teaching and learning network delegation to canada … · teaching and learning network delegation...

Teaching and Learning Network Delegation to Canada

22 – 29 November 2014: Final Report of the FE iPLC-funded visit to British Council Wales

January 2015

___________________________________________________________________

CollegesWales (UK) International Final Report of 22 FE iPLC Teaching and Learning Network visit to Canada (Nov 2014)

1. Activity Overview

A delegation from ColegauCymru / CollegesWales’ Teaching and Learning Network

visited six community colleges in Ontario, Canada in November 2014. The visit’s

key aims were to consider two of the priorities set out by the Welsh Government’s

Minister for Education and Skills, namely:

literacy and numeracy

tackling the link between poverty and educational attainment.

This report reflects the opinions of the delegates on the visit rather than

ColegauCymru or college corporations.

2. Background

Wales’ colleges have a track record of working together to raise standards and share good practice.

The Teaching and Learning Network, established by ColegauCymru1 in 2012, aims

to improve the quality of teaching and learning in the further education sector in

Wales. The network meets once per term to discuss key developments in

pedagogy, share good practice and support projects that aim for excellence in

teaching and learning. For example, the network has shared good practice

developed through specific projects, such as the supported experiments project

funded by the Welsh Government’s Quality Improvement Fund (QIF), and at national

conferences on teaching and learning. These activities have helped to ensure

teaching and learning is at the forefront of college agendas.

The Teaching and Learning Network has also been keen to share good practice from

further afield. Many of Wales’ colleges have established numerous international

partnerships on teaching and learning/coaching, and have shared examples of their

international partnership work through the Network.

In 2014, the further education sector first became eligible to apply for the British

Council’s International Professional Learning Communities (iPLC) fund. Rather than

compete within the sector for funding, the Network decided to work on a

1 ColegauCymru/CollegesWales is a membership body that represents the interests of all 15 further education

(FE) colleges and institutions in Wales.

___________________________________________________________________


collaborative bid in order to maximise the impact of the funds on the further

education sector in Wales. Following advice from the British Council the Network

decided to visit Canada.

With the support of the British Council in Wales and Canada, and the Ontario

Ministry of Training, Colleges and Universities, a full itinerary was developed for the

Wales delegation to visit six community colleges.

3. Activity Description

The FE iPLC visit took place during 22 – 29 November 2014. The Welsh delegation

included managers from eight Welsh FE colleges and a representative from

ColegauCymru:

Name Organisation Position

Jo Ricketts NPTC Group Assistant Principal

Rob Evans Bridgend College Vice Principal

Amanda Daniels Coleg Sir Gâr Director of Teaching, Learning and Staff Development

Lesley Robins Coleg y Cymoedd Faculty Director Professional Services

Catherine Evans Coleg Gwent Teaching and Learning Manager

Sylvia M Davies Grŵp Llandrillo Menai Teaching and Learning Manager

Peter Reason Gower College Swansea Teaching and Learning Manager

Chris Morris YMCA Wales Community College Quality Manager

Julie Lewis ColegauCymru Teaching and Learning Network Coordinator

The delegation visited the Ministry of Training, Colleges and Universities and six

colleges from Ontario during the visit. A copy of the full itinerary can be found in

Appendix 1 – Delegates’ Information Pack.

The delegation visited the following colleges:

Centennial College, Toronto Seneca College, Toronto Sheridan College, Oakville Fanshawe College, London Georgian College, Barrie Algonquin College, Ottawa

___________________________________________________________________


During the visit, the delegation met with a range of staff from each college, including

senior managers, course leaders and teachers. In some of the colleges, there was

also an opportunity to talk to students. Activities included presentations and

discussions on areas of strength from each college, with a strong emphasis on skills

(numeracy and literacy) development. Delegates also had an opportunity to present

to colleges on the further education landscape in Wales. See Appendix 2 for the

presentation to Canadian partners and Appendix 3 for a copy of the briefing pack

prepared for the Canadian colleges ahead of the visit.

Each visit included a tour of some of the college facilities, with a particular focus on

vocational areas - including technology and engineering. There was also an

opportunity to see some of the student amenities, such as sports facilities, libraries

and support areas.

The discussions with staff from the colleges were based around specific lines of

inquiry (below) as well as more general issues and course-specific aspects for

individual members of the delegation.

