Impada o1 a2-focus groups data analysis

IMPADA
Focus groups data analysis
Output type: Intellectual Output
PROMEA
May, 2016

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Project acronym: IMPADA
Project name: Improving the effectiveness of adult education for
disadvantaged groups
Project code: 2015-1-UK01-KA204-013666
Document History
Versions Date Changes Type of change Delivered by
Version
1.0
29/02/2016
Initial
document
- PROMEA
Version
1.1
17/05/2016 Revision Amended annexes PROMEA
Document Information
Document ID name: IMPADA_O1-A2_Focus groups data analysis
_2016_05_17
Document title: Focus groups data analysis
Output Type: Intellectual Output
Date of Delivery: 17/05/2016
Activity Type: Report
Activity Leader: PROMEA
Dissemination level: Public
Disclaimer
The European Commission support for the production of this publication does not constitute
an endorsement of the contents which reflects the views only of the authors, and the
Commission cannot be held responsible for any use which may be made of the information
contained therein.
The project resources contained herein are publicly available under the Creative Commons
license Attribution-NonCommercial-ShareAlike 4.0 International.

Contents
1. Introduction.......................................................................................................................................................5
1.1 Purpose and context of the document.......................................................................................................5
1.2 Focus groups description................................................................................................................................5
2. Methodological approach of the focus groups analysis ...............................................................9
2.1 Categorical content analysis..........................................................................................................................9
2.2 Description of the analysis procedure and presentation style .......................................................10
3. Presentation of the analysis categories and subcategories ....................................................11
3.1 Question 1 ...............................................................................................................................................................11
3.2 Question 2 ...............................................................................................................................................................14
3.3 Question 3 ...............................................................................................................................................................18
3.4 Question 4 ...............................................................................................................................................................20
3.5 Question 5 ...............................................................................................................................................................21
3.6 Question 6 ...............................................................................................................................................................24
3.7 Question 7 ...............................................................................................................................................................25
3.8 Question 8 ...............................................................................................................................................................26
4. Synopsis of the categorical analysis of the focus groups .........................................................27
4.1 Presentation of the main qualitative and quantitative outcomes .....................................................27
5. Annex ..................................................................................................................................................................32
5.1 PROMEA’s synthesized focus group data form ..........................................................................................32
5.2 DACES’s synthesized focus group data form............................................................................................39
5.3 ENAEA’s synthesized focus group data form ............................................................................................71
5.4 IBE’s synthesized focus group data form ....................................................................................................77
5.5. UPTER’s synthesized focus group data form...........................................................................................100

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Acronyms & abbreviations
IMPADA consortium
DACES Derbyshire Adult Community Education Service
IBE Educational Research Institute
UPTER People’s University of Rome
ENAEA Estonian Non-formal Adult Education Association
PROMEA
Hellenic Association for the promotion of Research & Development
Methodologies
Other abbreviations
AF Application Form
EACEA Education, Audiovisual and Culture Executive Agency
SC Steering Committee
ECORYS The British National Agency

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1. Introduction
1.1 Purpose and context of the document
The purpose of this document, is to present the categorical analysis of the 5 focus groups
conducted in the 5 partnership countries, within the context of the IMPADA project’s
Intellectual Output O1 (activity O1-A2), namely “Criteria for measuring adult education
effectiveness on disadvantaged groups”.
This focus groups analysis report aims to support the purpose of Intellectual Output O1,
which is to elaborate criteria that influence the effectiveness of adult education providers
towards disadvantaged learners. The qualitative data presented in this document provide
evidence to support IBE in the drafting of a report on the criteria for measuring adult
education effectiveness on disadvantages.
1.2 Focus groups description
Following the work plan of the IMPADA project as described in the Application Form, and
the methodology instructions and methodological tools provided in the methodology
report developed by PROMEA, the partnership conducted 5 focus groups (of 1.30-2.30 h
duration), in each partnership country.
The participants of the focus groups where: a) adult education experts, and b) decision
makers in the field of adult education, ideal for providing exclusive insight on the
elaboration of criteria to evaluate the effectiveness of adult education for disadvantage
groups.
Key individuals from the field of Adult Education were nominated and invited by the
partnership organizations, taking into account their high level of expertise and familiarity
with the topic.
The following table presents the number and main characteristics of participants for each
focus group conducted by each partner organization.

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Project Partner Number of focus group
participants
Responsibility and subject related expertise
DACES
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P1: Position/Expertise: Programme Development
Worker and ICT Tutor. Specialist in planning and
delivering employment and work-ready programmes
and setting up individualised learning programmes for
learners aged 14-19 with complex learning
barriers/difficulties/disabilities. Experienced in using
Social Pedagogical approaches with learner groups.
Manager. Managing Learner Support provision for
adults who require additional learning support.
Extensive experience in working with vulnerable groups
of learners, particularly in Family Learning and basic
literacy and numeracy.
P3: Position/Expertise: Adult Education Tutor. Specialist
in teaching IT and employability skills to extremely
vulnerable unemployed adults. Former Secondary
School Head teacher, teaching children aged 11-18.
P4: Position/Expertise: Learning and Skills Manager with
responsibility for planning and developing Engagement
and Inclusion provision across the County – to include
planning learning for targeted disadvantaged groups, to
include Care Leavers, Adults with Learning Difficulties
and Disabilities and targeted Family Learning. An active
member of DACES’ Equality, Diversity and Inclusion
action group.
Worker. Manages Learner Support across the East of
the County – which has the most disadvantaged wards
and learners. Extensive experience of working with
vulnerable groups of learners, including offenders and
ex-offenders. Is one of 3 members of staff who is
trained to screen learners for dyslexia and other
learning difficulties, and linking with exam
boards/awarding bodies to enable these learners
additional time/resources in National examinations. An
active member of DACES Equality, Diversity and

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Inclusion action group.
Manager, specialist in programming employability and
work-ready programmes for vulnerable and
disadvantaged learners. An active member of DACES
Equality, Diversity and Inclusion action group.
P7: Position/Expertise: Art Tutor, Learner Support
Assistant and Assessor. Extensive experience working
directly with disadvantaged learners, especially young
learners with very complex learning behaviors and
barriers, on the Pre-Apprenticeship Support/Study
Programme.
P8: Position/Expertise: Learner Support Assistant and
Examination Invigilator with specialist skills in maths,
English and ICT. Extensive experience working directly
and supporting disadvantaged adult learners. Also
works for a Mental Health support charity.
Manager and East Area lead for Employability and
Workplace learning; Adult Education Tutor, assessor
and IQA (Internal Quality Assurance)
verifier/moderator. Very extensive experience in
working with and developing programmes for
disadvantaged learners. Plans, develops and delivers
staff training to tutors and Learner Support Assistants
on effectively embedding EDI practice into teaching,
learning and assessment. Member of EDI action group.
An active member of DACES Equality, Diversity and
Inclusion action group.
IBE 6 1. Psychologist, therapist and expert in the field of
adult education for people with autism and Asperger’s
syndrome.
2. Psychologist, expert in the field of adult education,
First Vice-Chairman of The Foundation for Social and
Economic Initiatives

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3. Trainer, coach, former career counselor, expert in the
field of adult education (including e.g., education for
people aged 50 years and over), Member of the Board
of Polish Association of School and Career Counselors
4. Expert in the field of education, responsible for
developing implementation rules of adult education
programs – Polish Ministry of Development,
Department of European Social Fund
5. Position/Expertise: Trainer, coach, expert in the field
of adult education, Chairman of the Board of Polish
Chamber of Training Companies
6. Expert in the field of European cooperation in
education (including Lifelong Learning Strategy) – Polish
Ministry of Education, Department of Strategy and
International Cooperation
UPTER 7 1. Professor Adult Education, Rome University
2. Epale Ambassador; Adviser Municipality of Bologna
3. Project Manager; Guiding Counsellor for
entrepreneurial choice
4. Third Sector Organizations’ Manager
5. Expert in policies of multi-ethnicity and integration of
immigrants
6. Freelancer - Monitoring and evaluating European
projects, education and migration area
7. Psychologist
ENAEA
6
P1: Position/Expertise: headmaster of Adult Gymnasium
(2nd
chance school)
P2: Position/Expertise: project manager /project for AL

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with lower education
P3: Position/Expertise: project manager / projects for
AL with lower education
P4: Position/Expertise: headmaster of Adult Gymnasium
(2nd
chance school)
P5: Position/Expertise: head of adult learning
department
P6: Position/Expertise: teacher
PROMEA
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1. Social psychologist, Professor Adult Education,
National and Kapodistrian University of Athens
2. Professor Adult Education, National and Kapodistrian
University of Athens, Project manager of Adult
Education projects related to the ROMA group needs
3. Education expert and training provision evaluator,
Professor Adult Education, Open University of Athens
4. Trainer, Adult Education expert
2. Methodological approach of the focus groups
analysis
2.1 Categorical content analysis
Data analysis for all focus groups was based on the data forms provided by each partner
after the conduction and individual analysis of their own focus group. The content
analysis of each focus group, was based on a synthesized data form/template for

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analysis, provided by PROMEA and followed a question by question, pre-defined
structural categorization of themes in order to achieve a coherent and consistent
categorical analysis style, shared among partners for the purposes of the IMPADA project
and the idiosyncratic nature of an EU and culturally diverse partnership.
The synthesized data analysis of all focus groups followed the content analysis approach.
It involved coding participant’s open-ended talk into closed categories, which summarize
and synthesized the data. The end point of the categorical content analysis was to
illustrate each category by means of representative subcategories derived from the data
forms, presented in the form of a table of main categories and subcategories following
the question by question structure of the focus group interview guide.
2.2 Description of the analysis procedure and presentation style
Following the methodology and instructions for the conduction of the focus provided by
PROMEA, and the completion of all 5 focus groups by all partners (DACES, IBE, ENAEA,
UPTER, PROMEA) in the 5 partnership countries, PROMEA proceeded to the final and
synthesized analysis of the collected data based on the filled-in data forms sent by all
partners. In particular, PROMEA:
 Studied, compared and contrasted results by thematic categories of individual
focus groups
 Looked for emerging themes by question and then overall
 Constructed typologies
 Described findings using indicative titles to illustrate basic themes
 Prepared the report using a bulleted style, organizing the narrative meanings of
the collected data into themes
 For the presentation of the categorical analysis followed a question by question
sequence

