Search results for ‘Publisher:"national institute of adult continuing education"’ Sort:
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Learning for older people in care settings: a guide for activity coordinators and care staff
- Author:
- NATIONAL INSTITUTE OF ADULT CONTINUING EDUCATION
- Publisher:
- National Institute of Adult Continuing Education
- Publication year:
- 2014
- Pagination:
- 20
- Place of publication:
- Leicester
A guide to help activity coordinators and care staff to support older people in care homes to take part in learning activities. It aims to encourage those working with older people in care settings to understand the value of keeping people engaged and active through learning, and to recognise that learning is an essential and central aspect of providing care. It offers advice on how to engage older people in informal learning and explains the benefits for both to care staff and older people. Originally commissioned by the Department for Business, Innovation and Skills in 2010, it has been updated to provide more recent examples of practice. These include Open Age; First Taste; Learning in the Fourth Age; the charity Nightingale Hammerson; iPad engage a digital project for people living with dementia; and the Silver Lining Arts project. A list of key national organisations are also included. (Edited publisher abstract)
Giving care leavers more control over their futures
- Authors:
- DIXON Linda, ROBEY Charlotte
- Publisher:
- National Institute of Adult Continuing Education
- Publication year:
- 2014
- Pagination:
- 28
- Place of publication:
- Leicester
Examines how the process of pathway planning and the support of local authority personal advisers (PAs) impact on care leavers’ access to and engagement with learning and/or work at transition stage ages 16-18 and up to 25. It identifies the enablers and barriers to how information, advice and guidance are given at the point of transition for the young person in care and makes recommendations about how this could be changed to ensure more positive outcomes. Drawing on surveys, focus groups, semi-structured interviews and desk research, the report highlights that: not all PAs are up to date with information on routes into work, learning opportunities and services available to support care leavers; care leavers see pathway planning as a process that is done to them rather than one that they fully participate in for their benefit; and that there is need for greater dissemination of the many positive examples of local authorities and local services coming together to support care leavers into work and learning. The paper concludes that a holistic approach to pathway planning and consistent, professional support from a known and trusted personal adviser can improve the chances of care leavers having a positive experience of learning and work, giving them the best chances in leading a fulfilling adult life. This needs to be led at director level in local authorities and embedded in a strategic approach that has partnerships with key local services and providers at its core. (Edited publisher abstract)
Making it work: embedding a supported employment approach in vocational education and training for people with learning difficulties
- Author:
- JACOBSEN Yola
- Publisher:
- National Institute for Adult Continuing Education
- Publication year:
- 2010
- Pagination:
- 138p.
- Place of publication:
- Leicester
The purpose of this book is to provide information about the supported employment process and how this can be embedded in vocational training and courses for people with learning difficulties. It focuses on how people with learning difficulties who are learners in the post-16 education and training sector can be supported to develop the skills and gain the necessary experience to move into employment and have real jobs in ordinary settings. The book was developed in consultation with providers who are developing a supported employment approach in their courses, and case studies are provided throughout to illustrate how this work is being put into practice. The book focuses on: the voice of the learner; disability rights legislation and learning and skills policies; principles and processes of supported employment; person-centred approaches in vocational courses and training; supported employment in the learning and skills sector; collaborative working; curriculum development and supported employment; working with parents and carers; and working with employers. The book is aimed at practitioners and managers working with people with learning difficulties in further education colleges, adult and community learning services, work-based learning and voluntary sector organisations.
'We got it going!': back on track 2: building collaborative partnerships between further education and early intervention in psychosis services: final project report
- Authors:
- WORRALL Clare, LAU Annie
- Publisher:
- National Institute of Adult Continuing Education
- Publication year:
- 2010
- Pagination:
- 110p., bibliog.
- Place of publication:
- Leicester
The Back on Track 2 project was designed to test an approach to collaborative working for mental health services and further education colleges, to support young people whose education had been disrupted by mental health difficulties. This report describes the methods, findings and limitations of the project. It used an action research approach to support practitioners to develop and improve their practice. It involved 10 regional partnership pilot projects (each comprising a college and an Early Intervention in Psychosis service and/or Child and Adolescent Mental Health Service). These worked to develop the Back on Track approach in their areas to support young people with first episode psychosis who were not currently in education, employment or training to participate in learning. Quantitative methods were used to audit Early Intervention in Psychosis team caseloads and information from colleges. Qualitative methods were used to capture change and experiences of the process from the perspectives of the Early Intervention in Psychosis teams, colleges and learner beneficiaries. The report discusses the findings and concludes with recommendations to support collaborative working between young people's mental health services and further education colleges to improve learning, skills and employment outcomes for young people with mental health difficulties.