The lines of inquiry were agreed before the visit. They focused on two of the

priorities set out by the Welsh Government’s Minister for Education and Skills in his

“Priorities for Further Education in Wales” letter, namely: literacy and numeracy

development, and tackling poverty. Other areas of interest included the impact of

bilingualism and mechanisms for sharing good practice between teachers and

colleges.

The lines of inquiry were:

How do community colleges assess their students’ levels of literacy and numeracy when they start a course?

How do teachers use information on students’ literacy and numeracy skills in planning course delivery?

Do students complete specific qualifications in literacy and numeracy?

How do teachers incorporate the development of literacy and numeracy into teaching and assessment?

What impact does support for literacy and numeracy have on distance travelled?

How much detail do teachers have about student deprivation?

What support is given by the colleges to students from deprived backgrounds?

What support is given within teaching for students from deprived backgrounds and does it help to reduce any grade profile gap?

___________________________________________________________________


What do colleges do to raise student aspiration and maximise the potential of students from deprived backgrounds?

How do colleges deliver transferable and employability skills and prepare students for progression to HE or employment?

What effect does bilingualism have on the curriculum offered by the community colleges?

How does bilingualism affect teaching and assessment in the colleges?

Does the bilingual representation in a college result in literacy challenges?

How do teachers share good practice within colleges?

How is good practice shared between colleges?

4. Key Findings and Outcomes

Teaching Context

The visit identified some key differences between the college educational systems in

Canada and Wales.

Age Profile - High school education continues until Grade 12 in Ontario, so students

do not start college until they are 17 years old. Students cannot progress to college

until they have achieved their high school diploma and they remain the responsibility

of the local school board until they graduate from high school.

Enrolments – Based on 2012-13 data, approximately 224,000 full-time students

were enrolled at Ontario’s colleges, compared to 48,340 in Wales. Over 70% of

students in Wales study part-time programmes.

Fee Structure - All post-secondary education in Canada is fee paying. The fees are

fixed on the level and length of the course and on whether the student is domestic

(eligible for funding) or international (non-funded).

84% (189,000) of domestic full-time students receive financial support through a system of grants and loans from the Ontario Student Assistance Program (OSAP). For details of this programme see https://osap.gov.on.ca/OSAPPortal

16% (35,000) are international students and provide colleges with a significant additional source of income, paying fees of up to £9,000 per year.

https://osap.gov.on.ca/OSAPPortal

___________________________________________________________________


Curriculum Design – Similar to colleges in Wales, all of the colleges visited had a

strong vocational focus. The courses and curriculum areas were similar to the

learning areas in Wales. Each college had strong links with local and national

companies and had developed clear partnership arrangements for college students

to access good quality, paid internships and placements as part of most courses.

Colleges are responsible for setting and assessing their own curriculum. There is

little emphasis on province-wide or national qualifications and colleges tailor their

courses to their specific local needs. Although the Ministry of Training, Colleges and

Universities gathers data on some key performance indicators, such as employment

rate, attainment rate, student and employer satisfaction, colleges in Ontario have

less government oversight and regulation than in Wales.

Ontario’s colleges offer a wide range of courses, but key provision for most colleges

covers the following pathways:

One-year certificate (often aimed at students who need to improve skills after high school or students returning to study)

Two-year diploma (usually following high school diploma and will give the student the status of technician and leads to employment)

Three-year advanced diploma (usually following high school diploma and will give the student the status of technologist and can lead to employment or higher education)

Four-year bachelor degrees (they have an applied focus in contrast to the academic focus of Ontario’s universities)

One- or two-year post-graduate certificates (aimed at university graduates who wish to increase their vocational experience before employment).

Literacy and Numeracy – As in Wales, the Ontario college students have a wide

range of abilities in essential skills, especially literacy and numeracy. There is a

strong focus on testing these skills. Each college devises its own diagnostic

assessment test and supports students in following an individual path of study in

order to develop their weak areas. In Wales, the Welsh Government is introducing a

standardised initial and diagnostic assessment tool for use across all colleges in

Wales.

Professional Status of Teachers - Pay, conditions and expectations for teachers in

colleges in Ontario are closer to those in the higher education (HE) sector in Wales.

Teachers typically deliver fewer contact hours, but have a greater emphasis on

applied research in their vocational discipline.

___________________________________________________________________


Good Practice Identified

Using the lines of inquiry, the delegation has identified five key areas that could be

used to influence practice in Wales’ colleges, both individually and collectively

through the Teaching and Learning Network. The five key areas are:

Literacy and Numeracy Development Academic Success Sessions Impact of Deprivation on Attainment Links with Industry International Dimension.