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3. Presentation of the analysis categories and
subcategories
3.1 Question 1
What could be improved in the adult education programmes for disadvantaged groups in
order to improve its effectiveness?
1.1. Identification of learners’ needs and general inclusive practice (DACES, PROMEA,
IBE, ENAEA, UPTER)
- Understanding of particular educational needs according to the characteristics of
each group of learners
- Identification of learners needs using ethnographic and qualitative methods such
as cultural mediators interference, in vivo interviews and observation
- Surveying/door knocking local areas to identify local needs and spot/recruit
unidentified local disadvantaged groups.
- Motivation is the key to success – the component of change (learners’ beliefs and
attitudes) should be prior to the component of delivering new knowledge and
skills.
- Consideration of inclusion of the disadvantaged into mainstream learning cohorts
and bespoke provision with careful consideration to needs
- Using Social Pedagogy to ensure personalised study
- Flexible programme for Roll on Roll off learning
- Collaborative setting of ground rules
- Effective welcoming and induction of learners in the classroom
- Acknowledgement of challenges and barriers to the general inclusive practice,
including in time costs and planning
- Extensive Learner Support Assistants in place, selected carefully to match learner
needs/personality and not simply equal work to each educational programme.
1.2. Additional support for learners (DACES, PROMEA, ENAEA)

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- Support in place, that can be signposted and applied, including: childcare, financial
(e.g. funding exams and transport costs), adaptive equipment, and especially
study rooms available for missed attendance (e.g. illness, clashes with work
schedule).
- Check facilities for learners – not just statutory DDA compliance, but practically
helpful e.g. hearing loops available etc.
- Additional learner mentoring from staff (allocated at start of programme) including
pastoral care out of class to encourage engagement and attention – especially for
young disengaged learners.
- “Buddy up” systems in class, with mixing of buddies (weekly) to increase
integration, social/soft skills, achievements.
1.3. Partnership working – linking with public and private stakeholders (DACES, PROMEA,
EANEA)
- Adult education providers should work closely with a variety of local partners to
understand local area needs.
- Partnership working enables the most disadvantaged learners to be identified and
supported into learning where they would not otherwise take the initiative/have
the confidence to look for Adult Education programmes.
- Partnership working to increase learner progression to other learning and services
provided outside of the educational organisation offer. E.g. local colleges etc.
- Better understanding of JobCentre+ regulations and systems to reduce
incongruences of rules/ systems negatively impacting learners.
- Noted that cuts in funding for local government and partners means less resource
and time to form and nurture partnerships.
- Noted that referrals from the JobCentre+ are placed on course and then JobCentre
remove them (under threat of sanctions) partway through courses as now deemed
fit to work, or schedule unmissable appointments during class times, thereby
disrupting their learning.
- Linking formal and non-formal learning
1.4. Local community provision (DACES)

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- Noted that many of the most disadvantaged learners can’t or won’t travel outside
their immediate local area so need to bring more provision to them (specifically
tailored to local needs).
- Noted that this is especially an issue due to rural isolation and costs/availability of
transport in rural areas.
- An alternative proposed is to arrange and fund transport but this is not optimal
compared with local provision (costs, time, learner reluctance).
1.5. Cost to learners (PROMEA, DACES)
- Subsidized costs tailored to economic and community needs (to encourage the
learners that most need it to enrol).
- Provision of additional financial incentives to learners to get motivated to follow
Adult Education courses.
1.6. Cost to service (DACES, PROMEA)
- Resources are focused to where there is the most disadvantage, in line with
funding. Reaching the most disadvantaged can be costly (especially in terms of
time) to the service but the outcome of engaging these learners and improving
their lives and the communities is worth it.
- Discussion as to whether programmes should be mapped out according to need
and then see whether they can be funded, or whether funding criteria come first
and then areas with need are identified.
- Discussion on the ability of training providers to find ways to get funding to
support their programmes – strong debate point if this is effective and if should be
included in the evaluation criteria of the training provision.
1.7. Customer Service and nurturing learners (DACES)
- Customer service and nurturing skills from tutors and from Business Services
centre staff. Ensuring that customer service is always excellent.

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- Discretion taken when cancelling classes due to low numbers – consider the
implications for the learner (being put off attending in future) etc. when classes
are cancelled.
1.8. Tutor skills (DACES, ENAEA)
- Increase tutor knowledge and skills through EDI and inclusivity training, Social
Pedagogy learning and skills in personalised programming.
1.9. Need to define ‘disadvantaged’ groups (UPTER, PROMEA)
- Need to define what we mean by ‘disadvantaged groups’, because the evaluation
of educational actions can be done only by taking into account the particular needs
of individuals.
1.10. Context and pre-condition of Adult Education to disadvantaged groups (UPTER,
IBE, ENAEA)
- Develop a culture of Adult Education in public, especially in the most
disadvantaged citizens.
- Develop a culture of education of adults in local institutions in general, and
especially in education to disadvantaged groups.
- Raise awareness regarding the Adult Education of disadvantaged groups in the
third sector organizations.
- Change of Adult Education programmes’ mentality and paradigm ; from teaching
to learning
- Lack of continuity in the political approach of Adult Education for the
disadvantaged
3.2 Question 2
What should be included in the adult education for the disadvantaged training
programmes?
Probe: What are the training needs of adult learners from disadvantaged groups?

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2.1. Focusing course aims on ‘soft’ skills and general well-being rather than just outcome
qualifications (DACES, PROMEA, UPTER, ENAEA, IBE)
- To include: communication, confidence, safeguarding, self-esteem, personal
development.
- Embed and encourage the use of learning opportunities to include healthy eating,
relaxation, creativity, outdoor activities.
- Moving from a traditional model only cognitive to one that includes the person in a
holistic way.
- Knowing the learners and making sure the content is appropriate to them, e.g.
skills for local need in a rural area, and ensuring that contextual learning is
appropriate to their lives and situations.
- Active social life skills
- Civil live and community skills
2.2. Improving learners’ progression routes (DACES, PROMEA, UPTER, IBE)
- Focusing on the big picture of the learner journey.
- Individualized approach/ Working with each learner to ensure they know what’s
next for them, including linking with employability, and careers advice.
- Linking educational projects to labour market – e.g., with mentors who have real
opportunity to engage learners in activities of NGOs or private companies
(including offering employment after the end of the project); it is important to
schedule in such projects actions aimed at preparation mentors/leaders to perform
this function.
- Extending the use of free, accessible Making Choices courses to get disadvantaged
(usually jobseekers) into learning.
- Embedding ‘soft skills’ habits into learning to prepare learners for progression to
other learning, work and everyday life and practice.
- Supporting the learners need to belong in a community, and to be recognized as
members of this community.

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2.3. Using Social Pedagogy - Supporting the process of learning (DACES, PROMEA, IBE)
- Establishing one to one time with tutors to concentrate on each learner and their
wider situation, not just reviews in class.
- Applying buddying systems/ Identifying – in each group – those learners who are
able to act as ‘knowledge distributors’.
- Use of extensive and effective icebreakers for induction.
- Pastoral care.
- Use of cultural mediators to obtain information about learners needs from the
inside during the educational process and after its completion.
- Searching for 'knowledge distributors' also within learners’ social environment
(including neighbors or local authorities).
- Working with members of families (e.g., they could help trainer motivate learner
to learn, as well as control his/her progress).
2.4. Programming - Flexibility: individual educational path for learners (DACES, IBE,
PROMEA)
- Should be pre-determined at the beginning of the process, but there should be
also possibility of adapting it to the changing needs of learner (if necessary) – e.g.
on the occasion of scheduled project’s checkpoints (perceived as opportunities to
make decision whether the path should be modified – e.g., complemented by
specific workshops – or remain unchanged).
- Modularity: building educational paths with a wide palette/cafeteria of possibilities
– so that each participant could follow the path adapted to his/her individual
educational needs (the palette should include optional activities such as: various
trainings, career counseling, coaching etc., various forms of activities – individual
and collective).
- Ensure that programming plans in learning in bite-sized chunks so that learners
enjoy regular achievements.
- Ensure that programming allows flexibility (e.g. work patterns, other
commitments, zero hours contracts), including resource centre/drop ins for
learners to use to work.

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2.5. Language skills (UPTER, PROMEA, DACES)
- There is a difficulty in adults belonging to disadvantaged categories, in the ability
to understand and use the language. This applies not only to immigrants, but also
for categories that have less schooling, often linked to fewer economic
opportunities and social hardship.
2.6. Embedding eLearning and IT (DACES, PROMEA, ENAEA)
- Promoting the use of apps for English and maths skills, for learners on all
programmes, and assistive apps e.g. Dragon for dyslexia.
- Use of IT to enable flexible learning, blended learning and catch up while on
programme
- Overcoming tutor reluctance to use/promote IT through CPD, service marketing of
IT
- Extend/promote ‘borrow an iPad’ scheme.
2.7. Developing Parenting and Family skills (DACES, PROMEA)
- To include Keeping Up with the Kids learning, Family Learning and parenting skills.
- Use an ethnographic approach and cultural mediators to keep contact with learners
who are parents to identify their parenting and family skills needs and to help
them apply this kind of skills in their environment.
2.8. Supporting Personal planning and learning skills (DACES, ENAEA)
- Embed personal planning skills across the curriculum, including financial inclusion,
budgeting and household management.
- Learning to learn courses
2.9. Focus of the labour market needs and Increased Joint Practice Development
between practitioners (DACES, PROMEA, ENAEA)
- Establish/ascertain focal coordination between partners in local areas to increase
referrals of disadvantaged people, MATs.

