Basqi brochure artv2
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17 BSQI 2000-2003: End of project report 16 BSQI 2000-2003: End of project report At the end of each event participants were asked to complete an evaluation form (see annex C). The main messages arising from an analysis of the forms are given below for the different phases of the BSQI. Residential events for managers in 2001-02 Overall, the comments received on evaluation forms were very positive. A significant number of participants stated that they had found the events inspirational and the most useful they had ever attended funded by FEFC or LSC. The benefits of team-working Participants commented that a major benefit of the events was the opportunity they provided for staff with different roles within an organisation to work together without interruption on their literacy, numeracy and ESOL action plan. The outcomes were particularly positive when a senior manager was present throughout the event and took responsibility for leading the development on return to the organisation. Many participants commented positively on the value of having the ‘ear’ of a senior manager and time away from other duties to focus on the organisation’s literacy, numeracy and ESOL provision. Prior to the events, senior managers had not always been aware of the detail of the work of the literacy, numeracy and language (ESOL). Many had not previously thought about the implications for the organisation of delivering literacy, numeracy and ESOL across the whole curriculum. Action planning Participants valued the tuition they were given on action planning. Although many of them had written an action plan prior to the event, several pointed out that it was the first time they had ever been taught how to do it, and several teams rewrote theirs as a result. They went away with a clearer understanding of the characteristics of a good action plan and recognition of the time it takes to develop one. They appreciated the need to see action plans as working documents rather than as plans written merely to satisfy external organisations. Several participants had arranged to present the action plan to other senior managers and governors on their return from the event. Some had decided to set up cross-college groups to see the action plans through. Teams commented that they found it very difficult to be clear about what they were aiming to achieve and to write SMART targets, that is, targets that were specific, measurable, achievable, realistic and time-bound. The tutor’s input was needed to help them to clarify their weaknesses and be clear about what they were aiming to do. Comments at recall events and later events showed that they had found the process of identifying SMART targets useful in pushing change in their organisations and that they were looking to future events for support in tightening up their later development plans. Main messages from the events 6 5
Emphasis was placed on the importance of ensuring that the actions planned would lead to the achievement of the targets that had been set. Participants were also encouraged to check that the persons identified as responsible for carrying out actions would have the necessary time, authority and resources and that the timescales selected were realistic. The action plan format required participants to consider the resources required, use of the BSQI facilitator and materials and to cost the plan. Participants were not always able to complete fully the section on the BSQI resources until they had been allocated a facilitator by the LSC and had had more time to study the materials. The costings also could not always be completed without consultation. Stage 5: Reviewing progress The importance of regular reviews to check that progress was being made and the importance of analysing the reasons for lack of progress in any area were emphasised. Milestone and dates against the proposed actions were identified to ensure that the plan remained on target. Stage 6: Evaluation Participants were required to state in the plan how the achievement of the target would be evaluated, by whom and when. If achievement against the target could not be evaluated then the target was not SMART. The evaluation should consider whether the targets had delivered a benefit for the learners and whether there had been an increase in the number of learners and their achievements. The final part in the process was for participants to evaluate what had been learned from the process and what they would do differently next time. The process of writing and presenting action plans Participants were given considerable support in writing their action plans. General issues, such as what constituted good practice and the actions that were likely to lead to good practice were discussed in detail in the home groups, following plenary presentations. On the final day all organisational teams formally presented their outline plans to other teams and a tutor with whom they had not worked with before at the event. The aim of this was for each team to be able to refine their plans in the light of constructive comments from colleagues based on the principles of action planning discussed throughout the event. 4
19 BSQI 2000-2003: End of project report 18 BSQI 2000-2003: End of project report ■ Dealing with specific weaknesses relating to initial assessment, such as, the selection of suitable packages; implementing initial assessment across a whole organisation; and, using the results of initial assessment to plan learning programmes ■ The development of useful and detailed individual learning plans ■ Increasing the range of teaching and learning strategies used ■ Developing systems for recording data so that the statistics generated accurately reflected the provision Messages from the two-day regional quality and capacity events: October 2002 – March 2003 Feedback on these events was positive and much the same as that from earlier ones. Providers confirmed that they valued the time the events gave them to work together in teams and to develop and refine their action plans. Deriving the greatest benefit were those who attended at as early a stage as possible in their cycle of self-assessment and development planning. The two-day events laid greater emphasis than earlier ones upon the Common
numeracy and ESOL provision. Key concerns Again, these were similar to those identified by participants in the first cycle of events. With the growth in the teaching of literacy, numeracy and, to some extent, ESOL as an integrated part of vocational and academic courses the question of recording activity and of funding was uppermost in many participants’ minds. Common concerns were: Capacity building and links with local LSCs ■ Variation in the level of understanding of literacy, numeracy and language (ESOL) by local LSCs ■ The existence of funding for BSQI development not known to some local LSC representatives ■ Little consultation with providers on how the targets were set either for the whole local LSC or for individual providers ■ Little meaningful mapping of provision to plan where expansion was needed ■ Funding promotes competition which is often unhelpful to the learner and leads to duplication of provision in some places and gaps in others The events helped to raise awareness of the need to develop an action plan for literacy and numeracy that encompassed all three strands of the work, that is, primary literacy and numeracy programmes, support for literacy and numeracy provided through learning support, and support for literacy and numeracy provided as part of a vocational or academic programme. Impact on management structures and resources Providers welcomed the opportunity to do some ‘hard thinking’, particularly about the resources and management structures needed to support effective literacy and numeracy provision. Discussing such issues with similar organisations proved to be very beneficial and it was later reported that some of the contacts made on the early events were maintained. For some providers, the events provided a catalyst for change that has had a major impact on their provision. The events highlighted the need to foster a more coherent approach to the management of literacy and numeracy across the college. Several providers made plans to restructure their literacy and numeracy provision and allocated responsibility for the overview of the provision to a senior manager. Considerable thought was given to staffing structures and the ratio of full-time, part-time and fractional posts needed for successful provision. Networking Many participants commented on the excellent opportunities for networking provided by the events. They also appreciated the opportunities to hear about the national context in which the provision of literacy, numeracy and ESOL was developing. Key areas of concern which organisations were tackling in their action plans: A number of common concerns emerged from the action plans being drawn up or refined during the events. These were: ■ Expanding provision to meet local and hence national targets ■ The integration of literacy and numeracy teaching into all vocational areas, with the attendant need for increasing the numbers of staff able to provide the teaching and giving them suitable training. There are currently insufficient teachers available ■ The best means of ensuring consistency of quality across the whole organisation – this applied to geographically widespread rural community provision as well as large further education colleges ■ The management of provision to enable time to be allocated to initial and diagnostic assessment and reviews Yüklə 294,84 Kb. Dostları ilə paylaş:
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