Basqi brochure artv2
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31 BSQI 2000-2003: End of project report 30 BSQI 2000-2003: End of project report The impact on the college of the BSQI was judged to be considerable. The initiative: ■ Raised the profile of numeracy and literacy ■ Gave key staff time to reflect on their practice ■ Supported the implementation of: – numeracy and literacy in local communities – the new numeracy and literacy curriculum – basic skills brokerage – preparation for a resubmission for granting of the BSA Kitemark The Mary Ward Centre This is a small external institution offering education to adults. It has made considerable progress in introducing literacy and numeracy support for its learners through its involvement with the various aspects of the BSQI. Staff particularly appreciated the support they received from their facilitator. She helped them to identify students’ learning support needs, and to consider how they might be met by changing classroom practice. She also worked through their action plans with them, helping them to identify weaknesses and how these might be remedied. Oldham Lifelong Learning Oldham Lifelong Learning provides adult and community learning, managed to find the time for two senior staff to attend a residential event. They commented that this gave them a valuable opportunity to plan without interruption, and to refine their self-assessment report. They also appreciated the opportunity the event gave for discussion with staff from similar organisations outside of the North West, and to gain information from people working in the field of numeracy, literacy and ESOL at national level. BSQI and practice in the prison service Considerable benefit from the residential events was felt by staff in prisons. Most of their work was in home groups. This gave them a rare opportunity to talk and plan at length with colleagues and to network and discuss curriculum matters with practitioners and managers from other institutions, with people from outside the prison service, and with the tutors and guest speakers working on the events. More specifically, representatives from a number of prisons used their time at the events to improve on plans into which a considerable amount of time had already gone. For example: HMP Pentonville Staff from HMP Pentonville used the time at the event to refine their plans for developing literacy and numeracy provision at levels 1 and 2 in the prison, and for Runshaw College A medium-sized college in Lancashire, it has received good or outstanding grades at inspection for almost all of its provision. Managers found attendance at the residential event the most useful part of their BSQI work. It gave them the opportunity to clarify their action plan, to ensure that targets were SMART, and to sit down and think. On their return to college they were able to communicate their vision and enthusiasm for improvement to the whole management and numeracy and literacy team. Each of the four volumes of the BSQI materials was reviewed by a middle manager and papers summarising the review were circulated. The managers identified the sections of the materials that they felt would be most useful to staff involved in seeing through the action plan. They also worked with the facilitator to identify other useful elements. The facilitator also attended meetings to review and monitor the action plan. Staff of the college felt that the BSQI had had a positive impact on their work. It helped them to: ■ Start to customise teaching and learning standards ■ Develop more short modules ■ Introduce a strategy for raising the aspirations and expectations of learners ■ Improve documentation ■ Review staffing ■ Start to develop more reliable data Oaklands College This is a large college offering numeracy and literacy to a good standard, as assessed by inspection, in the community and in the work place, in discrete classes, through support, and integrated into the curriculum. Members of the college became involved in the BSQI at an early stage. Before attending the residential event for managers they set up a BSQI steering group and agreed goals for the training. The event was useful in so far as it allowed them to focus on their work without distraction, to evaluate critically their provision, to learn from other people, and to write their action plan. The action plan focused on improving teaching and learning, developing collaborative provision, and improving and assuring quality, with particular reference to integrated numeracy and literacy. As with other colleges, the facilitator provided a fresh eye and took on the role of critical friend. The facilitator also helped the college to set and keep to deadlines. Good use was made of the BSQI materials, with the emphasis on adaptation rather than adoption.
33 BSQI 2000-2003: End of project report 32 BSQI 2000-2003: End of project report HMP Belmarsh A head of inmate activities formed part of the team from this organisation. During the event, the team members were able to gain a good understanding of each other’s work. Staff commented later that the result of the discussion of plans for the education department ensured that there was increased understanding at a senior level of the conditions under which prisoners received education. This subsequently helped to increase participation in learning and raise levels of attendance at lessons. The events were also attended by representatives from the enterprise and supply and the sales and marketing divisions of the prison service. They are particularly concerned with prisoners in the workplace. This was the first opportunity for joint training with education staff that had been offered to them. One representative commented that attendance at an event had been ‘a catalyst for appreciating what good work had gone on over the years’. Since the events were held there has been progress in moving towards supporting the implementation of key skills and literacy and numeracy training in workshops. The enterprise and supply service has set up a basic and key skills panel, with representatives from the PLSU and from Custody to Work, which deals with resettlement. The panel’s remit is to examine the relationship between employment and education provision. A recent area for discussion has been aspects of the Common Inspection Framework. The panel has been exploring with the Adult Learning Inspectorate how quality in the workshops in regard to education can be developed. ensuring that prisoners had access to a core curriculum. The plans have now been implemented. Staff commented particularly on the value of having the opportunity for uninterrupted discussion and planning time. They also appreciated being able to work in a spacious and relatively private environment. HMP Wormwood Scrubs The staff that attended the event were able to reassess the work they had done on preparing for the BSA Kitemark and to strengthen the targets they had set themselves. Other representatives drew inspiration from the opportunities for networking and discussion offered by the events: HMP Frankland HMP Frankland is an adult male high security prison. Prisoners are generally with the prison for a substantial period and many have literacy and numeracy needs. Its education manager and its basic skills co-ordinator used the time at the BSQI residential event to draw on information from representatives of other organisations on their literacy and numeracy provision and to refine an existing action plan. With this work as a starting point they have since sought and been granted substantial funding from a charitable trust to set up a well-equipped key skills workshop, named ‘Widgets’. They have also moved forward with plans to integrate literacy and numeracy training with work, linked to a national vocational qualification in catering for prisoners who work in the kitchens, and through a workshop in which prisoners will blend learning with refurbishing hearing aids for a charity. HMP North Sea Camp Staff also commented on the value of networking and discussion. They had been able to use information gained to strengthen their self-assessment processes and report. They also felt better prepared to implement the new literacy and numeracy standards. Staff from several prisons benefited from attending the residential events in teams consisting of staff from different disciplines, who otherwise had little opportunity to undergo training together. HMP Manchester This team of staff included a prison officer. Its members were able to discuss the impact of regime requirements on prisoners’ allocation to and attendance at education activities. The prison officer gained a greater knowledge of the needs of education staff and of the prisoners with whom they worked. He was able to use this to good effect on his return. Yüklə 294,84 Kb. Dostları ilə paylaş:
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