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- Ensure curriculum planning to directly meet the needs of referrals from partner
agencies.
- More labor market related topics in the programmes
- Good research, analysis and knowledge about labor market needs
- Providing entrepreneurship education to learners
2.10. Learner reviews/tutorials (DACES, PROMEA)
- Plan in less structured one to one or 3 way with LSA learner reviews so that wider
challenges for disadvantaged (e.g. financial) can be identified, (and then later
addressed to improve the effectiveness of the learning).
2.11. Uniqueness of Adult Education offer (DACES)
- Ensure that the learning offer is not a duplication of what is available through
other providers.
- Work with local partners to tie together learning offer and refer.
- Ensure that the learning offer is not generic and represents the geographical
uniqueness – rurality as well as working within government funding priorities and
national need.
3.3 Question 3
What kind of knowledge, skills and competences do trainers for adult learners need in
order to provide effective education to learners from disadvantaged groups?
3.1. Empathy and understanding (DACES, PROMEA, ENAEA, UPTER, IBE)
- Building relationships with learners
- Awareness of learners diversity
- High levels of tolerance and respect
- Communications and listening skills
- Ability to stimulate adult learners to have faith in their ability to learn and change
- Ability to create relationships of trust with learners, as a pre-condition to the
effectiveness of the learning process.

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- Approachable; Ability to reduce – by using the appropriate appearance and
behavior – the distance between trainer/teacher and project’s participants (proper
clothes, attitude, way to communicate etc.)
- Personal skills: psychological resistance, inner-direction, sense of mission, ability
to separate work from personal life, maturity, stability, high level of energy,
mindfulness etc.
3.2. Teaching skills (DACES, PROMEA, UPTER, ENAEA, IBE)
- Ability to teach through active methodologies and methods adapted to adult
learners.
- Knowledge of different learning styles and learner differences.
- Ensuring the learning is flexible, dynamic and fun.
- Experience as a key success factor (far more important than any kind of degree or
diploma).
- Classic training skills.
- Coaching skills – including ability to ask the right questions.
- Knowledge of motivation factors.
- Ability to understand and influence the group process.
- Ability to create training situations conducive for the group engagement.
- Ability to create alternative learning situations.
3.3. Equality, diversity and inclusion skills (DACES, PROMEA, IBE)
- Compulsory training on working with learners with the ‘‘9 protected
characteristics’’.
- Experience of working with people from a range of disadvantaged groups, e.g.
autism, schizophrenia, bipolar, depression, anxiety and sharing good practice.
- Compulsory training on Prevent, CSE, safeguarding.
- Share good practice with inclusivity.
- Skills and experience in working with and integrating younger learners.
3.4. Organisational, fundraising and community skills (ENAEA, PROMEA, UPTER)

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- Planning skills and skills in preparing programmes.
- Skills to find ways to ensure and sustain funding for the running of programmes.
- Ability to stimulate social change in the community and the territory as a
constitutive aspect of educational action (educators as "territorial agitators").
3.5. Provision of support to trainers (DACES, PROMEA, IBE)
- Incentivizing and motivating tutors to upskill, partake in work shadowing and JPD
and other good practice sharing (rather than just courses).
- Provision of couching support, counselling, weekly individual or group meetings to
discuss current personal and training issues.
- Providing financial incentives from the organisation (which were identified as also
helping tutors to feel valued) and intrinsic and career motivations.
- Encouraging junior managers and tutorial staff to generate demand for and
interest in initiatives, to enable them feel valued and to nurture staff creativity –
then better impacting on the disadvantaged learners.
- To provide to novice trainers/teachers many opportunities to participate in
internships and perform real professional tasks with the support of experienced
professionals.
3.4 Question 4
What kind of qualifications, should trainers hold in order to provide effective adult
education to disadvantaged groups?
4.1. Teaching qualifications (DACES, PROMEA, IBE, ENAEA)
- Must have level 4 or 5 subject qualification as a minimum.
- Discussed that QTLS status still exists and guarantees yearly CPD, this is not
currently requisite.
4.2. Subject knowledge (DACES, PROMEA)
- Must be qualified to one level above that teaching or have significant experience as
appropriate.

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4.3. Additional qualifications/developing competencies (DACES, PROMEA, UPTER)
- Mental Health First Aid Training
- Assessors qualifications
- Prevent and safeguarding
- EDI
- CSE
- Diversity and inclusion
4.4. Learner Support qualifications (DACES, IBE)
- Bring back a requirement for LSAs to have a Learner Support qualification. This
will incentivise applications. Noted that many applicants don’t have supporting
adults experience, only nursery.
- Establish a tiered system of Learner Support where established and qualified LSAs
are at a higher level and can help and mentor other LSAs.
- LSAs should also have Level 2 English and maths where possible.
4.5. Soft training qualifications (UPTER, PROMEA)
- Training in some fundamental soft skills, with the aim of developing those relational
and communication skills necessary to establish a relationship of trust, listening, and
communication.
- Awareness of having to do with adults, teaching specific ways.
4.6. Minimum Core: English, maths and ICT (DACES)
- Tutors must have level 2 in English, maths and IT. Noted that English and maths
at Level 2 are a requirement to sign up for the Certificate in Education and
Training course.
3.5 Question 5
What characteristics should training institutions have in order to provide effective adult
education for the disadvantaged?

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Probes: In terms of training staff, infrastructure, values, funding? Other?
5.1. Good organisation qualities and characteristics (DACES, PROMEA, ENAEA, UPTER,
IBE)
- An organisation known to listen to learner voice.
- Takes action to make improvements based on feedback.
- Feedback mechanisms after end of programme and after ½ a year.
- Robust and effective Quality Assurance Procedures.
- High learner confidence in the organisation as a result of all the above.
- Respect and responsibility toward individuals.
- Innovation and reliability (ability to demonstrate experience in effective
management of educational projects).
- Varied team (trainers and teachers) in terms of age, experiences and skills.
- Flexible approach in learning activities (programmes).
- Offering continuing education courses for teachers.
5.2. Experienced, dedicated staff, ensuring that they are looked after (DACES, PROMEA,
UPTER, IBE, ENAEA)
- Learner centred.
- Effective and close-knit team.
- Not financially motivated workforce.
- Employer needs to meet the needs of the tutors so the good tutors feel valued,
have flexibility as needed and dependable income as needed.
- Encourage trainers/teachers to support each other in performing their everyday
duties. Organizing periodic meetings enabling staff to talk about current issues and
challenges, as well as new ideas and successes, should be a common good
practice.
5.3. Infrastructure and venues in the community (DACES, PROMEA, IBE, ENAEA)
- Infrastructure adapted to the specifics of implemented actions and to the needs of
their participants (trainers, teachers and learners).

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- Small, accessible venues in the communities with the most disadvantage and the
greatest need.
- Learning that is based where the learners are (not necessitating travel to a
campus).
- Small scale and cozy buildings, less intimidating to disadvantaged than big
institutions.
5.4. Successful training networks and partnerships (DACES, PROMEA, UPTER, IBE)
- Good liaisons with the industry and labour stakeholders.
- Collaboration with other educational stakeholders such as universities.
- Strong connections with the community.
5.5. Marketing (DACES, PROMEA)
- Discrete courses are not marketed at all and courses available to everyone are
marketed but the USPs mentioned in all points raised are not utilised enough for
marketing.
5.6. Class sizes (DACES)
- Small classes – between 8-12 maximum intake depending on type of cohort –
accessible and attractive to disadvantaged learners and means more support time
for those in most need.
5.7. Interventionist approach (DACES)
- Targeted advertising.
- As part of a County Council, knowledge that helping disadvantaged people with
early intervention will reduce cost on other services and society further down the
line.
- An ethos of ‘bending over backwards’ to meet the needs of learners.
- USP of taking learners with high needs and from disadvantaged groups that their
organisations e.g. colleges would leave behind in mainstream provision.

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3.6 Question 6
What could be improved in the adult education provided to disadvantaged groups in
order to deal with the issue of group heterogeneity?
6.1. Effective teaching (DACES, UPTER, PROMEA, ENAEA)
- Finding out about learner backgrounds and experiences.
- Setting and maintaining targets.
- Using Social Pedagogy.
- Using teaching points/contextual learning topics where disadvantaged learners
have the knowledge/experience.
- Community learning.
- The potential for moving outside of a courses/class model into community projects
to engage people that might not be attracted by a traditional course format and so
skills can be exchanged.
- The active teaching methods and approaches to work with heterogeneous groups,
to hold together the needs of the individual and the group.
6.2. Targeted appropriate support and differentiation (DACES, PROMEA, IBE, ENAEA)
- Good understanding of individual needs for each group of learners.
- Pairs and buddying Mentoring.
- Childcare and other support.
- Financial support.
- Flexible and targeted learning resources.
- Meeting individual learner needs using a personalized approach.
- Learning achievements are individual, effective extension activities and overt
differentiation that is person centred and not just level labelled.
- Recognition of prior knowledge of the groups of learners.
6.3. Ethnographic approach (PROMEA, DACES, IBE)
- Use of ethnographic methods (interviews, observation, cultural mediators) to
understand each group of learners’ needs.

25
- Links with the community. The community development approach includes, in a
structural attention to the heterogeneity, coexistence and dialogue of differences.
- Effective and flexible icebreakers according to group characteristics e.g. What’s in
the news?
- Non-judgmental teaching attitudes.
- Challenging stereotypes.
- Agreed and learner owned ground rules
- Focus on the kinds of problems to solve, rather than on characteristics of specific
groups dealing with this problems.
6.4. Behavioural safety (DACES)
- Effective implementation of Safer Learner.
- Risk assessments.
- Level the playing field.
3.7 Question 7
As concerns the effect of adult education provision in the learners’ life: what are the
areas that could provide input for the assessment of the education provided?
7.1. Measures of soft skills (DACES, PROMEA, IBE)
- To include: Confidence, Anxiety, Friendship, Social skills, Self-belief, Mental health,
Physical health, Wellbeing, Attendance, Better routine.
- Use of the RARPA process to make soft skills measurable.
- Active participation in social life.
7.2. Progression and destinations (DACES, PROMEA, IBE)
- Follow up with learners after the end of the course – what else would be suitable
for them individually?
- Understanding that learning one subject can open up possibility – different for
each learner and in different but mutually beneficial ways.
- Continuing further adult education programmes.

