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Essential Skills Evaluation Report - Quality Assurance Overview 2008-2009

This report presents an in-depth evaluation of essential skills within further education programs, particularly focusing on literacy, numeracy, and ICT, facilitated by Angela Whiteside, Quality Improvement Adviser. The review highlights areas of good practice and necessary improvements based on learner assessments across various trades and apprenticeship programs. While 37% of programs demonstrated good quality, the report identifies challenges, including ineffective initial assessments and poor leadership. Recommendations emphasize enhancing tracking of learner progress and better integrating essential skills into vocational training.

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Essential Skills Evaluation Report - Quality Assurance Overview 2008-2009

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  1. Essential Skills – Quality Presented By Angela Whiteside Quality Improvement Adviser

  2. Review of Quality September 2008-August 2009 • Good Practice (literacy/numeracy/ICT) • Areas for Improvement/Recurring Themes in • Training for Success/ApprenticeshipsNI • Further Education – Priority Skills Areas Level 2 • New Deal/Steps to Work

  3. TfS/ApprenticeshipsNI • 37% good • 25% satisfactory • 38% inadequate/unsatisfactory

  4. TfS/ApprenticeshipsNI • Where it is good • Good commitment from leadership and management to meeting the essential skills needs of all learners • Good planning to meet the essential skills needs of individual learners • High standards in literacy, numeracy and ICT (Apprentices) • Excellent success rates in literacy and numeracy • Good one to one support

  5. TfS/ApprenticeshipsNI • Areas for Improvement • Initial/diagnostic assessment not used effectively • Planning for the integration and development of essential skills in the professional and technical areas • Tracking and monitoring of learner progress in essential skills • Training Learning and Assessment Strategies

  6. ApprenticeshipsNI Time-tabling arrangements??? Making it happen Outcomes

  7. Further Education – PSA Level 2 • 6 colleges • Some good practice identified – • Good leadership and management, ie shared management • Improved opportunities for CPD including Lecturers into Industry, participation in the numeracy project and in-house mentoring • Essential skills applied well to enhance work in professional and technical areas

  8. Strengths . . . • Good or better quality of teaching and learning • Good evidence of marking for improvement in written work both in essential skills and professional and technical activities • Satisfactory or better retention

  9. Areas for Improvement . . . • Poor leadership and management – lack of coherent policies and procedures • Learning plans not used well to monitor and review individual progress • Poor standards in written work (grammar, spelling – not always identified or corrected) • Little use of formative assessment and feedback • Lack of opportunity for lecturers to share good practice

  10. Areas for Improvement . . . • Lack of contextualisation/integration into professional and technical areas • Teaching and learning strategies • ILT/TEL

  11. Areas for Improvement . . . ATTENDANCE OUTCOMES SELF-EVALUATION

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