These areas are underpinned by some general themes around approaches to

pedagogy, such as the emphasis on mentoring and use of technology. They also

include initiatives from the Ontario and Canadian Governments, such as National

Occupational Classification (NOC).

It should be noted that findings regarding bilingualism were limited as the Ontario

colleges are not required to provide the same level of teaching or embedding of

French language and culture as those in Wales. Only two colleges, Collège Boréal

and La Cité Collégiale offer programmes in French. They did not form part of the

visit.

Literacy and Numeracy Development

The main focus of the visit was based on literacy and numeracy development and

some practical examples of good practice were identified.

Most college programmes have standalone qualifications for both literacy and

numeracy and these areas are seen as essential for all students. The Ontario

colleges have found that students come to their programmes with a wide range of

abilities, despite most having reached the required level for a high school diploma.

In order to determine the appropriate level of study, each college uses an initial

diagnostic assessment test. To address the skills gap between high school and

college levels, the Ontario Ministry of Training, Colleges and Universities has

commissioned the College Student Achievement Project (CSAP) to explore issues

surrounding literacy and numeracy. For more details on this project see:

http://csap.senecacollege.ca/en/research.php

Literacy development - this is approached in a number of different ways but

there are some common elements. Importance is placed on using English

specialists to deliver literacy courses. These specialists work closely with faculty

staff to ensure, at least on higher level programmes, that the skills have a

http://csap.senecacollege.ca/en/research.php

___________________________________________________________________


vocational relevance. In one college, extended writing is used for an initial

assessment of skills as, although this is marking-intensive for the teaching staff, it

is seen as the most effective method of assessing individual strengths and areas

to develop.

In all colleges the universal importance of literacy is acknowledged and seen as

key to success in all programmes. In one college, the achievement of a specific

level of literacy is considered a pre-requisite to the studying of numeracy, given

the need to be able to interpret numeracy questions effectively. Another common

literacy theme is the ESOL challenge often faced by some international students.

Numeracy development - Numeracy is approached in an explicit way and

emphasises mathematics skills. Although mathematics courses are

contextualised in vocational pathways and are appropriate to the needs of each

programme, there is a strong emphasis on testing and mastery learning. This

means that students, through identifying areas of competency, only work on

areas they have not yet mastered.

For lower level programmes, including entry programmes for mature students,

there is a strong emphasis on the core numeracy skills of problem solving and

estimation. To support this, students use the Academic Success Centres as well

as a range of online resources for each component of the mathematics

curriculum. Most mathematics teachers are keen to develop skills without using

calculators in order to help develop a greater appreciation of mathematical

principles.

Technology is used by many mathematics teachers to enhance classroom

practice. Often, students bring their own device to classes and share using

collaborative software. In others, a suite of tablets is used to support sessions

through interactive packages like DyKnow.

Although numeracy is usually delivered as a discrete course, the delegation saw

many examples of the contextualisation of mathematics to the vocational setting

of the wider programme. Faculties are supported in this by the National

Occupational Classification (NOC) codes, which are a nationally recognised

taxonomy and organisational framework. These codes give each vocational area

a specific framework for which numeracy skills are relevant to the area and to

which level students are expected to achieve.

For more information on NOCs see:

http://www5.hrsdc.gc.ca/noc/english/noc/2011/Welcome.aspx

http://www5.hrsdc.gc.ca/noc/english/noc/2011/Welcome.aspx

___________________________________________________________________


Academic Success Sessions

The delegation spent time in the colleges exploring the approach to supporting

students, especially through Academic Success Sessions. In the Ontario colleges a

high importance is placed on the use of drop-in centres, where students can get help

with their studies. These areas focus mainly on literacy, numeracy and effective

study skills. Most colleges use the library as the hub for these centres, and draw on

the expertise of skills and learning specialists. The title of Academic Success Centre

is used by some of the colleges for these areas, which encourages college staff and

students to work together as equal partners in order to achieve student success.

The role of peer mentoring has a high profile in many colleges. Through a mixture of

drop-in and timetabled sessions many of the more able students are involved in

mentoring other students. These are often paid positions, funded or part-funded by

the mentee. This role is considered to work very well and benefits the student being

mentored, but also the mentor, who gains valuable experience as well as a financial

reward. Support through the drop-in centres is timetabled in conjunction with

teaching sessions to ensure all students can access the facilities.

