An Evaluation of the Prison Radio Association’s Activity Final Report Year 1 The West Midlands Prison Radio Taster Project

The Prison Radio Association (PRA) was set up in 2005 and achieved charitable status in 2006. The PRA continues to contribute to the reduction of re-offending by capitalising on the opportunity prison provides to stop people offending for good. The Association is committed to the ways in which prison radio can provide a unique and innovative way to engage offenders (regardless of age, ethnic origin, gender or faith) in education; particularly those hard to reach offenders disenfranchised by the educational system. The PRA currently works with over 40 prisons across England and Wales. In 2007, the Prison Radio Association and partners1 developed a two week taster course in radio production for delivery in six prisons across the West Midlands, entitled: the West Midlands Prison Radio Taster Project2. The objectives of this project were firstly, overall project delivery, which consisted of the recruitment of a radio trainer, developing a radio training course which embeds basic skills and the delivery of the taster courses in six prisons. The wider objectives concerned raising awareness of the potential of radio training to embed basic skills and to examine sustainability within prison service education. The findings of the external evaluation conducted by the Hallam Centre for Community Justice are presented in this report

For me or not for me? - that is the question : a study of mature students' decision making and higher education

The views expressed in this report are the authors ' and do not necessarily reflect those of the Department for Education an

The motivational challenge facing beginner learners of Spanish at a distance

This paper presents some preliminary findings of an on-going longitudinal study of initial motivation and motivation maintenance in beginner distance adult learners of Spanish in the UK. Adapting a framework of executive motivational influences developed in the context of classroom teaching (Dörnyei, 2001a) to the distance learning process, data was obtained from questionnaires and follow-up interviews with a sample of questionnaire respondents. This paper explores meaningful descriptors of the most prevalent types of motivation found within this group. Drawing primarily on the interview data, it also presents early steps towards learner autonomy taken by these learners based on their own perceptions, and highlights the predominance of metacognitive over other strategies at this stage in their learning. Finally it analyses some of the motivational influences of tutors and of other learners, and their roles in supporting and affirming the learning endeavour, and indicates areas for follow-up research with beginner distance language learners within this study

Implementing the IOM Future of Nursing Report - Part I: How to Dramatically Increase the Formal Education of America's Nursing Workforce by 2020

Outlines strategies for realizing calls for competency-based curricula; seamless educational progression; more funding for accelerated programs, educational capacity building, and student diversity; and stronger employer incentives

Employee demand for skills: evidence and policy review : UK Commission for Employment and Skills Research Report no. 3

This report presents the results of a detailed review of evidence and policy relating to the factors that influence the engagement of the individual in skills development. It incorporates a broad range of formal and informal learning activities, delivered in a range of institutional settings and through different media, including work-based, classroombased, distance learning and community based learning. The review is deliberately broad in its focus, drawing on evidence and policy relating to people in different positions within the labour market - in or out of work, new entrants into employment, younger and older workers, people with and without qualifications and/or with higher and lower skills. However, a key focus for the research was the barriers and factors affecting access to skills development opportunities among lower skilled and lower qualified people. The review was undertaken by WM Enterprise and the Employment Research Institute, Edinburgh Napier University for the UK Commission for Employment and Skills (UK Commission)

Dandelion Program Generic Project Management Plan

[Excerpt] There are significant benefits to clients in establishing an arrangement with Hewlett Packard Enterprise (HPE)/ Specialist People to access and acquire critical, skilled ICT resources by harnessing the talents and developing the skills of a capable, diverse segment of the workforce

Independent Evaluation of the Jim Joseph Foundation's Education Initiative Final Report

The Jim Joseph Foundation created the Education Initiative to increase the number of educators and educational leaders who are prepared to design and implement high-quality Jewish education programs. The Jim Joseph Foundation granted $45 million to three premier Jewish higher education institutions (each institution received$15 million) and challenged them to plan and implement programs that used new content and teaching approaches to increase the number of highly qualified Jewish educators serving the field. The three grantees were Hebrew Union College–Jewish Institute of Religion (HUC-JIR), the Jewish Theological Seminary (JTS), and Yeshiva University (YU). The grant covered program operation costs as well as other costs associated with institutional capacity building. The majority of the funds (75 percent) targeted program planning and operation. The grantees designed and piloted six new master's degree and doctoral degree programs or concentrations;1 eight new certificate, leadership, and professional development programs;2 two new induction programs;3 and four new seminars within the degree programs. 4 The Education Initiative also supported financial assistance for students in eight other advanced degree programs. 5 The grantees piloted innovative teaching models and expanded their use of educational technology in the degree and professional development programs. According to the theory of change that drives the Jim Joseph Foundation's Education Initiative, five types of activities must take place if higher education institutions are to successfully enhance the Jewish education workforce. These activities include (1) improved marketing and recruitment of talented individuals into ongoing education programs, (2) a richer menu of programs requiring different commitments of time to complete and offering varying content, (3) induction programs to support program participants' transition to new employment settings, (4) well-planned and comprehensive strategies for financial sustainability, and (5) interinstitutional collaboration. As shown in Exhibit 1, the five types of activities are divided into two primary categories. The first category (boxes outlined in green) addresses the delivery of programs that provide educators and educational leaders with research-based and theory-based knowledge and vetted instructional tools. The second category (boxes outlined in orange) is not programmatic; rather, it involves sharing knowledge, building staff capabilities, enhancing management structures, and providing technological and financial support to enable the development of quality programming that is sustainable after the grant ends

Review of research and evaluation on improving adult literacy and numeracy skills

The purposes of this literature review are threefold. First, this review summarises findings of the research from the last decade in six fields identified by the Department for Business, Innovation and Skills (BIS) as critical to its forward planning: (1) the economic, personal and social returns to learning; (2) the quality and effectiveness of provision; (3) the number of learning hours needed for skills gain; (4) learner persistence; (5) the retention and loss of skills over time; (6) the literacy and numeracy skills that are needed. Second, this review assesses this evidence base in terms of its quality and robustness, identifying gaps and recommending ways in which the evidence base can be extended and improved. Thirdly, this review attempts to interpret the evidence base to suggest, where possible, how returns to ALN learning for individuals, employers and wider society might be increased through effective and cost-effective interventions

Leadership Curriculum Evaluation: Final Report DFE- RR639

Evaluation report of the National College for Teaching and Leadership's Leadership Curriculum commissioned by Department for Education (2013-2016