Personalisation and Review

1
Personalisation and Review

• Issues and Developments
• Nigel Ecclesfield, Becta

2
Introduction to Nigel Ecclesfield

• Currently Manager FE and Skills Monitoring,
  Evaluation and Research at Becta, Assistant
  Inspector with Ofsted and member of the LGC
  Research group at the London Knowledge Lab
  Institute of Education
• FE Lecturer and Manager 1978 2003 post included
  Curriculum Development Manager, Head of Student
  Services, LA Adviser and Assessment and APL
  Co-ordinator
• Current interests
• integration of learner technology in provider
  settings and the application of personalisation
  to CPD and workforce development
• E-assessment and the use of e-portfolios and
  personal learning spaces
• Organisational e-maturity

3
Becta position on personalisation

• Three areas where technology can provide
  solutions
• Tailored content and resources
• Flexible delivery and pathways
• Personalised formative assessment
• This can be summarised as, helping tutors and
  trainers to develop their professional
  repertoires to plan, deliver and evaluate
  learning activity

4
Self review and developing provision

• Providers need to have a view of their role and
  purpose within the system
• They need to test their view of themselves in
  terms of their role and aspirations for learners
  and workforce reality testing
• They need the evidence to support effective
  action planning and strategy implementation
  responding to internal and external pressures

5
Ofsted

• The CIF is both a standard and a tool for
  providers to use for improvement that is focussed
  most clearly on the quality of learner experience
  and outcomes, setting out what should be expected
  by learners, regardless of context or provider
• CIF can form the basis of self-assessment and
  help providers to identify examples of good
  practice through the good practice database and
  inspection reports
• In its current form the CIF also makes judgements
  about institutional effectiveness and capacity to
  improve, setting out the evidence for these
  judgements and enabling providers to identify
  resources for development as well as areas
  needing improvement

6
Common Inspection Framework

• 5 Key Questions
• Learner Achievement
• Teaching, training and learning
• Needs and interests of learners
• Guidance and support
• Leadership and management
• 2 Key Judgements
• Effectiveness of the organisation
• Capacity to improve
• Children Act 2004 (where applicable)
• 5 Outcomes

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Framework for Excellence

• Responsiveness to learners
• Responsiveness to employers
• Quality of outcomes
• Quality of provision
• Financial health
• Financial control
• Use of resources
• Contestability

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Improvement Strategy

• Achieving excellence
• Embedding self-improvement
• Sharing good practice
• Developing effective partnerships
• Simplifying, rationalising and increasing
  coherence

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14-19

• Diplomas focus on individual learners and their
  needs and end the exclusive focus on delivery
  within an individual institution found in most
  provision
• Diplomas also promote PLTS (personal learning and
  thinking skills) and the individual development
  of these skills
• Diplomas require flexible and responsive
  provision delivered through collaborative
  arrangements (consortia)

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Common Themes
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Policy initiatives

• The Leitch context skills for globalisation
• Raising Expectations
• Role of local authorities
• Role of colleges (Changing status)
• New funding arrangements
• Skills agenda
• Local, sub-regional and regional planning and
  commissioning of provision
• Teaching and learning in 2020
• i-2010 and informal learning consultation

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Becta current work

• Updated Harnessing Technology and FE and Skills
  Implementation Plan with a clear focus on
  personalisation and organisational development
• E-Maturity Framework being developed for
  September 2008 with its focus on the effective
  use of technology by providers
• Research studies on each part of the sector
• Surveys
• Institutional readiness
• Technology Impact studies
• Collaborative research strategy
• TEN and other case studies
• Learner use of technology
• The research will have a focus on providers
  ability to provide a personalised programme for
  learners and how technology can support
  personalisation through its three elements
• Tailored content and resources
• Flexible delivery and pathways
• Personalised formative assessment
• Work on workforce development will consider how
  personalisation can be applied in the context of
  CPD and capability building.

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Resources

• Raising Expectations documents and
  consultation
• Ofsted Handbook for the Inspection of Colleges
  - http//www.ofsted.gov.uk/portal/site/Internet/me
  nuitem.eace3f09a603f6d9c3172a8a08c08a0c/?vgnextoid
  96cdef7521322110VgnVCM1000003507640aRCRD
• Ofsted Handbook for the Inspection of
  Work-based, Adult and Community Learning and
  other contexts -