In effective self-assessment, the quality of guidance and support is evaluated by the extent to which...
| 4.9 | partnerships with other providers and relevant agencies involved in advice and guidance are effective. |
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Success in adult literacy, numeracy and ESOL provision in the voluntary and community sector context means...
| 4.9.1 | learners and staff are clear about where and how learners should access advice and guidance. |
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| 4.9.2 | partners regularly review the success and impact of their arrangements. |
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Key Points for Teachers, Supporters, Advisers and Managers
- Ensure that all learners have access to advice and guidance before, during and after their learning programmes. Ask a partner if you are not able to provide this yourself.
- Devote time, energy and resources to making sure learners are ready to start a Skills for Life learning programme.
- Wherever possible, use qualified Skills for Life learner supporters to mentor, signpost and advise learners.
- Encourage learners to attend regularly, but understand when those from vulnerable groups cannot.
- Keep records of advice and guidance.
'Checkpoint 4.9' in other guides:
