbackfrom learners across the sector,locally,regionally and nationally.The result will beconsistent excellence across the sector inrealising the potential of personalisation tostrengthen and quicken our responsiveness tothe needs of learners and employers which willboost economic sustainability and socialequity.

    20 Section 3: Supporting Delivery

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    22 Section 4: Summary of Questions

    Please send your response to this consultationby 12 February 2007 by mail to:

    Luke OwenW3D,Moorfoot

    SheffieldS1 4PQ

    Or email:

    [email protected]

    Q1: Do you agree with the description ofpersonalisation?

    Yes Mostly NoComments

    Q2: Are there other key areas our discussionsshould cover?

    Yes NoComments

    Q3: Would a system that delivered on thisaspiration begin to eliminate the

    disparities in success rates discussedearlier in this paper? Particularly for themost disadvantaged groups of learners?

    Yes Mostly NoComments

    Q4: Are all the elements of a successfulpersonalisation strategy captured atannex A?

    Yes Mostly NoComments

    Q5:To what extent do you agree that thesuccessful application of the approachesoutlined in annex A lead to better resultsand increased progression for learners?

    Agree Partially Agree DisagreeComments

    Q6: Have we effectively captured the benefitsof personalisation?

    Yes Mostly NoComments

    Q7: How can providers ensure theirpersonalisation strategies deliver thesebenefits, particularly for the mostdisadvantaged?

    Comments

    Section 4: Summary of Questions 23

    Section 4Summary of Questions

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    Annex A: Key Elements of Personalisation in the FE System 25

    Annex AKey Elements of Personalisation in the FE System

    a. Responding to the needs of the wholeperson

    > Improving the life chances of learners and thewider community by developing individualsskills to negotiate with providers, teachers andtrainers to ensure services work for them;

    > Providing high quality teaching and training,adapted to each and every learner and the

    contexts in which it is delivered;> Drawing upon a range of pedagogical

    practices in each subject to create a varied and

    engaging learning experience that allows thelearner to progress well at their own pace;

    > Identifying and addressing factors that mayincrease the risk of non-completion, under-achievement and non-participation amongstlearners and potential learners and, whereappropriate,embedding literacy and numeracyskills acquisition;

    > Providing learning and pastoral support(delivered through tutors,mentors orequivalent) to help learners and potentiallearners overcome obstacles to learning, bemotivated and promote personal developmentand ambition;

    > Ensuring that learnersemployability and

    personal development are strongly enhancedin ways that suit their long term-goals.

    b. Seeking and responding to the views ofthe learner

    > Learners working in partnership with theprovider is a hallmark of personalisation;

    > An ethos of openness and responsiveness,based on robust systems that respond tolearners views collectively and individually;

    > Seeking feedback from and responding to

    learners on a systematic basis,including toindividual teachers so they deliver excellentteaching and learning that meets the needs of

    each of their learners;> Identifying those learners and groups of

    learners least likely to succeed andunderstanding, from their point of view, whatneeds to be improved to increase par ticipationand success.

    c. Responding to the needs of the localcommunity and employers

    > A range of programmes developed around theneeds of learners,employers and the widercommunity through consultation, dialogue,outreach and learner involvement in coursereviews;

    > Ensuring a breadth of curriculum,carefully

    shaped to meet learnersneeds but not at theexpense of quality of provision;

    > Offering flexibilities of location,star t dates andtiming (remote access,workplace and practicallearning), facilitated through links withemployers, other providers and the widercommunity.

    24 Section 4: Summary of Questions

    Q8: Have we captured the correct measures ofsuccess for personalisation?

    Yes Mostly No

    Comments

    Q9: Do you agree that measuring theeffectiveness of personalisation should beembedded within existing and proposedquality tools?

    Yes Mostly NoComments

    Q10: What are the implications of a morepersonalised approach in tutorial andpastoral support?

    Comments

    Q11: Are there models of excellent practiceyou would share?

    Comments

    Q12: Are there any further comments youwould like to make?

    Comments

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    Notes: 2726 Annex A: Key Elements of Personalisation in the FE System

    d. Raising the ambitions of all learners> Using formal and informal assessment to

    enable learners to make informed, challengingand achievable choices so that they

    understand the consequences of thosechoices;> Boosting learnersmotivation and ambition

    through ongoing support,development andrecognising and rewarding success;

    > Having access to comprehensive InformationAdvice and Guidance (IAG) services alongsideteaching and pastoral support from pre-entryto post-exit;

    > Encouraging progression to ensure theindividual realises their potential and achieveslong-term goals including sustainableemployment.

    e. Supporting every learner to become expert

    > Enabling teachers/tutors/trainers to usediagnostic information to differentiate theirpedagogy to respond to the needs of learnersand support the learner in providing effective

    feedback;> Using continuous assessment and feedback to

    monitor progress in learning and to increasemotivation and aspirations;

    > Teachers building learnersexpertise inlearning and in negotiating withteachers/trainers about methods and content,so each learner gets the best from sessions;

    > Ensuring learners have high expectations ofservices and are effective at providingfeedback that improves their own and future

    learnersexperiences.

    f. Encouraging individuals to takeresponsibility

    > Enabling learners to use their diagnosticinformation to take control of their learning so

    that they progress at the fastest pace and tothe highest level, appropriate to their needsand ambitions;

    > Encouraging independence and self-motivation in learners so that they can becomeactive participants in their own learning,continuing that learning through lifestransition points;

    > Encouraging individual learners to take onmore leadership and governanceresponsibilities within the organisation andensuring they are supported in those roles andable to effectively contribute throughapproaches such as mentoring, coaching andtraining.

    g. Fostering openness and trust> Supporting staff in their delivery of

    personalised teaching and training throughhigh-quality career professional development

    to equip them in seeking out and respondingto learner and employer needs;

    > Teachers and trainers and the organisationoverall,seek ing the views of learners so thatthey can use this feedback to improveapproaches and services;

    > Effective mechanisms that respond to learnersviews, including surveys, learner committeesand focus groups with particular learnergroups, with regular reporting of actions taken

    in response to feedback.

    Notes