Through these drop-in centres students are supported in developing essential skills

and course-specific materials. Colleges also provide support through good quality

online resources and tutorials. Students are able to work through these resources,

with support from the drop-in centre or independently. A further strength of the

Academic Success Centres is the role of learning strategists, who give help and

guidance to students on study skills such as time and task management, memory,

note-taking and presentation skills.

Next Steps

Colleges in Wales generally give very good support to their students, but some of the

lessons from the Academic Success Centres could help to make support more

specific, especially focussing on skills development. The teaching of the new Welsh

Baccalaureate Qualification, with its emphasis on skills, could be underpinned by

drop-in centres and peer mentoring to help each student progress at an appropriate

pace.

Impact of Deprivation on Attainment

The government of Ontario does not measure the impact of deprivation on student

attainment. However, a number of schemes do support entry to college for groups

that do not typically engage in post-secondary education. The Ministry of Training,

Colleges and Universities gives financial support to students through the Ontario

Student Assistance Program (OSAP). Colleges have also developed specific

___________________________________________________________________


support to engage First Nation and First Generation Canadians in the education

sector.

Skills based or mastery programmes are offered to re-engage students who have left

high school with a low level of skills and to mature students wishing to return to

college. These range from intensive bootcamp courses to upskill students prior to

starting a full programme of study, to one year entry programmes. These courses

emphasise essential skills, especially literacy and numeracy.

Next Steps

Colleges in Wales take a similar approach as that in Ontario by offering courses for

those students who are not ready to start full programmes through schemes such as

Engage traineeships or Access courses. A lesson from the Ontario colleges’

approach is to ensure that these courses are based on skills development alongside

support and confidence-building.

Links with Industry

Strong links with industry were evident in all the colleges visited by the delegation.

Most study programmes include time in the workplace. A typical course structure

sees a student spending two semesters in college then spending the third in the

workplace. Colleges support students in finding placements through a co-op

scheme of paid internships with employers. The programme benefits students by

giving a taste of a job before they commit to a career and gives them a chance to

impress prospective employers. A further benefit is the opportunity for students to

earn a wage while studying. The scheme also helps employers to identify potential

employees.

The strong links with business were also seen in applied research carried out in the

Ontario colleges. The well resourced colleges are able to carry out research and

development projects upon the request of small and medium-sized enterprises

(SMEs). This offers a valuable service to local industry as well as benefitting

students through the real-life application of knowledge and skills. It also provides

colleges with additional income that they can reinvest in equipment.

Next Steps

Ontario colleges have a clear role in supporting and developing the local economy in

partnership with business. Although colleges in Wales may be limited by the

requirements of national qualifications, more creative use of work-placement

opportunities could be explored.

___________________________________________________________________


Colleges in Wales could learn from Ontario’s approach to marketing colleges as a

resource that local SMEs could use to help their business. Although many colleges

in Wales do not have the same level of industry-standard resources as that seen in

Ontario, there may be further opportunities to use the expertise of college staff to

support research and development needs. The income generated from this activity

could support improvement in college resources.

International Dimension

The international dimension was central to most of the colleges visited by the

delegation. This was seen in the high numbers of international students across the

Ontario colleges. In some colleges over 20% of the cohort is made up of

international students. This provides colleges with a sizeable income stream to

supplement the core government grant.

In addition to providing income, international students are seen to add to the

richness of college life. Their involvement helps domestic Canadian students to

appreciate different cultures and to develop a global perspective. These link to each

college’s emphasis on student mobility. Students are encouraged and supported to

look for opportunities to study or work abroad as part of their educational experience.

Next Steps

Individual colleges in Wales cannot compete with the scale of the international

operation in some of the Ontario colleges. But in order to increase this activity - and

benefit from increased revenue - it may be appropriate for the sector in Wales to

work together in some overseas markets, similar to the Wales-Chongqing

Consortium.

Wales’ colleges could learn from the international perspective adopted by students in

Ontario. More opportunities could be developed for students to study or work abroad

for part of their time in college. Links with Canada and other countries could be used

to support further work on global citizenship in Wales’ colleges, by encouraging

students to cultivate a multi-cultural perspective similar to students in the Ontario

colleges.

___________________________________________________________________


Additional Outcomes: Networking and Partnerships

Networking

The delegates benefited greatly from the opportunity to work more closely with one

another. The networking opportunities provided through the visit have built very

strong collaborative working relationships, which will help in the dissemination of the

findings, and have also increased the effectiveness of the Teaching and Learning

Network as a support network and as a catalyst for improvement across the sector.

For example a few colleges are now exploring collaborative training opportunities.

Partnerships with Canadian colleges

Since returning from Canada, three Canadian colleges (namely, Algonquin,

Centennial and Georgian) have expressed an interest in establishing more formal

partnerships with their counterparts in Wales. We would be keen to work with British

Council Wales to explore options, which may include the signing of Memoranda of

Understanding.

In order to assist future collaboration and exchange visits, we are also establishing

an international teaching and learning contacts database.

5. Dissemination of Key Findings

The visit was highly successful in addressing the delegation’s lines of inquiry for

literacy and numeracy development and some very practical examples of good

practice were identified. They will be used as a central part of future dissemination

activities.

Examples of future dissemination agreed

Each delegate to disseminate key findings within their own college at senior

management team meetings and at staff CPD events.

Delegates to disseminate key findings from the visit at the next Teaching and

Learning network meeting on 26 February 2015 at MRC, Llandrindod Wells and

at other cross-college networks where appropriate.

Delegates will be invited to facilitate a workshop at ColegauCymru’s Annual

Conference on 21 May 2015 in Llandudno in order to disseminate some of the

key themes from the visit.

ColegauCymru will organise a national Teaching and Learning Conference in

October 2015 to disseminate the lessons learnt from the Canadian visit along

___________________________________________________________________


with other international teaching and learning projects that have been conducted

by colleges in Wales.

ColegauCymru will investigate opportunities to invite its Canadian counterparts to

the dissemination events.

Resources collated from the visit will be shared via ColegauCymru’s Moodle.

Examples of dissemination activity already completed

The visit attracted a full-page feature in the Western Mail on 4 December 2014.

ColegauCymru issued a press release on the visit – available in English and in

Welsh.

A selection of the conversation that took place online during the visit on social media is on Storify.

More photographs and comments on the visit are available on the ColegauCymru / CollegesWales Facebook page, and on ColegauCymru’s Twitter streams – in English and in Welsh.

http://www.collegeswales.ac.uk/en-GB/improving_numeracy_in_wales_with_a_little_help_from_canada-689.aspx

http://www.collegeswales.ac.uk/cy-GB/gwella_rhifedd_yng_nghymru_gydag_ychydig_o_gymorth_gan_ganada-689.aspx

https://storify.com/CollegesWales/wales-colleges-explore-literacy-and-numeracy-in-ca#publicize

http://ow.ly/EZs3P

http://ow.ly/EZs3P

http://www.twitter.com/CollegesWales

http://www.twitter.com/ColegauCymru

___________________________________________________________________


Annex Individual Delegate Impact

Delegates have considered how the visit might impact teaching and learning within

their own college and have completed an Individual Delegate Impact which identifies

key area/s for improvement; outlines the good practice identified, and the possible

impact it may have if implemented at their college.

Gower College Swansea

Peter Reason

Teaching and Learning Manager

T: 00 44 1792 284056 www.gowercollegeswansea.ac.uk

Main Area of Impact

Academic Success Centres

Outline of Good Practice Seen

In a number of the colleges visited the library was used as the centre or hub of skills development. For example, in one college an Academic Success Centre was used to help students with:

Literacy and numeracy development Learning strategies Research and technical help

The centre (which was based in rooms around the library) offered timetabled and drop-in sessions using teaching and support staff, as well as student mentors to provide regular advice and guidance to help students develop their study skills.

Possible Impact

Using this kind of approach I plan to bring together the college leads from the library, learner support and essential skills to look at ways of joining up the work of these teams. Ultimately to provide a one-stop centre, physically based around our libraries, for students to work on their study skills. This will also be a possible base to support the development of the seven skill areas of the new Welsh Baccalaureate.

http://www.gowercollegeswansea.ac.uk/

___________________________________________________________________


Coleg y Cymoedd

Lesley Robins

Curriculum Director for Hair and Beauty, Catering, Creative Arts, Business and IT

T: 00 44 1443 662800 www.colegycymoedd.ac.uk

Main Area of Impact

Identification of numeracy requirements appropriate to a job role


Clear identification of the numeracy skills required for employment coherently linked into the relevant vocational qualification. These aspects of numeracy delivered by the vocational course team not maths specialists. A focus on supporting numeracy skills deficiencies, i.e., putting targeted support in place for specific maths skills.

