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Case study: Scotland

Sliwka, Anne and Tett, Lyn (2008) Case study: Scotland. In: Teaching, Learning and Assessment for Adults: Improving Foundation Skills. OECD - Centre for Research and Innovation, Paris, France. ISBN 9789264039902

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    Abstract

    Scotland.s Adult Literacy and Numeracy (ALN) programme, initiated in
    2001, is the responsibility of two Ministers . the Deputy Minister for
    Enterprise and Lifelong Learning and the Minister for Communities. The
    Scottish Executive.s Enterprise, Transport and Lifelong Learning
    Department (ETLLD) advises Ministers on policy for the ALN strategy and
    support for the ALN Partnerships is provided through the Learning
    Connections (LC) Adult Literacies Team. Lifelong learning for all is seen as
    an important approach to community regeneration and social inclusion.
    The Scottish ALN strategy places a strong emphasis on learner selfdetermination.
    Learning is to be relevant to the individual.s lives as family
    members, workers, citizens and lifelong learners. Learner goals are set out in
    individual learning plans, and are balanced with learning goals set out in the
    ALN Curriculum Framework. Formative assessment approaches are used to
    track learner progress toward goals set out in the individual learning plan.
    The case study also describes the ALN approach to summative
    assessment and qualifications. There are no end ¡°tests¡± of either formal or
    informal learning in the ALN programme. Rather, demonstration of the
    achievement of these learning outcomes can be done in a range of settings
    and contexts and, when all the outcomes are achieved, lead to a specific
    qualification. The Scottish Credit and Qualifications Framework also sets
    out a clear route for progression across all qualification levels that covered
    both ¡°vocational¡± and ¡°academic¡± qualifications.
    The three programmes featured in this case study show how the ALN
    principles and approaches to formative assessment are being put into
    practice in different settings. The first programme, Haven Products, Ltd.,
    is set in a workplace in a rural area near Inverness. The second
    programme, Jewel and Esk Valley College, is in a further education
    college in Edinburgh, Scotland¡¯s capital. The third programme, Buddies
    for Learning, is in a community-based setting in a disadvantaged housing
    area on the outskirts of Renfrewshire, a densely populated area in central
    Scotland. As the case study authors describe, all the providers face
    somewhat different challenges in their practice.

    Item Type: Book Chapter
    Schools: School of Education and Professional Development
    Related URLs:
    Depositing User: Sara Taylor
    Date Deposited: 10 May 2012 15:55
    Last Modified: 21 Jun 2012 15:58
    URI: http://eprints.hud.ac.uk/id/eprint/13553

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