200-07 SUPPORT PROVISION FOR LEARNING ENGAGEMENTS

Community Learning Development Resource 200 – 07

SUPPORT PROVISION FOR LEARNING ENGAGEMENTS

 

SUMMARY

Learning support and Learner support are both recognised in best practice within provision and support services of education and training institutions and agencies.

Support for Learning and Support for Learners are identified as being additional support strategies, addressing the needs of excluded or ‘hard-to-reach’ learners – learners who are not experienced and not confident, within community-based provision and hard targeting, widening participation work – an additional entitlement!

 

For existing adult learners, enrolled and experienced adult students

LEARNING SUPPORT

  • The learners have been accessed or referred themselves to the provider
  • The teacher within the course or programme, supports individual learning, through teaching and learning activities, including:
    • assessment
    • differentiation
    • individual learning plans
    • coaching
    • tutorials
    • resources
    • in-course advice, etc.
 For non-participating / inexperienced / excluded learners / ‘hard-to-reach’ 

SUPPORT FOR LEARNING

  • The delivery of learning opportunities off-site – taster courses, short introductory courses, ‘first-steps’, community venues
  • The provider supports the development of provision designed to encourage potential learners to progress and take-up learning opportunities within mainstream provision

 

  • A common provider approach to widening participation and recruiting potential learners – the development of relevant and coherent provision

 

For existing adult learners, enrolled and experienced adult students 

LEARNER SUPPORT

  • The learners have been accessed or referred themselves to the provider
  • The provider supports the recruitment and retention of learners, through a variety of mechanisms including:
    • fee remission schemes
    • childcare support
    • help with transport
    • guidance
    • resources
    • social facilities
    • refreshments, etc.

For non-participating / inexperienced / excluded learners / ‘hard-to-reach’

SUPPORT FOR LEARNERS

Individuals and small groups of potential learners are encouraged to gain confidence to identify their own learning needs and to explore their motivation, readiness and abilities to succeed in a familiar and friendly environment, at their pace. They are given:

  • time
  • conversation
  • friendship
  • contact
  • informal support
  • mentoring
  • ‘buddying’ and ‘hand-holding’
  • advice and guidance
  • comfort and safety
  • personal development space
  • advocacy
  • coaching
  • feedback

 

PROMPTS FOR REFLECTION AND DISCUSSION

  • Does this analysis suggest that there are two ‘different’ and possibly new strategies required as an entitlement in work with excluded learners?
  • Can inexperienced, non-confident and disenfranchised new learners be offered support without a concern to recruit them into formal learning programmes?