Possible Impact

Clear, detailed guidance for students regarding : The level of numeracy required for their chosen career The numeracy skills they will need to demonstrate to successfully pass their course. Revise and repackage support options available for students with identified numeracy skills deficits. Focus on one ‘craft’ area to identify the relevant essential numeracy skills and produce a list of guideline with cognisance of ESW quals. Revise vocational maths delivery in Sept 2015 on the basis of this.

http://www.colegycymoedd.ac.uk/

___________________________________________________________________



The colleges we visited all invested in good peer mentoring systems, using tutors and libraries. The Learning Circles seen at one college I thought were particularly good, where learners met with a tutor and using recorded lesson and notes they would discuss lessons they were struggling with and support each other. The tutor would be able to go over anything taught in the lesson but not teach new information. Another college had specific mentor rooms that students could book to work with a peer mentor. The peer mentors found it beneficial as they had opportunities to develop their own skills and those seeking help said it helped them to understand areas they struggled with. Terminology used also impressed me. The colleges focused on Student Success rather than support, which gave a very positive feel. Secondly Teaching and Learning theory was discussed regularly alongside the subjects being taught, “Pedagogical strategies” etc.

Possible Impact

I can see by developing our existing Study Skills hour we could incorporate some of the ideas of the Learning Circles to encourage peer mentoring and the benefits it brings. This would also link with the community aspect of the Welsh Baccalaureate as well as helping to make the Study Skills hour more meaningful to all learners. Just changing some of the titles of our support to success I believe will have an impact on motivation. Regularly discussing pedagogical strategies when talking about learners, observations, HoS meetings, in staffrooms will raise awareness, remind staff of teaching and learning theory.

Coleg Gwent

Catherine Evans


T: 00 44 1495 333703 www.coleggwent.ac.uk

Main Area of Impact

Mentor Support

http://www.coleggwent.ac.uk/

___________________________________________________________________


Bridgend College

Robert Evans

Assistant Principal

T: 00 44 656302302 www.bridgend.ac.uk

Main Area of Impact

Employer Engagement

Outline of Good Practice Seen The involvement of employers was a key feature of every Curriculum Area in all colleges visited. Industry involved in providing “live projects” e.g. SME’s request the College to solve a ‘real problem’. Each Curriculum Area has an employer “Advisory Board” who offers support and guidance on LMI and assessment. University graduates enrol on College courses to enhance employability skills. KPI’s used across all colleges to measure employer satisfaction.

Possible Impact

Need to review links with industry – are there further opportunities to exploit and develop?

Re-establish Advisory Boards where they can add value.

Offer a service to local employers to establish a “live project” service.

Increase opportunities for employers to be involved within the curriculum e.g.

placements, assessments, speakers, etc..

http://www.bridgend.ac.uk/

___________________________________________________________________


Grŵp Llandrillo Menai

Sylvia Davies


T: 00 44 1492 546666 www.gllm.ac.uk

Main Area of Impact

Support for learning outside the taught sessions


One of the elements I feel was most pertinent for me was the range of support for learning offered outside the taught sessions. I specifically liked the Peer mentoring, formalised support sessions (learning circles), the online support for learning (video access to support materials), snippets of learning available within the controlled environment of Linda.com, the support for learning within the Student Success Centres as well as the positive psychology that went with that label for a learning area. Canadian colleges also promoted the use of basic skills facilitators within group sessions during the first term to enable them to support lower level learners and get to know those who were likely to be referred to them for further support.

Possible Impact

Having access to more support mechanisms to support learning both internally and externally could lead to more self directed learning opportunities with learners revisiting learning materials and content outside taught sessions which would hopefully have impact on success rates. Students could also develop a culture where they are less reliant on teaching staff for support. Moodle could be further enhanced and promoted to enhance the learning experience.

I am keen to see how scheduled sessions within Student Success Centres could be introduced to further support learners to revisit the learning within sessions not only within the college environment but to also access snippets of learning accessible externally. This could be in the form of short videos, carefully selected for inclusion on a controlled area e.g. Linda.com.

http://www.gllm.ac.uk/

___________________________________________________________________


I do however see a real challenge in being able to fully utilise this level of support through Student Success Centres / Peer mentoring / learning circles support based on the learners currently only really being on site when they have scheduled sessions. I have yet to meet with the managers that have responsibility for Student Support mechanisms and Basic Skills that can instigate these changes within the College system but feel that this was certainly a general element where the Canadian Colleges enhanced what we currently offer our learners.

