In effective self-assessment, the effectiveness of leadership and management is evaluated by the extent to which...
| 5.2 | demanding targets for retention, achievement, progression and employment are set and met. |
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Success in adult literacy, numeracy and ESOL provision in the voluntary and community sector context means...
| 5.2.1 | demanding targets for retention, achievement and progression (and employment where applicable) are set and reviewed regularly. |
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| 5.2.2 | accurate records of Skills for Life learners' retention, achievement and progression rates are kept. |
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| 5.2.3 | data on retention, achievement and progression is compared with that from previous years to inform continuous improvement. |
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| 5.2.4 | data on retention, achievement and progression is compared to that from other Skills for Life programmes within the organisation, or to that provided by other similar organisations or from national benchmarks. |
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'Checkpoint 5.2' in other guides:
