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Ed 356 401 Title Institution Report No Pub Date Note DOCUMENT RESUME ED 356 401 CE 063 503 TITLE Open Learning Centres in England and Wales 1988-92. INSTITUTION Adult Literacy and Basic Skills Unit, London (England). REPORT NO ISBN-1-870741-67-6 PUB DATE Mar 93 NOTE 38p. AVAILABLE FROMAdult Literacy and Basic Skills Unit, Kingsbourne House, 229/231 High Holborn, London WC1V 7DA, England (free). PUB TYPE Reports Evaluative/Feasibility (142) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Access to Education; *Adult Basic Education; Adult Literacy; Adult Programs; Ancillary School Services; *Basic Skills; Distance Education; Foreign Countries; Literacy Education; Nontraditional Education; *Open Education; Open Enrollment; Program Development; *Program Effectiveness; Publicity; Public Relations; *Resource Centers; Student Recruitment; Teaching Methods; Youth Programs IDENTIFIERS England; *Open Learning Centres; Wales ABSTRACT A study evaluated the 83 basic skills open learning centers established in England and Wales to improve opportunities for adults and young people to improve essential basic skills. They were established in a variety of locations, ranging from further education colleges or adult education centers to libraries and shops. The most successful centers in reaching target enrollments were relatively easy to get to, in busy well-populated areas, served by good public transport, well publicized, and identified by signs. Each tried to develop a layout that allowed maximum self-access for users. A distinguishing feature was the quality of the publicity material produced. Effective recruitment approaches were campaigns targeted at specific groups or at improving specific skills, good liaison with other agencies, and word of mouth. Centers needed to monitor opening times and use rigorously and to adapt and adjust in light of review. The center initiative demonstrated that successful open learning had to include an individual initial interview, needs assessment, induction, individual negotiated learning plan, and monitoring of progress and assessment. Approaches to learning included the following: short courses, distance learning, accreditation, learning support, work-related basic skills and training, English for speakers of other languages, and information technology. Support was provided by volunteers and other students. (Addresses and telephone numbers of the centers are appended.) (YLB) *************************o********************************************* Reproductions supplied by EDRS are the best that can be made from the original document. *********************t************************************************* : rr1 , <4.7 e50: C:= 011Z \t't'-N11, ete41.1,/ 4"--'°..(<\--_403 U DEPARTMENT OF EDUCATION 01100 ot Etloctto.st amestco0.0 0,0,0..0n1 PERMISSION TO REPROOUCE THIS EOIAATIONALRESOURCES INFORMATiON MATERIAL HAS BEEN GRANTED BY CENTER (ERiCi Th1 000.rnont haf bean ,00,0000.0 as filKOlvd IrOn$ 1. 00,00,, 01 109amta1ien orttposttoo C MOO. C00.901nova DPP. rottZE to1.0.0. tomostucttooOvIthty 11 C 01 v4w 0,00,,11111100,th,l, 000 I, 10001 00 .01 ret011My t0,01101 00.4.01 TO THE EDUCATIONAL RESOURCES OEM 0,0040. 0100000 INFORMATION CENTER (ERICI Open Learning Centres in England and Wales 1988-92 © The Adult Literacy and Basic Skills Unit. Kingsboume House, 229231 High Holborn, London WCI 7DA All nghts reserved No part of this publication may be photocopied, recorded or otherwise reproduced, stored in retneal system or transmitted in any form or by any electronic or mechanical means without the prior permission of tht copynght owner ISBN 1 870 741 67 fl Olt Design Studio 21 Published March 1991 Printed on environmentally tnendly paper Contents Foreword Statistical Summary 6 Introduction 7 1. Access 9 2. Publicity and Recruitment 14 3. Opening Times/Closing Times 16 4. Induction, Learning Plans and Assessment 18 5. Approaches to Learning 6. Providing Support 28 Conclusion 31 The Basic Skills Open Learning Centres 33 Foreword 1988 and 1992 almost 1.7 BETWEENadditional funding was made available by central government for the establishment of 83 basic skills open learning centres in England and Wales. We directly funded 10 of these centres in inner city areas of England and a further centre as part of the Valleys Initiative in Wales. The remaining centres were established through Education Support Grants (ESGs). Seventy two Nothing has been available, however, on the LEAs benefited from this ESG. scale of this initiative. For example in 1982 only 15% of basic skills programmes had access to We were asked by the Education Departments computers and other new technology (a feature to support, monitor and evaluate all the centres. of all of the Open Learning Centres); access is We agreed to report on the effectiveness of now a common feature of much basic skills work these, somewhat experimental, basic skills open and the Open Learning Centres played a major learning centres, including how far they part in increasing access. represented 'value for money . In 1990 we produced and published an initial progress We have tried to be honest about what worked report, although