26
- Improvement and use of ICT skills.
7.3. Employability – life transformation (DACES, PROMEA, IBE)
- Employability as a key measure, but not the only measure, see soft skills.
- Holistic approach to the learners – working with partners to help people change
their lives.
7.4. Family learning and Bringing up the Kids (DACES, PROMEA)
- Family learning linked with social cohesion.
- Use of cultural mediators to keep contact with the learners and follow up on their
progress in family issues and bringing up children.
7.5. Celebrating achievement (DACES)
- Ensuring that all learners’ achievements are celebrated locally and more widely e.g
county and National Adult Learners’ Week.
3.8 Question 8
Do you have any other ideas, proposals, suggestions, and second thoughts on the
improvement of criteria for adult education effectiveness on disadvantaged?
8.1. Ongoing support and follow up support after the end of the course (DACES,
PROMEA, ENAEA)
- The importance of checking progressions months after the end of course to make
sure that the learning was effective, identify improvements and to add to the
learners’ journey/signpost where appropriate.
8.2. Marketing (DACES, PROMEA)
- Better marketing and dissemination of the educational programmes to reach the
targeted learners.
- More extensive use of social media and YouTube.
- More dedicated marketing staff out in the community.

27
8.3. Developing entrepreneurial skills (DACES, ENAEA)
- Learners building resilience through risk taking and creativity.
- Teaching entrepreneurial skills as well as the subject, e.g. Dry Stine Walling.
- Recognising that a lot of disadvantaged learners have entrepreneurial skills from
car boot/eBay selling etc. and that this is a route out of benefits for some.
- Recognise relying on JobCentre referrals might miss some disadvantaged people
who are entrepreneurs.
8.4. Signposting (DACES)
- A key tutor skill is knowing how to signpost effectively and knowing a big range of
signposting options.
- Using gateway opportunities e.g. Making Choices to get people into learning and
then signpost more learning and support.
8.5. Outdoor learning/outdoor classrooms (DACES)
- Recognising that learning opportunities and experiences don’t have to be confined
indoors or in typical class formats.
8.6. The voice from the previous cohort (DACES)
- Potential to invite representative from previous cohort to talk to new learners at
the beginning of the course.
4. Synopsis of the categorical analysis of the focus
groups
4.1 Presentation of the main qualitative and quantitative outcomes
The question by question analysis of the 5 focus groups in main categories can be
presented qualitatively (main categories/themes per question) and quantitatively

28
(instances; number of partners that appeared to have discussed the theme in the focus
group they organized in their country) as follows in the table.
Code Main categories/themes – Qualitative analysis Instances
(n/5)
Question 1
1.1 Identification of learners’ needs and general inclusive practice 5
1.2 Additional support for learners e.g. in place support, “Buddy up” systems in class,
social skills, integration etc.
3
1.3 Partnership working – linking with public and private stakeholders 3
1.4 Local community provision 1
1.5 Cost to learners 2
1.6 Cost to service 2
1.7 Customer Service and nurturing learners 1
1.8 Tutor skills 2
1.9 Need to define ‘disadvantaged’ groups 2
1.10 Context and pre-condition of Adult Education to disadvantaged groups 3
Question 2
2.1 Focusing course aims on ‘soft’ skills and general well-being rather than just
outcome qualifications
5
2.2 Improving learners’ progression routes 4
2.3 Using Social Pedagogy - Supporting the process of learning 3
2.4 Programming - Flexibility: individual educational path for learners 3
2.5 Language skills 3

29
2.6 Embedding eLearning and IT 3
2.7 Developing Parenting and Family skills 2
2.8 Supporting Personal planning and learning skills 2
2.9 Focus of the labour market needs and Increased Joint Practice Development
between practitioners
3
2.10 Learner reviews/tutorials 2
2.11 Uniqueness of Adult Education offer 1
Question 3
3.1 Empathy and understanding 5
3.2 Teaching skills 5
3.3 Equality, diversity and inclusion skills 3
3.4 Organisational, fundraising and community skills 3
3.5 Provision of support to trainers 3
Question 4
4.1 Teaching qualifications level 4 or 5 subject qualification as a minimum 4
4.2 Subject knowledge higher education qualifications 2
4.3 Additional qualifications/developing competencies such as Mental Health First Aid
Training, Assessors qualifications, Prevent and safeguarding, Diversity and
Inclusion etc
3
4.4 Learner Support qualifications 2
4.5 Soft training qualifications 2
4.6 Minimum Core: English, maths and ICT 1
Question 5
5.1 Good organisation qualities and characteristics e.g. feedback mechanisms,
adaptation to learners’ needs, innovation and reliability, flexibility, respect and
5

30
responsibility, continuing education to teachers/trainers
5.2 Experienced, dedicated staff, ensuring that they are looked after 5
5.3 Infrastructure and venues in the community adapted to the local needs and
learner’s needs
4
5.4 Successful training networks and partnerships e.g. liaisons with labour and
education stakeholders and with the community mechanisms
4
5.5 Good marketing 2
5.6 Small classes size (8-12 maximum) 1
5.7 Interventionist approach 1
Question 6
6.1 Effective teaching 4
6.2 Targeted appropriate support and differentiation 4
6.3 Ethnographic approach to learners’ needs 3
6.4 Behavioural safety 1
Question 7
7.1 Measures of ‘soft skills’ to include: Confidence, Anxiety, Friendship, Social skills,
Self-belief, Mental health, Physical health, Wellbeing, Attendance, Better routine
3
7.2 Progression and destinations e.g. flexible and systematic follow up with learners,
continue education, use of ICT skills
3
7.3 Employability – life transformation 3
7.4 Family learning and Bringing up the Kids 2
7.5 Celebrating achievement 1
Question 8
8.1 Ongoing support to learners and follow up after the end of the course 3

31
8.2 Improving the marketing and dissemination approach of the educational
programmes to reach the targeted learners using modern communication
channels such as social networks and youtube
2
8.3 Assist learners developing entrepreneurial skills 2
8.4 Signposting 1
8.5 Promoting outdoor learning/outdoor classrooms 1
8.6 Promoting the voice and feedback from the previous cohort to current learners 1

5. Annex
5.1 PROMEA’s synthesized focus group data form
Question
Main Points / basic
Ideas
Indicative quotes to
illustrate basic ideas
Debate points Aligned Opinions
Other significant
notes / issues
1. What could
be improved in
the adult
education
programmes for
disadvantaged
groups in order
to improve its
effectiveness?
1. Categorization of
learners’ groups.
2. Prior understanding
and identification of
learners needs.
3. Improvement of the
incentives for learners
(credits, money,
certification, help in
finding a job).
4. Improve methods to
approach the group of
learners and understand
their needs.
5. Quantitative and
qualitative criteria for the
evaluation of the training
results.
6. Flexible, smart and
innovative follow up
process.
”Which are the groups
we are talking about?
We must categorize
these groups according
to their characteristics
and needs’’
”Who are they? We
must explore,
understand and map the
specific learners’ needs
for each group prior to
any training
intervention”.
”Training organizations
should approach the
groups of learners to
explore their training
needs using flexible
methods and then they
should be evaluated
based also on their
innovation and flexibility.
The follow up process
should be also
innovative, smart and
flexible”
Regarding the necessity
and effect of monetary
incentives for learners:
’’Monetary incentives for
learners could have a
double bind effect, since
some learners may
choose to look for
systematic training and
become some kind of
“programme junkies’’
just for the money,
without focusing on
learning and on the
other benefits of training
provision”.
1. Need to categorize
learner’s groups.
2. Need to understand
and approach from
inside the group of
learners group using
flexible means of
approach such as
interviews, observation,
cultural mediators, more
ethnographic means of
mapping and analyzing
needs.
1. Internal and external
motivation for learning.
External motivation
should be supported by
providing incentives
such as monetary,
credits, accreditation
etc) depends on the
cultural identity of
learners.

33
Question
Main Points / basic
Ideas
Other significant
notes / issues
2. What should
be included in
the adult
education for
the
disadvantaged
training
programmes?
Probe: What
are the training
needs of adult
learners from
disadvantaged
groups?
1. Specific learning
outcomes: knowledge,
skills, competences
adjusted to their needs.
2. Social inclusion.
3. Psychological
support.
4. To belong in a group.
5. To acquire a new kind
of knowledge and view
of the world.
6. To have and acquire
a positive perspective
and attitude in life.
“It is about the
importance of inclusion:
not social inclusion
necessarily, but the
sense of fulfillment and
psychological security of
the come-back to a
school environment”.
“It is really important to
belong in a group with a
common need and
purpose and to have
someone there (the
educator) who knows
some things and is in a
position to tell you
beautiful stories about
the world. It is as if you
have an access to an
interpretation of the
world that allows you to
filter your reality and
your identity from the
beginning…”.
“Adult education for the
disadvantaged first
should be a response to
the psychological needs
of the individual. Did you
have a good time? Did
you have the chance to
be for a while in a
nurturing environment
n/a
1. Post training
evaluation should
evaluate (and somehow
measure) the level of
satisfaction and
psychological fulfillment
of learners, and not only
their acquired
knowledge, skills and
competences.
n/a

34
Question
Main Points / basic
Ideas
Other significant
notes / issues
that helps you breath?”
3. What kind of
knowledge,
skills and
competences
do trainers for
adult learners
need in order to
provide
effective
education to
learners from
disadvantaged
groups?
1. Good understanding
of the group of learners
they serve and their
needs (ethnographic
approach, psychosocial
perspective, cultural
knowledge of the
learners’ group).
2. Emotional intelligence
skills.
3. Empathy skills.
4. Group management
and conflict resolution
skills.
5. Competence to get
funding for the
development of training
programmes.
6. Mentoring and
teaching skills.
”Educators should be
familiar with the culture
of the respective group
of learners, to “speak
and understand” their
language; they need to
do some kind of
research, have a
psychosocial
understanding of various
groups and the flexibility
of an ethnographer”.
‘’Above all, the
educators need
empathy skills and high
emotional intelligence”.
3. “It is very important to
be in a position to find
money for the
organisation to develop
training programmes”.
1. As regards including
self- funding in the
evaluation criteria: The
ability of educators and
training providers to
ensure funding for
training depending on
own resources (e.g.
writing proposals)
eventually it may harm
training providers
excluding them from the
governmental funding
schemes and financial
support. In addition, self-
funding skills, if included
among the evaluation
criteria for the
effectiveness of adult
education programmes,
may introduce a biased
approach against
training providers that
although are doing a
good job in providing
good quality of training,
they appear weak in
ensuring adequate and
continuous funding
based on own
resources.
1. Psychosocial and
emotional intelligence
skills, as well as
teaching and mentoring
skills are considered
most important.
n/a
4. What kind of
qualifications,
1. Relevant to learners
needs.
‘’Educators should hold
formal qualifications
n/a 1. Lifelong Learning
education of adult
1. An issue of
transparency may arise