NPTC Group

Jo Ricketts

Assistant Principal Teaching and Learning

T: 00 44 1639 648000 www.nptcgroup.ac.uk

Main Area of Impact

Explicit recognition of literacy and numeracy requirements of a job role/skill level.

Processes to ensure student success (irrespective of starting point).


Explicit recognition of literacy and numeracy skills required in order to be successful

in employment translated to vocational programmes.

Use of initial assessment/diagnostic tools for literacy and numeracy.

Literacy and numeracy development to address the deficiencies in skills.

Online resources developed to support upgrading.

Literacy and numeracy experts deliver (making tasks vocational).

Individually developed programmes through academic success centres, to support

literacy and numeracy, ensuring the success of each and every student through a

range of strategies: one-to-one, online, peer mentoring etc.

http://www.nptcgroup.ac.uk/

___________________________________________________________________


Possible Impact

Explicit communication to students regarding the level of literacy and numeracy skills

required to be successful on the course and in the field of employment at recruitment

/ application.

External facing resource/signposting to support upgrading of literacy and numeracy

skills for potential students following application and initial assessment/before course

commences.

Centralised bank of online resources to support developments in literacy and

numeracy, coded/classified in some way to skill level and vocation. To be signposted

from all course handbooks, Moodle courses, libraries etc.

Explore the use of experts only in literacy and numeracy to deliver vocationally.

Recognise current L&N skill level and increase motivation of students through a ‘find

faults and fix approach’. Explore whether ‘find faults and fix’ approach can be utilised

in ESW or other L&N qualifications without detrimentally affecting attainment.

Rebranding? Ensuring ‘academic success’ rather than providing ‘student support’.

Rethinking strategies to ensure the academic success of students to include but not

limited to: peer mentoring, online tutoring, teacher vs tutor, pastoral team and

academic upgrading.

YMCA Community College

Christopher Morris

Quality Manager

T: 00 44 2920 755444 www.ymca-wales.ac.uk

Main Area of Impact

Literacy and Numeracy bespoke to learning area/employment Industry Links


Literacy and Numeracy It was quite clear that a lot of work and emphasis was put on the Literacy and Numeracy skills of all learners. This is clearly identified in secondary school by

http://www.ymca-wales.ac.uk/

___________________________________________________________________


assessments as they have split their numeracy (Maths) into two categories of applied (which allows you to go to college) and academic applied which you need for University. There was clear buy-in from the colleges, learners and the Employment Social Development Canada (ESDC) The colleges and employers work on Essential Skills Profiles (ESP). These describe how an employee in an occupation may need to use each of the essential skills. Canada has broken these down into nine areas linked to what employers’ believe are important to carry-out their job proficiently. The ESP are linked directly to the National Occupational Classification (NOC), these are generally linked to an occupation or occupational group in the (NOC). Industry Links There was substantial evidence of great working links between all of the colleges and small and medium sized enterprises (SMEs). The Colleges are engaged with SMEs in live projects or applied research. The applied research focuses on problems that are current within industry and SMEs. The students have the opportunity to work with the SME in a Co-op type learning; this gives the student the opportunity to work at the college for six weeks and then six weeks with an industry which is paid. This gives the student the opportunity to earn good money while learning and the potential to cover the college costs and get excellent experiential learning. Industries are heavily involved in the curriculum design and the content of the numeracy attached to the qualification. The industries donate equipment and give sponsorships to the colleges. The colleges work on a three stage strategy of engaging with local employers and internationally. They look at Community Perspective, College Perspective and Student / Employee Perspective.

Possible Impact

They clearly demonstrated that by using this system the learner was more engaged because they were learning what was relevant in the workplace.

Also, the employer is getting an employee with the appropriate skills needed.

Investment needed in College infrastructure to ensure 21st Century resources for an experiential learning environment and the opportunity to experience, develop, apply and practice these skills.

Look at sustainable ways of engaging with SMEs to create better opportunities for experiential learning.

Look at alternatives to Apprenticeships – a Co-op model to give the opportunity to experience, develop, apply and practice these skills.

___________________________________________________________________


teaching and learning network delegation to canada … · teaching and learning network delegation...

Documents