some centres had only just and what didn't. Some aspects of these centres been set up. Her Majesty's Inspectorate also worked more effectively than others; some produced a report on the Basic Skills Open centres Were more successful than similar Learning Centres in 1992 based on experience in centres in other areas and we have tried to a small number of centres. identify the elements which led to success. The conclusions we draw are necessarily our own, 'Basic Skills Open Learning Centres 1988-1992' although I believe that they are supported by the evaluates the centres based on our experience of experience of most open learning centres. monitoring all 83 centres. We have not tried to provide an evaluation of each individual centre, I have visited a number of the basic skills open however, or even to make sure that every centre learning centres and I have been struck by the is mentioned specifically by name. Many centres flexibility they provide, by the access to new have produced their own reports on their work technology and the very real commitment of and most are usually pleased to share these with students and staff. The Basic Skills Open anyone interested. We have sometimes used Learning Centres have been a very worthwhile individual centres to reinforce or illustrate a investment, particularly as they have increased point; we could have named others and using choice and very much influenced the one centre should not be taken to mean that this improvement in quality of recent years. I believe is the only centre that operated in the way that they will make a significant contribution to described. the development of basic skills for some time to come. These centres were very much a hew departure skills work, although open learning has Alan Wells, been available to some students for some time. Director. i1LBSU Statistical Summary BETWEEN 1990-1992 THE 83 BASIC SKILLS OPEN LEARNING CENTRES PROVIDED HELP WITH BASIC SKILLS FOR 39,212 PEOPLE. THE TARGET NUMBERS FOR THE 83 CENTRES IN THE SAME PERIOD WAS 22,000. OF THE 39,212 USERS OF THE CENTRES: 57% WERE NEW TO BASIC SKILLS % WERE UNEMPLOYED 20°,/0 WERE IN FULL -TIME WORK WERE IN PART-TIME WORK WERE HOMECARERS WERE IN lx.1j 13 TRAINING SCHEMES 53°0 WERE WOMEN 130/0 WERE BETWEEN 16-20 YEARS OW WERE 21-30 WERE 31-35 23% WERE OVER 40 YEARS OF AGE. [THE COST OF THE OPEN LEARNING CENTRES WAS APPROXIMATELY £7.5 MILLION. Most basic skills work had been centred around individual teaching or small group work. Few Introduction students were able to get more than 1-2 hours of teaching a week and many programmes closed down during the lengthy adult and further education breaks in the Summer and at Christmas. Open learning centres were intended to provide mare opportunities for learning, greater flexibility and the opportunity I ASIC Skills Open Learning Centres 1988-92' to attend for more than 1-2 hours a week. Bdescribes and attempts to analyse what worked and what didn't work in open learning centres developed to improve opportunities for For many basic skills teachers, open learning was a considerable change from previous adults and young people to improve essential practice. They had to become used to more basic skills, By basic skills we mean: flexible delivery, learning plans for every individual, short courses and 'tailor-made' 'the ability to read, write, and speak in teaching and learning material. Open Learning English and use mathematics at a level Centres were expected to.attract new client necessary to function at work andin groups, often with different motivations and society in general'. different goals from other students. In Wales, basic skills include the ability to read and write Welsh for people whose first language or mother tongue is Welsh. Basic skillsdoes not include necessarily wider provision for adults and young people with special needs, English as a Foreign Language (EFL) or general accessand return to study courses. A national initiative to develop open learning centres for basic skills took place between 1988- 92. These open learning centres were intended to: 'encourage authorities to provide centres with trained staff, computers and audio visual equipment, where adults with Working in an Open Learning Centre meant literacy and numeracy problems can changes in practice for many teachers and receive tuition, supplemented by self- volunteer tutors. However, most staff who study at home and by complementary face became involved in open learning centres came with positive practices which they had to face tuition'. developed in more 'traditional' provision. Many had considerable experience in: A new style of basic skills work was introduced induction and initial assessment which was intended to allow students to have a wider choice of learning opportunities and to developing materials for individuals and provide greater flexibility. There had been some small groups limited de% elopment of open learning for a using student-centred approaches in setting number of years and an .yen learning centre goals and assessing progress had been developed by Leeds LEA through !intim); at 6 Roar Lane in the late 1070s.
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