35
Question
Main Points / basic
Ideas
Other significant
notes / issues
should trainers
hold in order to
provide
effective adult
education to
disadvantaged
groups?
2. EU accredited (EQF,
EQVET) to address their
mobility needs.
3. VET qualifications
provided by Academic
Institutions (Universities,
Institutes etc).
4. Lifelong learning
education, participation
in seminars, training
programmes etc.
accredited by higher
institutions
(universities)”.
“Because of the
increased mobility of
educators within EU, it
will be better to hold
qualifications
responding not only to
the National Standards
but also to the European
Qualification Framework
(ECVET)”.
trainers is necessary
and it will be best to be
also provided to them by
the organisation they
serve (via a network of
lifelong learning
organizations that
continuously provide
vocational education
and training to the
organization’s educators
and stuff.
in some cases and in
some countries (e.g.
Greece).
5. What
characteristics
should training
institutions
have in order to
provide
effective adult
education for
the
disadvantaged?
Probes: In
terms of
training staff,
infrastructure,
values,
funding?
Other?
1. Ability to get
consistent and
continuous funding.
2. Good definition of
scope and plan.
3. Infrastructures
adapted to the specific
needs and
characteristics of
learners.
4. Connections with
networks for getting
pedagogical support for
the continuous training
of the educators (e.g.
universities).
‘’Continuous funding in
of major importance for
the success of adult
education programmes.
Many ambitious
programmes failed
because the funding
stopped or because of
long breaks of funding”.
“To have a project plan,
clear aims and
objectives, a business
plan”.
“To have infrastructures
adjusted to the needs of
learners is very
important (he provided
an example).”
1. Again the biased
issue of including among
the evaluation criteria
the ability of the
organisation to ensure
adequate funding based
on own resources; a
biased approach against
training providers that
although are doing a
good job in providing
good quality of training,
they appear weak in
ensuring adequate and
continuous funding
based on own
resources.
2. The ability of the
organisation to keep a
1. Emphasis to the
provision of counseling
and lifelong learning
support to educators by
the training
organisations.
2. Emphasis to follow
the infrastructure
standards adapted to
the learners needs.
3. Great importance for
organizations to exhibit
methodological
innovation and flexibility
as regards the follow up
process after the
completion of the
programme, keeping a
n/a

36
Question
Main Points / basic
Ideas
Other significant
notes / issues
5. Network of networks
with institutions
responsible for
employment and social
inclusion.
6. Provision of
psychological support to
educators (e.g. weekly
support meetings,
couching, counseling
etc) to deal with the
burn-out or any other
issue of this kind.
7. Flexible and
innovative follow up
structures and
methodology (including
the use of an
ethnographic approach
and of a pool of cultural
mediators).
“The training provider
should provide support
to the educators in order
to deal with the
psychological distress
and the constant pain of
addressing the needs of
disadvantaged people.
Weekly meetings,
individual and group
sessions, couching and
counseling could be
useful to avoid the burn-
out of educators and to
feed their emotional
intelligence and
empathy. It should be an
evaluation criteria the
ability of the programme
to cover this need”.
network of networks with
other organizations
(from the private and the
public sector) in order to
support learners to
increase their
employability and social
inclusion. Just one
debate point here: “are
training providers a kind
of unemployment
agencies…?”
connection with trainees
and gathering qualitative
and measurable data
regarding the impact of
the training they got by
the organisation in their
quality of life (e.g.
involvement of cultural
mediators in the case of
specific groups of
learners such as the
Roma, ethnographic
observation, often follow
up meeting and
interviews inside the
organisation and in situ
in their cultural
environment).
6. What could
be improved in
the adult
education
provided to
disadvantaged
groups in order
to deal with the
issue of group
heterogeneity?
1. Good policy plan.
2. Good definition of the
training programme’s
scope, aim and
objectives.
3. Good prior mapping
of the learners needs
(via flexible methods
such as interviews,
“They should all begin
with a plan and interest
from above, the U
priorities for adult
education for the
disadvantaged”.
“It is of highest
importance for the
organisation to have a
carefully studied and
1.
2.
3.
n.
1. Continuous and post
evaluation of educators
and programmes by
learners will allow the
fine-tuning of the
programmes’ objectives
and pedagogical means
according to all
participants needs.
However, all focus
groups participants
1.
2.
3.
n.

37
Question
Main Points / basic
Ideas
Other significant
notes / issues
surveys, observation
etc).
4. Use of cultural
mediators to map the
learners needs from an
insider’s point of view.
5. Continuous and post
evaluation of educators
and programmes by
learners.
structured
implementation plan,
based on well defined
aims and objectives.
“The training provider
should have a pool of
cultural mediators, of
people well trained,
originating from the
group of learners,
someone whom the
learners trust, in order to
approach the group of
learners during the
selection period, as well
during the follow up
stage”
noted the importance for
filtering and categorizing
learners in specific
groups, according to
specific needs.
7. As concerns
the effect of
adult education
provision in the
learners’ life:
what are the
areas that
could provide
input for the
assessment of
the education
provided?
Probes: with
regards to
employability,
financial
1. Qualitative changes in
the learners’ life.
2. Well-being and
personal fulfillment.
3. Employability
improvement
(quantitative approach
and measurement).
4. Skills improvement
(Quantitative approach
and measurement).
1. Example of
observation of Roma
mothers’ change of
consumption habits with
the help of trained
cultural mediators.
Technocratic approach
(measurement of
learners acquired
knowledge, skills and
competences) Vs
humanistic approach
(sense of personal
fulfillment,
empowerment of
psychosocial identity
and belonging in a
group).
The focus was on the
follow up methodology
and the measurement
approach as regards the
effects of training
programmes to learners’
life after the completion
of the course. There
was an alignment
around the opinion that
follow up should be
based on flexible
(according to the
learners’ profile)
qualitative and
quantitative (for large
scale mapping) tools.
n/a

38
Question
Main Points / basic
Ideas
Other significant
notes / issues
independence,
social inclusion,
feeling of
personal
fulfillment,
health and
wellbeing
(physical and
psychological)
8. Do you have
any other
ideas,
proposals,
suggestions,
and second
thoughts on the
improvement of
criteria for adult
education
effectiveness
on
disadvantaged?
1. Comparative
evaluation: before and
after evaluation
methodologies.
2. Focus on the
mapping of learners’
needs through a
process of exploration,
and after a period of
systematic audience
analysis of needs.
3. Penalty organisations
for unprepared used of
resources after the
evaluation process.
1.
2.
3.
n.
1. Quantitative
measurement of life
impact Vs subjective
experiential
understanding of
learners during the
follow up.
n/a n/a

39
5.2 DACES’s synthesized focus group data form
Qu
Main Points /
basic Ideas
Indicative quotes to illustrate basic ideas Debate points Aligned Opinions
Other significant
notes / issues
1 1 General
inclusive
practice
1 “I’ve seen big differences using the
Social Pedagogy approach in inducting
them and getting to know them.
Rather than the ‘here’s a class’,
spending some time with somebody. I
spoke to a MAT worker yesterday and
told them ‘this is what I’m going to
do’ and it was like ‘that’s fantastic’
because if you just say ‘here’s a class’
they will walk out the door. They need
a soft soft approach.”
“for practitioners planning is also
really important in the classroom.
Welcoming in the classroom.
Developing the inclusive practice so
you’ve got variety of things to make
sure you are including people. Using
good techniques…. Track the support
and identify that we do good ground
rules. All those things are really good
practice. I think they need to be more
embedded into planning.”
“Straight away nowadays, you get
people who are straight onto their
mobile phone. Every time you come
into the room there’s 9 people in the
room just on their mobile phones, no-
one wants to talk. Because they need
that icebreaker. They need that
1 Allowing roll on
roll off
programme
starts only after
holidays, could
help to
integrate new
learners
(especially if
more than one),
but can ‘lose’
learners who
have to wait for
a start date.
1  Using Social Pedagogy to
ensure personalised
study
 Flexible programme for
Roll on Roll off learning
 Collaborative setting of
ground rules
 Planning - being
welcoming in the
classroom, including
effective icebreakers and
inductions.
 Consideration of inclusion
of the disadvantaged into
mainstream learning
cohorts and bespoke
provision where this
would not be appropriate
for those learners and
with careful consideration
to needs.
1 The group agreed
that there are
challenges and
barriers to this
practice, including in
and time costs
where programmes
are of fixed duration
and in planning
time.

40
Qu
Main Points /
basic Ideas
Other significant
notes / issues
person to come and actually say, ‘this
is such-and-such, can you work in
that group, can you work with them
today’. That’s all you need to do. They
need a bit of prompting.”
“Part of what’s very effective is
embedding the ability to integrate
everyone into a mainstream
programme. And then the alternative
is that you have a bespoke
programme for a particular cohort,
say with mental health issues or being
at risk of health issues. So there’s two
ways of approaching it.”
2 Additional
support for
learners
2 “Learner Support can be either the
presence of a Learner Support
Assistant to work dedicated and
attached to a learner to support them
with their programme. It could be
someone in a mentor capacity who
makes contact between classes to
encourage and motivate and buddy
them to make them feel included; it
can be flexible really, It could be
support in other ways like childcare or
financial support.”
“We could do with more staff training
for quite a few of the things that
we’ve been trained in, dealing more
with the 14-19 enquiries in particular,
like making them aware of bursaries.
2 2  Support in place and that
can be signposted and
applied more includes:
childcare, financial (e.g.
funding exams and
transport costs, 14-19
bursaries), adaptive
equipment, and
especially study rooms
available for missed
attendance (e.g. illness,
clashes with work
schedule).
 Check facilities for
learners – not just
statutory DDA
compliance, but
practically helpful e.g.
hearing loops available
etc.
2

41
Qu
Main Points /
basic Ideas
Other significant
notes / issues
Because everyone’s doing so much,
little things get forgotten… A crib
sheet would be useful.”
“with buddying up …it’s really
important outside of the classroom
because if the learner misses a
session and then somebody can
contact them, befriend them … then
they can encourage them to come
back ‘don’t worry you’ve missed that
class, we’ll sort something out, I’ll get
your homework to you’. If nobody
was to contact them then they would
probably just disappear. If someone
were to befriend them and buddy
them, it’s going to encourage them to
keep coming.”
“[the tutor] got us to buddy up. I
remember their names. We worked in
pairs but it wasn’t the same pair
every week. By doing that, in the
break, we’d have a cup of tea …we
got to know each other. I still keep in
contact with some of them now. My
strengths became their strengths and
their strengths became my strengths.
I learned from the people in the
group. But the group wasn’t cliquey.”
 Learner Support
Assistants in place could
be more extensive,
currently selected
carefully to match learner
needs/personality and
not simply equal work to
each LSA.
 Additional learner
mentoring/buddying from
staff (allocated at start of
programme) including
pastoral care out of class
to encourage
engagement and
attention (including
people to meet at centre
at breaktime/before
class) – especially for
young disengaged
learners.
 “Buddy up” systems in
class, with mixing of
buddies (weekly) to
increase integration,
social/soft skills,
achievements.
3 Partnership
working
3 “a lot of the third sector and public
sector organisations’ resources are
really tight now. So they are in a less
3 Surveying/door
knocking local
areas to identify
3  DACES already works
closely with many
partners but could work
3 Noted that cuts in
funding for local
government and

42
Qu
Main Points /
basic Ideas
Other significant
notes / issues
easy position to be communicating
with us and referring to us.”
local needs and
unidentified
local
disadvantaged
groups was
discussed. One
participant had
done this in a
previous
employ and
found it time
consuming and
costly and was
not of the
opinion that it
would be
suitable for the
service. Others
identified that
this is done by
partners/local
organisations
and partnership
working helps
to tap into that
knowledge.
more with them to
understand local area
needs.
 Partnership working
enables the most
disadvantaged learners
to be identified and
supported into learning
where they would not
otherwise take the
initiative/have the
confidence etc. to come.
 Partnership working to
increase learner
progression to other
learning and services
provided outside of the
DACES offer. E.g. local
colleges etc.
 Better understanding of
JobCentre+ regulations
and systems to reduce
incongruences of rules/
systems negatively
impacting learners.
partners means less
resource and time to
form and nurture
partnerships.
Noted that, on some
occasions, referrals
from the JobCentre+
are placed on course
and then JobCentre
remove them (under
threat of sanctions)
partway through
courses as now
deemed fit to work,
or schedule
unmissable
appointments during
class times (known
to them on their
systems), thereby
disrupting their
learning.
4 Local
community
provision
4 “The courses that we are offering all
needs to be accessible, for example
rural isolated learners, learners that
are on benefits, that might not be
able to get to a centre through travel
costs. So it all stems from planning
where provision is put on.”
“we know that learners want to learn
but they won’t travel off the estate so
4 4  Noted that DACES’ USP is
bringing provision into
the community – most
especially in the most
economically deprived
areas. Many of the most
can’t or won’t travel
outside their immediate
local area so need to
bring more provision to
4

43
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basic Ideas
Other significant
notes / issues
we would therefore have to put
provision on the estate or put the
provision in one of the centres, for
example Glossop and possible end up
paying for them to travel.”
them (specifically tailored
to local needs).
 Noted that this is
especially an issue due to
rural isolation in
Derbyshire and
costs/availability of
transport in rural areas.
 Agreed that an
alternative is to arrange
and fund transport but
this is not optimal
compared with local
provision (costs, time,
learner reluctance)
5 Cost to
learners
5 5 5  Continue to (and
review?) offer of
provision with subsidised
costs tailored to
economic and community
need (to encourage the
learners that most need
it to enrol).
5
6 Cost to
service
6 “is cost something that informs
planning or planning before costs.
Obviously we are working with finite
resources. Is that dependent on
planning or costs? Do we decide what
we are going to do and then put the
cost in?”
6 Discussion as to
whether
programmes
should be
mapped out
according to
need and then
see whether
they can be
funded, or
whether funding
criteria come
first and then
areas with need
6  Resources are focused to
where there is the most
disadvantage, in line with
funding.
 Reaching the most
disadvantaged can be
costly (especially in
terms of time) to the
service but the outcome
of engaging these
learners and improving
their lives and the
communities is worth it.
6

44
Qu
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basic Ideas
Other significant
notes / issues
are identified.
7 Customer
Service and
nurturing
learners.
7 “Customer service is massively
important and we don’t do as much
training as we used to do years ago.
That front of house, that smile brings
that person in… these people clearly
are nervous if you are having an off
day, say an admin staff is having an
off day, that person [learner] might
have spent many months trying to get
into that. Then they’ve turned them
away. I’ve known many people that
have been frightened off because of
that.”
7 7  Customer service and
nurturing skills from
tutors and from Business
Services centre staff.
Ensuring that customer
service is always
excellent.
 Discretion taken when
cancelling classes due to
low numbers – consider
the implications for the
learner (being put off
attending in future) etc.
when classes are
cancelled.
7
8 Tutor skills
and CPD
8 8 8  Increase tutor knowledge
and skills through EDI
and inclusivity training,
Social Pedagogy learning
and skills in personalised
programming
Qu
Main Points /
basic Ideas
Other significant
notes / issues
2 1 Focusing course
aims on ‘soft
skills’ rather
than just
outcome
qualifications
1 That links into ‘what are the aims of
the course’. If it’s to achieve that skill
in English or maths or IT, that’s
inevitably where the tutor’s going to
focus in order to get success. But if
the aims of the course is the wider
outcomes that we’ve been talking
about over the last couple of years, of
1 1  To include:
communication,
confidence, right and
British Values,
safeguarding, self-
esteem, personal
development.
 Knowing the learners and
making sure the content

45
Qu
Main Points /
basic Ideas
Other significant
notes / issues
confidence building, self-esteem,
attendance. If we can refocus our
tutors to think that those are the
things that matter, then they will
hopefully take on more of that Social
Pedagogic approach because that’s
how to achieve that.
it’s very easy for us with limited
resources to focus on what the key
curricular needs around employability
being very urban driven and that the
Government’s priorities around what
people need might be around
technology, English and maths for
working in large companies, but
because we are such a rural area,
actually our priority might be about
what’s needed in the rural areas for
employment. …So where our funding
is led by national employability
priorities, as a rural area, we also
have to respond to our own local
needs in our contexts.”
is appropriate to them,
e.g. skills for local need
in a rural area, and
ensuring that contextual
learning is appropriate to
their lives and situations.
2 Progression
routes
2 “Appropriately identifying progression
routes. If we are identifying students
through other agencies, we’ve got to
make sure we’ve got diversity within
our provision so we can place
students appropriately so they are not
overtly stressed by the situation and
can progress. That will create
motivation whilst they are on
2 2  Focusing on the big
picture of the learner
journey.
 Working with the learner
to ensure they know
what’s next for them,
including linking with
employability, IAG and
careers advice.
 Extending the use of

46
Qu
Main Points /
basic Ideas
Other significant
notes / issues
programme.
If we have clearly identified what the
outcome of the programme that we
are delivering is going to be and the
next steps fully identified, and we’ve
made negotiations with other agencies
so we’ve got more coordination. Then
the student’s got an idea of what they
are going to be doing the next
academic year or thereafter.”
free, accessible Making
Choices courses to get
disadvantaged (usually
jobseekers) into learning.
 Embedding ‘soft skills’
habits into learning to
prepare learners for
progression to other
learning and work.
3 Using Social
Pedagogy
3 I’ve seen big differences using the
Social Pedagogy approach in inducting
them and getting to know them.
Rather than the ‘here’s a class’,
spending some time with somebody.”
“using icebreakers, like with your
people. I’ve been using the Social
Pedagogy approach to find out what’s
their big picture. What’s the idea in 5
years, 10 years? What do they want
to do? You could then incorporate the
employability side of things”
“I think with buddying up that you
talked about, it’s really important
outside of the classroom because if
the learner misses a session and then
somebody can contact them, befriend
them or tutor or admin or whatever,
then they can encourage them to
come back”
3 3  Establishing one to one
time with tutors to
concentrate on each
learner and their wider
situation, not just
reviews in class.
 Buddying systems (see
Q1)
 Use of extensive and
effective icebreakers
 Pastoral care (see Q1)

47
Qu
Main Points /
basic Ideas
Other significant
notes / issues
“I think pastoral care definitely. Your
mentoring and buddying up and that
type of thing. I think it’s absolutely
crucial that they know they have
somebody that they know is on their
side.”
4 Personal
planning skills
4 “It’s appropriate content. When I was
teaching learners on probation, it
would have been highly inappropriate
in most instances for me to do a
maths activity around planning a
holiday because that just wasn’t going
to happen for most of them. However,
a maths activity around managing day
to day budget or a phone contract or
whether they were always in and out
of the pawn shops to get loans and
short term budgeting was appropriate.
It is about making the content of the
course appropriate to the cohort”
4 4  Embed personal
planning skills across
the curriculum,
including financial
inclusion, budgeting
and household
management.
5 Uniqueness of
offer
5 “If you look at the Steers that come
through each year, we do look at - the
advice given [from DACES SMT] is
that you need to know what’s
happening locally, you need to work
with partners and you need to fill gaps
and not duplicate.”
“it’s very easy for us with limited
resources to focus on what the key
curricular needs around employability
being very urban driven and that the
Government’s priorities around what
5 5  Maximising the USP of
being able to effectively
include disadvantaged
learners into provision
 Ensure that the learning
offer is not a duplication
of what is available
through other providers.
 Work with local partners
to tie together learning
offer and refer,
 Ensure that the learning
offer is not generic and
represents the

