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ERIC Number: ED502479
Record Type: Non-Journal
Publication Date: 2006
Pages: 71
Abstractor: ERIC
Reference Count: N/A
ISBN: ISBN-1-8447-8800-8
ISSN: N/A
The Implementation of OLASS: Assessing Its Early Impact and Examining the Key Challenges. Phase 2 Report. Research Report RR794
Halsey, Karen; Martin, Kerry; White, Richard
National Foundation for Educational Research
This report documents the main challenges associated with the implementation of the Offenders' Learning and Skills Service (OLASS) and suggestions for overcoming some of these barriers. The evaluation is examining the implementation of OLASS in three development regions, prior to a national roll out in July 2006. Within a flexible framework, the research was asked to explore five key areas: (1) initial assessment of learners; (2) monitoring of offender achievements; (3) the delivery of information, advice and guidance; (4) workforce issues (including impact on the workforce); and (5) the integration of services (including the extent to which services are coherent and continuous across the criminal justice system). Highlighted findings include: (1) According to interviewees, there were indications that some staff were unclear about OLASS in terms of what it entailed, why it was needed and what role different services played in its operation; (2) It is important to assess whether the workforce is suitably equipped to undertake the various functions required by OLASS and to address identified deficits through appropriate professional development and support; and (3) Interviewees highlighted staff shortages when discussing assessments, collecting and recording of monitoring data and the delivery of Information, Advice and Guidance (IAG). (Contains 7 tables.) [This report was produced by the Department for Education and Skills.]
National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Foundation for Educational Research
Identifiers - Location: United Kingdom