A commission has been launched to consider the challenges England faces in educating people throughout their lives, 100 years on from the publication of a landmark report which concluded that lifelong learning opportunities are key to the country’s future.
Our existing AP Toolkit has now been enhanced by the publication of four, more substantial, resources addressing themes identified by APs on the CPD Programme. These can be accessed via the Foundation’s website.
Eight modules have been created within our Canvas platform to support APs following this strand, with 71 digital badges being awarded to date.
Collaborative Project Leads have been exploring how best to evaluate the impact of implementing the AP role across their partnerships.
Three cohorts (68 APs) attended Day 3 of the programme in November. The overall ‘flavour’ of the day was one of reconnecting with cohort colleagues and exploring ‘Action and Empowerment’ in the AP role.Â
In this year’s report, Chief Inspector Amanda Spielman highlights concerns around the effectiveness of the government’s policy to require learners who have not achieved a grade 4 in English and/or mathematics to continue studying for a qualification.
This research, commissioned by the DfE and carried out by CooperGibson Research, aimed to identify the strategies or incentives which may most effectively drive recruitment and retention of FE teachers. A key finding was that although financial incentives may help drive recruitment, high-quality mentoring and support are key to retention.
This report, researched and written by NOCN in partnership with the Learning & Work Institute, recommends an inclusive National Skills Strategy to increase productivity, improve literacy, numeracy and digital skills levels and help achieve greater social mobility.
The Evaluation of Family Learning in Prisons toolkit has been developed to empower providers, practitioners and prison staff to demonstrate the impact of family learning programmes on offenders and their families, and to continuously monitor and make improvements to their programmes.
The Association of Colleges has published observations and a detailed summary of the announcements in this year’s Budget that are relevant to the education and skills sector, concludes that it’s hoping for positive news from the forthcoming Spending Review.
This research and project report outlines how behavioural interventions can improve participation in and completion of maths and English courses. A legacy of the projects is a set of scalable and effective interventions that colleges and other training providers can implement with minimal additional resources.
Research by Cambridge Assessment shows that 53 per cent of the students retaking GCSE English and 60 per cent of those retaking GCSE maths did not improve their grade. The report concludes that there might be more fitting solutions or alternative pathways to enable students’ English and Mathematics skills to develop further.