The revolution will be digitised
- Author:
- SIMON Sion
- Journal article citation:
- Adults Learning, 21(1), September 2009, pp.12-14.
- Publisher:
- National Institute for Adult Continuing Education
With reference to Lord Stephen Carter’s Digital Britain white paper published in June 2009, this article states that increasing digital participation right across all society is crucial to maximise competitiveness in the United Kingdom. Three main obstacles to complete digital inclusion exist, availability, affordability and capability. The article outlines strategies designed to address these obstacles.
Making the localism vision a reality
- Author:
- MINTER Chris
- Journal article citation:
- Adults Learning, 22(2), October 2010, pp.20-21.
- Publisher:
- National Institute for Adult Continuing Education
There is currently a desire to see greater local democracy. This is loosely termed ‘Big Society’. This article outlines how focus on adult learning has been quietly driving an increase in local activism among those who traditionally have had the least say. The author suggests that if local democracy is to thrive, public spaces need to be opened up to allow a wider cross-section of the public to meet. This can be either a physical location, or virtual space on the internet. The article describes two such places, in Doncaster and Leicester which attempted to create such an environment. The author concludes that by being willing to open up such spaces, with adequate funding, those involved in adult learning can make a big difference.
"I can influence change - I am part of the solution"
- Authors:
- YARNIT Martin, COUSINS Liz
- Journal article citation:
- Adults Learning, 22(2), October 2010, pp.26-28.
- Publisher:
- National Institute for Adult Continuing Education
This article demonstrates how a national scheme to train and support community learning champions (CLCs), with modest amounts of funding, can help transform the lives of learners and build communities’ capacity for positive change. CLCs are volunteers who are active in promoting the value of learning to others, and are generally very successful at encouraging people to learn. CLCs can provide an effective signposting service to local learning opportunities. They help other to succeed and can help providers improve via feedback. The national support programme has affected 46,500 people to date, at a cost of £64.50 a time. The authors conclude that CLCs are proof of the personal benefits of adult learning, and when they get involved in actively organising learning opportunities they become transformed; showing an increase in confidence.
Learning to be powerful
- Author:
- ALEXANDER Titus
- Journal article citation:
- Adults Learning, 22(2), October 2010, pp.16-19.
- Publisher:
- National Institute for Adult Continuing Education
The author looks at the role adult educators can play in helping people to develop the abilities, confidence, ideas to be involved in the Big Society. The article outlines three themes at the heart of political education: clarity of purpose; understanding power structures; and developing communication skills. With this in mind, the author advocates a democracy hub to: encourage people to understand how the system works; promote opportunities for people to have an effective voice and influence; to show people how to use democratic tools such as freedom of information; provide independent information advice and support; and to connect agencies in promoting participation in politics.
Help us to help ourselves
- Author:
- STANISTREET Paul
- Journal article citation:
- Adults Learning, 22(2), October 2010, pp.10-13.
- Publisher:
- National Institute for Adult Continuing Education
The Adult Safeguarded Learning budget is under threat in the current spending review. Yet much of the learning it funds is facilitating the kind of self-organising, grassroots activism the government says it wants to support. The author visited two local authorities (Kirklees Council and Somerset County Council) to see the often profound difference this sort of learning is making to communities. The article outlines how the services help to inspire people into transforming their lives, and how they engage the hard to reach adults. Through learning, the programmes promote community cohesion and help build agency within the community. These schemes also help in promoting democratic citizenship, with adults being more likely to engage in civic activities.
Big enough for everyone?
- Author:
- COOTE Anna
- Journal article citation:
- Adults Learning, 22(1), September 2010, pp.24-26.
- Publisher:
- National Institute for Adult Continuing Education
The coalition government wants to build a ‘Big Society’. It aims to put more power and responsibility into the hands of families, groups, networks, neighbourhoods and locally based communities, and to generate more community organisers, neighbourhood groups, volunteers, mutuals, co-operatives, charities, social enterprises, and small businesses. The idea is that all of these will take more action at a local level, with more freedom to do things the way they want, and that this will help to tackle poverty and inequality. Evidence shows that, when people feel they have control over what happens to them and can take action on their own behalf, their physical and mental wellbeing improves. This article argues that the Big Society vision does little to address the economic causes of poverty and inequality. It pays no attention to forces within modern capitalism that lead to accumulation of wealth and power in the hands of a few at the expense of others. Nor does it recognise that the current structure of the UK economy selectively restricts the ability of citizens to participate. It discusses the radical changes that are needed to face the economic, social and environmental challenges to realise the Big Society vision.