In effective self-assessment, how far learners' needs and interests are met is evaluated by the extent to which...
| 3.1 | learners have access to an appropriate range of courses or programmes and, where appropriate, achieve suitable qualifications. |
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Success in adult literacy, numeracy and ESOL provision in the FE college context means...
| 3.1.1 | there are effective mechanisms to identify local learning needs including an active partnership network. |
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| 3.1.2 | there are comprehensive initial assessment procedures, which identify the full range of literacy, numeracy and ESOL learning need among learners. |
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| 3.1.3 | all learners have opportunities to develop their literacy, numeracy and ESOL skills either through discrete provision or as an integral part of their main programme. |
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| 3.1.4 | an audit of the language and number skills required for success on vocational and academic courses is used to plan for relevant skills development. |
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| 3.1.5 | all learners following substantial programmes have the opportunity to prepare for Skills for Life or key skills qualifications. |
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| 3.1.6 | there is a wide range of literacy, numeracy and ESOL learning opportunities – full time, part time and in the evenings; on-site, in the workplace and community-based; embedded and discrete. |
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'Checkpoint 3.1' in other guides:
