Literaturnachweis - Detailanzeige
| Autor/inn/en | Egglestone, Corin; Klenk, Hazel; Martin, Trudi; Stevenson, Alex |
|---|---|
| Institution | Learning and Work Institute (United Kingdom) |
| Titel | Effective Practice in English and Maths for Adult Learners in London |
| Quelle | (2023), (86 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Undergraduate Students; Discussion Groups; Discussion (Teaching Technique); Interaction; Learner Engagement; Social Networks; Online Courses; Social Status |
| Abstract | Basic English and maths skills are crucial for Londoners to access further education and good work, and to support them to participate in their communities and improve personal wellbeing. Supporting Londoners to achieve basic skills is a priority for the Greater London Authority (GLA). However, we know that too many Londoners are without these skills and therefore less likely to be in good work. It is estimated that 58 per cent of Londoners have low numeracy skills. The GLA commissioned Learning and Work Institute to identify barriers to participation and achievement in basic English and maths training at level 2 and below. The report below seeks to highlight examples of good practice that can be used to support London's Adult Education Budget (AEB) providers to deliver improved social and economic outcomes for learners. The report includes recommendations for providers, and the GLA as the commissioning authority, based on the different stages of the learner journey: engagement and recruitment; motivation and retention; progression and achievement; and some cross-cutting recommendations that run through each of the stages. (As Provided). |
| Anmerkungen | Learning and Work Institute. 21 De Montfort St, Leicester LE1 7GL UK. Tel: +44-0116-204-4200; Fax: +44-0116-204-6988; e-mail: enquiries@learningandwork.org.uk; Web site: http://www.learningandwork.org.uk/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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