literacy

Vocational Training In Prisons

There are many factors that have been explored and documented to explain why people turn to crime. Many of these early criminology theories had at their core, the premise that crime is more prevalent in sectors of society that are deprived and where young people have little education.
In prisons in the UK today education and the attempt to offer skills to a previously unskilled and uneducated prison population has proved successful in part. This work will attempt to discover what factors might put a prisoner off taking up vocational training offered and what measures could be taken to encourage more prisoners to enrol in further education or vocational training.

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Face To Face Teaching Vs. E-Learning - Which is More Appropriate For Entry Level 3 Literacy Learners?

This main purpose of this action research is not to compare online and traditional face-to-face teaching but merely to prove which one is more suitable for learners with very low literacy skills. At this present moment there is a huge demand for tutors in the lifelong learning sector to incorporate e-learning into their teaching and learning so that learners are equipped with ICT skills with a view that this will enable them to participate effectively in modern society. However, because many of the learners I teach are mature learners who are used to being taught traditionally, have never used a computer before and some do not have English as their first language, they are left struggling with their course.

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Supporting ESOL Learners with Limited Functional Skills

All learners received initial, formative and summative assessments during the course. My observations concluded that formative and summative were well structured and provided the learner and tutor with continuous feedback and successful candidates with a real sense of achievement. However, the initial assessment was found to be the weakest link in assessment chain because it was inconsistent and unreliable. This was evident by the number of tutors that had commented on the amount of undiagnosed ESOL learners who exhibited limited functional skills and had little chance of understanding the content of the course and passing the examination.

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Can We Improve Adult Numeracy Skills By Changing The Way Maths is Embedded in to a Course?

The problem in my professional practice that I would like to research and explore is the declining or low Maths skills amongst learners who are on the course I teach. Over the past few months I have noticed in the logistics course that learners have strong English skills but there is a trend of low Maths skills amongst the learners.

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Expecting the Unexpected - High Achievement Rates in E2E, Can It Happen?

Expecting the Unexpected - High Achievement Rates in E2E, Can It Happen?

In January 2007, the Nuffield Review of 14-19 Education and Training (2006) which was put forward to the Education and Skills Select Committee, stated that “The participant study (Entry to Employment Participant Study Final Report, (October 2003) Spielhofer, Mann and Sims LSDA and referred to below) registered overall positive experience of young people in the pathfinder programmes. However, the gains reported were more at the level of personal development and job search skills and much less at that of literacy and numeracy.” This is totally at odds with the outcome of my research findings (maybe I‟ll send them a copy) and mine and my colleagues‟ experience on our E2E programme.

Adult Literacy: Digital Learning vs. Non – Digital Learning

Adult Literacy: Digital Learning vs. Non – Digital Learning

I chose to research this area as it is an issue within adult literacy that needs to be addressed. There is a demand to incorporate digital learning but the struggles are left with the tutor and the learners. Many learners are not able to spell their name and address let alone make use of a PC or type on an IPod. Also, not all teachers are skilled in the use of ICT and digital media but are great teachers regardless of this ability.