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Skills for Life Quality Initiative

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Title: PowerPoint Presentation Author: Authorised User Last modified by: Catriona Hunter Created Date: 8/31/2005 6:52:15 AM Document presentation format – PowerPoint PPT presentation

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Title: Skills for Life Quality Initiative


1
  • Skills for Life Quality Initiative
  • 2005-2006
  • Session 2 Whole Organisation Approach Quality

2
Aim
  • To examine self assessment as it relates to
    Skills for Life and its potential to impact on
    quality improvement

2.1.1
3
Learning objectives
  • By the end of the session, participants will
    have
  • clarified an effective LSC Skills for Life self
    assessment process
  • identified features of effective self assessment
    reports
  • related facilitator support and whole
    organisation approach checklist to provide
    evidence of quality improvement for provider self
    assessment practices.

2.1.2
4
Self assessment an accurate reflection, or
distorted image?
2.1.3
5
Responsibility for Quality
  • The principal responsibility for quality
    improvement remains with providers themselves.
  • The government looks to all providers to adopt
    strategies for securing continuous improvement,
    as many already do.
  • These strategies should be based on self
    assessment and action planning (including target
    setting) and responding and acting upon learner
    feedback and complaints.
  • (Learning to Succeed June 1999, cited in LSC
    Quality Improvement Self Assessment, May 2005)

2.1.4
6
Self assessment and its relevance to improving
Skills for Life
  • The process of Skills for Life quality
    improvement is evidenced within self assessment
    reports.
  • Self assessment forms the basis of an
    organisations action plan for Skills for Life
    sustainable quality improvement.
  • The SAR will provide LSC Skills for Life and
    Quality Managers with crucial evidence to
    evaluate the quality of leadership and management
    and the providers capacity to improve.

2.1.5
7
Features of effective (Skills for Life) self
assessment
  • Must be effectively led and managed
  • Will vary according to the scale and nature of
    provision
  • Should directly relate to and drive providers
    development/ action plan
  • Should include provision and analysis of robust
    data
  • Should record development and dissemination of
    good practice
  • Should involve individuals or organisations
    external to provider

2.1.6
8
Equality of opportunity
  • Providers evaluation will monitor the
    effectiveness of actions taken to support and
    encourage equality of access and participation in
    learning.
  • All partners should work to ensure that all
    learners achieve to the best of their ability,
    irrespective of ethnicity, gender, age,
    disability and/or learning difficulties, sexual
    orientation, religion and beliefs.

2.1.7
9
Self assessment judgements and evidence
  • Judgement Excellent dissemination of Skills for
    Life good practice
  • Evidence
  • 100 observation reports include good practice
  • Observation action plans include good practice
    mentors and models where appropriate
  • Vocational champions share good practice
    examples via staff bulletin
  • All team meetings include standing agenda item
    on good practice
  • Shared area on intranet for good practice
    models

2.1.8
10
Self assessment judgements and evidence
  • Judgement Initial assessment of students
    literacy and numeracy needs poor
  • Evidence
  • Only half of eligible students assessed
  • Results of many assessments delayed
  • Significant number of students placed on wrong
    course (numbers)
  • Students still waiting for help from
    specialist tutors three months into course
    (numbers)

2.1.9
11
Discussion
  • How does Skills for Life Quality Initiative
    activity contribute to the self assessment
    process?
  • What is the role of the facilitator in relation
    to provider self assessment?

2.1.10
12
Task
  • Use the Skills for Life Quality Initiative Whole
    Organisation
  • Approach Impact Measurement criteria.
  • For selected criteria, record examples of the
    Skills for Life
  • judgements and evidence you would expect to see
    generated as a result of facilitator support.
  • (This evidence could then be used to show quality
    improvement in the preparation of a provider self
    assessment report.)

2.1.11
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