iCeGS - International Centre for Guidance Studies, University of Derby
Abstract
This report presents the results of a CeGS/NICEC project on the role of formal and informal guidance in support of Individual Learning Accounts. It draws on five casestudies
of good/interesting practice in implementing this role, including learner profiles, and supported by a literature review. It concludes that guidance can play a significant role in engaging non-traditional learners; that it needs to be marketed more effectively; that a strategy is needed for funding for in-depth guidance; and that the use of ILAs themselves as a route for such funding should be encouraged
