This case study illustrates how a partnership of third-sector providers are working to utilise the flexibility offered by the QCF to support learners that find it difficult to access the job market.
The project set out to develop an online session planning tool incorporating interactive activities and blended learning, thereby improving the Technology Enhanced Learning (TEL) skills and confidence of staff. Simple drag-and-drop responses built into the session plan template encourage staff to explore and select tried-and-tested, technology-based activities. Learners are encouraged to provide their immediate reaction to, and their suggestions for improving, the activities through online surveys, blogs and text wall media.
Supporting documents relating to the Leeds City College case study can be found below:
Leeds City College is developing Foundation Learning programmes using the new Qualifications and Credit Framework, QCF, to engage and motivate hard to reach learners. This case study highlights how inclusive the QCF is and how it can help learners to succeed and progress to longer term learning aims.
Leicester College is one of the largest and most successful colleges in the UK, with more than 26,000 learners studying a wide range of courses. The College has three campuses in the heart of Leicester and works closely with local and national companies to provide tailored training packages. In preparing to implement the QCF, the College seconded a full-time QCF Champion who attended the LSIS three-day QCF champions’ training programme and used the ideas and resources provided to lead a whole-organisation approach.
Newcastle City Learning (NCL) is building on its experience with working with the unemployed and Jobcentre Plus (JCP) to develop routes through to employment
Newcastle College piloted the use of single-unit qualifications and small chunks of accredited learning with learners on the welfare-to-work programme making re-engaging in learning motivational and accessible. The case study describes the rationale and the organisational implementation processes and has a strong focus on IAG. Progression rates are high as learners experience success and discover opportunities for future learning.
North Hertfordshire College (NHC) carried out a series of visits to successful and innovative providers of higher education in the UK and to a European provider in order to inform the strategic planning and development of their own higher education strategy and provision.
A project led by Otley College, shared with other local colleges and providers, to develop an online resource to support the development of functional skills in the workplace.
Peterborough Regional College used data, questionnaires and focus groups to understand the barriers to employment for hard-to-reach groups and identify the most appropriate QCF unitised curriculum.
The project created an online, modular mathematics programme for any adult learners capable of achieving a Level 2 numeracy qualification. The project has provided adult learners with an opportunity to take complete ownership of their learning and to fast-track themselves using online learning materials to gain a qualification.
Supporting documents relating to the Portsmouth City Council case study can be found below:
This project aimed to improve the approach to personalised curriculum planning for Foundation Learning, providing learners with the opportunity to broaden their occupational interests and to develop both personally and socially.
Supporting documents relating to the Shipley College case study can be found below:
Stockton Riverside College is a college at the heart of the Tees Valley, with a vision to be the college of first choice for learners, employers and communities. The College were keen to design, develop and implement three innovative programmes responsive to addressing the needs of individual learners that would attract the hardest to help and the hardest to reach (NEETS and the unemployed).
Strode College is working with employers to encourage their engagement in the development and assessment of employability skills to better prepare prisoners from HMP Leyhill for eventual release and future employment.
Sussex Downs College have reviewed their initial advice and guidance (IAG) processes for Foundation Learners to ensure they are applying for the right courses for their skills and interests and to address skills gaps and ‘spiky profiles’. The enhanced IAG service uses personal tutors to screen and interview learners, ensuring they are fully informed on the breadth of the college offer, better equipped to make appropriate learning choices and that support mechanisms are in place. In this way the college hopes to improve both learner success and retention rates
Developing a model of language learning that combines classroom learning with the use of technology and promotes sustainability.
Supporting documents relating to the Sutton College of Learning for Adults case study can be found below:
Telford College of Arts and Technology TCAT) based in Wellington, Shropshire is a large general FE College with over 16,000 students, including 1200 full-time and 15,000 part time. The college offers a very wide range of vocational courses including NVQs, professional, preparatory degree and tailor-made programmes. Through its Teacher Education School, the College offers the new teacher training qualifications to over 200 part-time students each year and has piloted an innovative self-screening tool to support the initial assessment process. It has also developed an in-house IT based system to effectively record staff continuing professional development (CPD).
This project has focused on the design and delivery of technical certificate and diploma qualifications for the Fibreboard and Wood sectors. Working in partnership with employers, the qualifications are designed to improve business performance by developing the performance management skills of supervisors and managers and providing technical certification for apprentices.
One of the difficulties faced by Walsall College in the past was the inflexibility of full qualifications that were being offered to employers. QCF provided the opportunity to tailor programmes to employers’ specific needs. However, the college identified a demand from local employers for bespoke qualifications and has gained awarding organisation status in order to meet this demand, setting up Accredited Skills for Industry (Asfi).
A programme developed in collaboration with Job Centre Plus (JCP) to provide learners with experience of the work place to put them in a stronger position to gain employment
Supporting documents relating to the West Sussex County Council case study can be found below: