In effective self-assessment, how far learners' needs and interests are met is evaluated by the extent to which...
| 3.2 | the curriculum or an individual programme of work is planned and managed effectively to provide coherence and progression. |
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Success in adult literacy, numeracy and ESOL provision in the voluntary and community sector context means...
| 3.2.1 | Skills for Life learners recruited to programmes that do not explicitly address their literacy, numeracy and language targets are identified, advised and moved onto literacy, numeracy or language programmes as appropriate. |
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| 3.2.2 | learners attending a series of short courses or moving onto Skills for Life programmes elsewhere carry a record of their achievement from one programme to another. |
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| 3.2.3 | learners moving from one course to another do not repeat work they have already done. |
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'Checkpoint 3.2' in other guides:
