ERIC Number: ED344082
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
Developing Competence: Guidelines on Implementing Provision Leading to Employment-Led Qualifications for Learners with Disabilities and Learning Difficulties. Transition to Employment. Bulletin 1.
Further Education Unit, London (England).
These guidelines are designed to help British further education colleges develop programs for learners with disabilities and learning difficulties leading to competency-based qualifications. They are also helpful for local education authorities, Training and Enterprise Councils (TECs), and others involved in the planning and provision of programs for students with learning difficulties aged 14-19. Section 1 discusses purposes and use of the guidelines and identifying the college's starting point. Section 2 groups the guidelines in 11 areas relating to development of access to work-based qualifications. Each area follows a common structure. A statement of principle underlying good practice is proposed. Key questions are designed to help colleges examine how far they have developed programs for learners with disabilities and learning difficulties. The questions are supported by suggested action points giving guidance on what high quality provision is likely to demand of the college. For each section there is an illustrative example of interesting and relevant practice within further education colleges. The 11 areas are as follows: assumptions about learners, managing learning, learning programs/curricula, planning progression for students over 14, development of employment focus for learners, National Vocational Qualifications, recordkeeping, assessment, staff development, TECs, and guidance and counseling support. Appendixes include a listing of college contacts and ongoing initiatives and Further Education Unit publications. (YLB)
Descriptors: Competence, Curriculum Development, Disabilities, Education Work Relationship, Employment Potential, Employment Qualifications, Foreign Countries, Guidelines, Job Skills, Learning Problems, Program Development, School Counseling, Secondary Education, Staff Development, Student Certification, Technical Institutes, Vocational Education
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: Department of Employment, London (England).
Authoring Institution: Further Education Unit, London (England).
Identifiers: Great Britain
Note: For a related document, see ED 341 782.