48
Qu
Main Points /
basic Ideas
Other significant
notes / issues
people need might be around
technology, English and maths for
working in large companies, but
because we are such a rural area,
actually our priority might be about
what’s needed in the rural areas for
employment. It could be dry stone
walling to horticulture to the creative
industries, because in the Peak
District that’s a really important area
of work. Also in the hospitality
business. So where our funding is led
by national employability priorities, as
a rural area, we also have to respond
to our own local needs in our
contexts.”
geographical uniqueness
– rurality as well as
working within
government funding
priorities and national
need.
6 Wellbeing 6 6 6  Embed and encourage
the use of learning
opportunities to include
healthy eating,
relaxation, creativity,
outdoor activities.
7 Parenting and
Family
7 7 7  To include Keeping Up
with the Kids learning,
Family Learning and
parenting skills.
8 Embedding
eLearning and
IT
8 “Some tutors are great at embedding
the IT, and we’ve tried numerous
times. So when smart phones and
things came out we were promoting
apps. I can remember doing a session
I can think of a tutor that was
straightaway like ‘I haven’t got a
smartphone, I haven’t got the
8 Conversations
around hoe
smartphones
etc. can be a
distraction, but
also comforting
to vulnerable
learners, but
learners can
8  Promoting the use of
apps for English and
maths skills, for learners
on all programmes, and
assistive apps e.g.
Dragon for dyslexia.
 Use of IT to enable
flexible learning, blended
learning and catch up
8

49
Qu
Main Points /
basic Ideas
Other significant
notes / issues
internet’. And we were ‘well you can
borrow an iPad’ … ‘I can’t do that, I
don’t know how to do it’.”
“I think that, looking at disadvantaged
learners, and we are talking about
isolation, that is where IT can come in
but also we’ve got to be flexible. Not
‘this is when we start in September
and this is when we finish in June and
if you can’t come on that time and
that day there is no way you can use
our classes.’ So I think we could use
IT to help disadvantaged people.
Flexibility is a plus point.”
use IT to the
detriment of
social and
communications
skills.
while on programme
 Overcoming tutor
reluctance to
use/promote IT through
CPD, service marketing
of IT
 Extend/promote ‘borrow
an iPad’ scheme.
9 Programming 9 “Bite-sized chunks so that people are
achieving frequently and developing
confidence.”
“We are getting much better at when
learners can come and learn. In what
I’ve come across, we are quite rigid.
Like resource centres where they
[learners] can do a bit of work, if they
can’t come to class then the tutor can
come in and leave them some work
for people to do drop in work between
classes.”
9 9  Ensure that programming
plans in learning in bite-
sized chunks so that
learners enjoy regular
achievements.
 Ensure that programming
allows flexibility (e.g.
work patterns, other
commitments, zero hours
contracts), including
resource centre/drop ins
for learners to use to
work.
9
1
0
Staff working
together
 Increased Joint Practice
Development between
practitioners
 Establish/ascertain focal
coordination between
partners in local areas to

50
Qu
Main Points /
basic Ideas
Other significant
notes / issues
increase referrals of
disadvantaged people,
MATs.
 Ensure curriculum
planning to directly meet
the needs of referrals
from partner agencies.
1
1
Learner
reviews/tutorial
s
“we do reviews or [learner] tutorials
with a tutor. That could be that during
that tutorial they have a chat about
‘how are you getting on’ but they
might also flag up ‘how are things
going personally?’ or ‘are you aware
that you might get financial
assistance’. So ‘tutorial time’, I know
we talked about mentor time, but
actually having tutorial sessions,
whether that’s within class or out of
class”
“I’m thinking ‘how are things going’ so
if was that someone might be really
skint and says ‘I had problems getting
on [paying for] the bus’ and that can
turn into ‘well there’s bursaries
available or we could help you with
transport’ or that lady ‘I’ve lost my
job’ suddenly one comment can turn
into ‘they’re at a disadvantage, this is
available.’”
“if there isn’t LSA support in there,
say it was about a bus fare, they
might say that something else is
 Plan in less structured
one to one or 3 way with
LSA learner reviews so
that wider challenges for
disadvantaged (e.g.
financial) can be
identified, (and then later
addressed to improve the
effectiveness of the
learning).

51
Qu
Main Points /
basic Ideas
Other significant
notes / issues
going off, they are struggling to buy
clothes. I can think of [learner name]
and it was down to food, he was
struggling to [afford to] eat. We
wouldn’t have known that. There was
nobody [LSA] in class and he wouldn’t
talk to anybody but going out and
having that little chat, suddenly there
was a lot of a bigger picture going on
here. Some people might not like
talking but it could open up.”
Qu
Main Points /
basic Ideas
Other significant
notes / issues
3 1 Empathy and
understanding
1 A lot of the issue that we have is the
people skills. The empathy and the
understanding. Quite often when
placing the 14-19 year olds, I can
place them into classes but I know
I’ve got to be selective which tutor I
put them with.
“the idea of tolerance within the
classroom is also important. Because
you will get people with lots of
differences and I’ve taught in
classrooms where I’ve not found out
the disadvantages until a lot further
down the line [into the course]. If you
put the groundwork in to make sure
that you’ve got a group that talk to
1 1  Building relationships
with learners
 Awareness of learner
diversity
 High levels of tolerance
and respect
 Approachable
1 Significant level of
discussion was held
regarding these
areas as to
incentivizing and
motivating tutors to
upskill, partake in
work shadowing and
JPD and other good
practice sharing
(rather than just
courses). Discussion
as to tutor
motivations to
partake in upskilling
and CPD, including
financial incentives
from the

52
Qu
Main Points /
basic Ideas
Other significant
notes / issues
each other, and feel they can come to
you, that you can do different
activities to integrate people and you
develop that respect.”
organisation (which
were identified as
also helping tutors
to feel valued) and
intrinsic and career
motivations.
Additionally, the
extra perceived
workload and
pressure from top
down initiatives was
discussed, and it
was discussed that
encouraging junior
managers and
tutorial staff to
generate demand for
and interest in
initiatives are more
welcomed, enable
them to feel valued
and nurtures staff
creativity – then
better impacting on
the disadvantaged
learners.
2 Communications
and listening
2 2 2  Skilled in effective
communication
techniques and a
listening ear.
 Empathy and use of
Social Pedagogy.
 Time and the right
person to build up a
supportive learner
relationship
2
3 Equality,
diversity and
inclusion skills
3 “I think that CPD is good, it needs to
be in place, but experience in working
with those people to understand what
skills you have already got and what
you can offer some of those groups of
people.”
“For example say that person has got
autism, unless you’ve experienced
autism, or had training about autism,
you wouldn’t know how to teach that
person because the way I teach
anybody else would be different
maybe to somebody with that. The
same with somebody with mental
health difficulties, they could be
someone with paranoid schizophrenia,
with bipolar, depression, anxiety. I’ve
touched all of it.”
3 3  Compulsory training on
working with learners
with the 9 protected
characteristics.
 Experience of working
with people from a range
of disadvantaged groups,
e.g. autism,
schizophrenia, bipolar,
depression, anxiety and
sharing good practice.
 Compulsory training on
Prevent, CSE,
safeguarding.
 Share good practice with
inclusivity.
3

53
Qu
Main Points /
basic Ideas
Other significant
notes / issues
“The opportunities to share good
practice is important. That develops
tutor confidence, if they’ve been
asked to go and take the opportunity
to do some CPD and then they get the
opportunity to reinforce their
understanding by sharing it with
others.”
4 Knowledge of
learning styles
and learner
differences
4 “It’s understanding. It’s knowledge
that’s always key. We can only get
knowledge through training and
awareness.”
4 4  Professional and
analytical approaches
 Skills of inclusion
 Differentiation
 Ensuring the learning is
flexible, dynamic and
fun.
4
5 Skills and
experience in
working with
and integrating
younger
learners
5 “Working alongside somebody, I think
is really good. Not so much a tutor
meeting but we have, you’re trying to
place a young person in a class and
constantly get tutors saying ‘I don’t
want them in my group, I’m not
trained to teach young people’.
Perhaps to have a day with the study
programme, or a day might allay all
their fears so we might not have to
worry so much, like ‘I really enjoyed
that, let them come’. It might be
something as simple as that.”
5 5  Allaying tutor fear and
inexperience of working
with younger learners
[additional government
funding can be obtained
for working with this
cohort]
 Challenging purely
negative (behavioural)
reports from other tutors
who work with young
vulnerable learners,
balancing with positive
things also
5

54
Qu
Main Points /
basic Ideas
Other significant
notes / issues
4 1 Teaching
qualifications
1 1 1  Must have level 4 subject
qualification as a
minimum.
 Discussed that QTLS
status still exists and
guarantees yearly CPD,
this is not currently
requisite.
1
2 Subject
knowledge
2 “Because it’s depending on what
they’re teaching isn’t it. Because if
they are teaching English or maths or
whatever, then they need to have the
qualification higher than what they’re
teaching. If they are teaching
jewellery making, it may be that they
are an expert and has got their own
business. That’s the experience but
may not be the piece of paper
qualification.”
2 2  Must be qualified to one
level above that teaching
or have significant
experience as
appropriate.
2
3 Additional
qualifications
/developing
competencie
s
3 “There also has to be evidence of, I
don’t like the word CPD, but
developing competencies. You don’t
just do something in 2007 and it stays
there, it’s changing constantly.”
3 3 As appropriate:
 Mental Health First Aid
Training
 Assessors qualifications
 Prevent and safeguarding
 EDI
 CSE
3
4 Minimum
Core
(English,
maths and
ICT)
4 “It does depend, of course, on what
people are tutoring and how often
they tutor. There are practical,
outdoors courses that people are
tutoring where they have argued that
they teach for such short spots of
time because they are specialist one
day courses that actually it’s not
4 Is it necessary
for very
occasional
sessional tutors
who are
teaching
outdoors
subjects to
have level 2
4  Tutors must have level 2
in English, maths and IT.
Noted that English and
maths at Level 2 are a
requirement to sign up
for the Certificate in
Education and Training
course.
 Noted that, due to
4

55
Qu
Main Points /
basic Ideas
Other significant
notes / issues
relevant. I’m not sure that I agree but
I think it’s a discussion point, that.”
English and
maths. How
does that effect
their ability to
embed in short
sessions?
changing legistation,
there may be some
existing tutors on the
tutor pool who do not
have Level 2 in English
and maths.
5 Learner
Support
5 “I think we should reintroduce the
Learner Support qualification. I used
to teach that many years ago and it
was a really good qualification. City &
Guilds. Now, when we recruit learning
support, we recruit on their
experience of working with adults. We
don’t ask for any particular
qualification, but we do like Learner
Support to have English and maths at
Level 2.”
“I know we are having cuts, but we
shouldn’t be hearing negativity
because the disadvantaged groups are
hearing that. So I enter the
classroom, whatever’s happened at
home, I’m there for that student, and
other students as well. You hear it
from people, they get a bit too
friendly, tutors get friendlier and they
start saying things they shouldn’t say
and LSAs say things as well. It’s
boundaries”
5 5  Bring back a requirement
for LSAs to have a
Learner Support
qualification. This will
incentivise applications.
Noted that many
applicants don’t have
supporting adults
experience, only nursery.
 Establish a tiered system
of Learner Support where
established and qualified
LSAs are at a higher level
and can help and mentor
other LSAs.
 LSAs should also have
Level 2 English and
maths where possible.
5 Discussion around
ensuring staff
positivity in sessions
and ensuring that
professional
boundaries are
maintained re
discussing financial
cuts etc. in class.
Negativity from staff
can impact
especially on
disadvantaged
learners.

56
Qu
Main Points /
basic Ideas
Other significant
notes / issues
5 1 Venues in
the
community
1 “Venues in the community. What
makes us different from Chesterfield
College or Derby College is that we
have our own premises in 23 of the
towns across the county and we are
working in anything up to 100 venues
each year and that we will go to
where the learners are.”
“Scale is another one. Our premises
aren’t that big if you compare us with
a college. We’re much less
intimidating for them.”
1 1  Small, accessible
venues in the
communities with the
most disadvantage and
the greatest need.
 Learning that is based
where the learners are
(not necessitating
travel to a campus)
 Small scale and cozy
buildings, less
intimidating to
disadvantaged than
big institutions.
1
2 Class sizes 2 “it’s the class sizes. When I do the
tours and I say ‘the biggest class sizes
we have are about 8 or 10 or we have
an odd childcare that goes to 15’ ‘oh
it’s not like college then, it’s not 30’.
There’s only like 5 classes at one time
going on. ‘I like that’. Some people
don’t but for some, that’s a real
selling point.”
2 2  Small classes –
between 8-12
maximum intake
depending on type of
cohort – accessible
and attractive to
and means more
support time for those
in most need.
2
3 Interventioni
st approach
3 “a learner commented to us the other
week ‘I don’t know anywhere that
bends over backwards or helps as
much as you do’. Whereas other
places have just said no, we need to
take them because it’s EDI or it’s not
discriminating, whereas somebody
else would just say no.”
“part of the reason we have that
ethos [of inclusivity] is because if
3 Concern that by
being so
inclusive and
catering for all
needs could
mean that the
staff them feel
under-
resourced and
spread too
thinly. It was
questioned
3  Targeted advertising
 As part of a County
Council, knowledge
that helping
disadvantaged people
with early intervention
will reduce cost on
other services and
society further down
the line.
 An ethos of ‘bending
over backwards’ to
3

57
Qu
Main Points /
basic Ideas
Other significant
notes / issues
we’re not supporting these people
then our own organisation will have to
support them in other ways. So in a
way, we’re a cost cutting option
because it’s cheaper for us to teach
people than it is to deal with all of the
services they might need if they
become more disadvantaged.”
“a learner commented to us the other
week ‘I don’t know anywhere that
bends over backwards or helps as
much as you do’. Whereas other
places have just said no, we need to
take them because it’s EDI or it’s not
discriminating, whereas somebody
else would just say no.”
“Quite a lot of our concerns were
about levels of resource, and having
the time to do it, whereas actually we
are in a position where possibly the
boundaries that stop us doing aren’t
high enough so that we focus in on
using our resources more selectively.
Because we are being funded and
because we are encouraged to do
everything for everybody, we do, and
we spread ourselves very thinly and
then we feel under-resourced.”
whether greater
specialisation or
more specific
boundaries
would mitigate
this.
meet the needs of
learners
 USP of taking learners
with high needs and
from disadvantaged
groups that ther
organisations e.g.
colleges would leave
behind in mainstream
provision.
4 Good
organisation
4 “It’s a listening organisation. One
thing I’ve been very impressed with is
when a learner comes forward with an
4 4  An organsation known
to listen to learner
voice
4

58
Qu
Main Points /
basic Ideas
Other significant
notes / issues
issue or a complaint or a comment or
a suggestion is dealt with and if it’s
not dealt with at this level, it moves
up to that level or it moves up to that
level, but it’s the sense that the
people have the confidence to come
forward and not just sit there and
mither about it. It’s the sign of a good
quality organisation when people feel
they can voice something honestly.”
“Even though we are very diverse
across the county, we do work as a
team. That is a big strength of ours.
We are not working in isolation. When
I worked in a college it was ‘you’re on
the second floor, you’re on the fifth
floor and we only speck to people on
this floor’ sort of thing.”
 Takes action to make
improvements based
on feedback
 Robust and effective
Quality Assurance
Procedures
 High learner
confidence in the
organisation as a
result of all the above.
5 Signposting
and
progression
5 “Having that progression and
signposting is important. Knowing
that if you do this, you can then do
that.”
5 5 5 Marketing was also
discussed. It was
noted that discrete
courses are not
marketed at all and
courses available to
everyone are
marketed but the
USPs mentioned in
all points raised are
not utilised enough
for marketing.
6 Successful
partnerships
6 “I think the way to do that [get the
word out there] is to just build more
partnerships. It’s through the
6 6 6

59
Qu
Main Points /
basic Ideas
Other significant
notes / issues
partnerships that you get your
targeted learners. But we don’t seem
to have the time to invest in the
partnerships.”
7 Experienced,
dedicated
staff, and
ensuring
that they are
looked after
7 “I think there’s quite a few tutors that
don’t do it for the money. They do it
because they love doing the job.”
“So we have lost quite a few [good
tutors] over the last few years.
There’s been people who are tutors
who now do admin because they’ve
got guaranteed work, so you’ve lost a
good tutor because they need the
income.”
“Being a dependable employer is an
important characteristic and a well-
resourced institution is important too
because without that, there’s stresses
in all directions.”
7 7  Learner centred
 Effective and close-knit
team
 Not financially
motivated workforce
 Employer needs to
meet the needs of the
tutors so the good
tutors feel valued,
have flexibility as
needed and
dependable income as
needed.
7
Qu
Main Points /
basic Ideas
Other significant
notes / issues
6 1 Comprehensi
ve inductions
1 “That goes back to where we used to
do inductions and meet people first.
Because then you could select groups,
get to know them, pair people up.”
1 1  Setting and
maintaining targets
1
2 Effective
teaching
2 “Choosing topics where the
disadvantaged people have the
2 2  Finding out about
learner backgrounds
and experiences
2

60
Qu
Main Points /
basic Ideas
Other significant
notes / issues
knowledge so they feel that they are
contributing, they are not always the
one that doesn’t know the subject.”
“With the probation, it’s making it
appropriate content.
Find out their experiences. I found out
that a disproportionate number of
learners enjoyed fishing. I know
nothing about fishing. So they could
easily lead a conversation a literacy
activity and feel valued.”
“However much a tutor’s skills are in
bringing out a learner’s skills, actually
if you were, for example, looking at
we want to reduce the energy needs
of our village hall, your tutor might be
the facilitator of the learning that’s
shared between the group of people
learning in the community who are
bringing all sorts of other skills. It’s a
more level playing field whereby it’s
definitely not tutor focused, it’s
community members focused.”
“the learning aim is to learn to work
together to share ideas, to come up
with some practical solution to what
might happen in the community. The
learning event is that, and yet you
wouldn’t describe that as a course,
you would describe that as a group
 Using Social Pedagogy
 Using teaching
points/contextual
learning topics where
have the
knowledge/experience
 Community learning
 The potential for
moving outside of a
courses/class model
into community
projects to engage
people that might not
be attracted by a
traditional course
format and so skills
can be exchanged.

61
Qu
Main Points /
basic Ideas
Other significant
notes / issues
getting together to work through a
project.”
3 Targeted
appropriate
support
3 “Childcare for differentiated groups
could be needed at some point. I’ve
asked for a long time now because we
only have a crèche in three centres, if
we can start to use DCC staff on a
pool, nursery staff, so that we can
have crèches in areas that don’t have
childcare facility.”
3 3  Pairs and buddying
Mentoring
 Childcare and other
support
 Financial support
(see earlier questions re
these)
3
4 Dfferentiatio
n
4 Learning activity in order that in one
classroom different people can start
form the same basic starting point but
there’s opportunities for people to go
much further and extend themselves
into more challenging work, and yet
it’s not a sense of failure if somebody
only goes a short distance along that
journey.
So the resources that we can provide.
Differentiation of resources is a big
thing and there are a lot of tutors that
are really good at it.
They can say well you need this but if
you haven’t got that, you bring that.
I’ve noticed in the flower arranging
class, I was there the other day, she
was saying ‘these roses are lovely to
put in this display but just go into the
hedgerow and get some of this’. She
was coming up with various different
4 4  Resources
 Meeting individual
learner needs using a
personalized approach
 Learning achievements
are individual, effective
extension activities
and overt
differentiation that is
person centred and not
just level labelled.
4

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