Wants to find out how LSC funding will affect courses in his area. Funding linked to outcomes + progression. Now demand led funding but previously plan led funding. Used to have a six week period and three census dates to remove students but have a timescale of the first six weeks to transfer with no problem but if transfer made after six weeks no funding. A comparison of the funding for last year’s courses and this year’s courses will be made.
Triangulation: Interview MIS Manager/records of previous and present courses – quantitative data/government documentation
Timescale for project March-April 2009
Peer input/questions: Clarification sought whether this is linked to the 2010 plan where 60% of college funding is being redirected.
Friday, 10 April 2009
NVQ or not in the fire service - Pat
Is the NVQ valid, does it make a firefighter? It replaced previous qualifications – now regarded as a paper exercise, rather than practical skills – too paper based – firefighters are not improved by completing it. Is it productive or destructive? How valid are the portfolios. Wants to check if it has helped firefighters to be more competent. Not a national standard, regional. Some fire services have left the NVQ.
Triangulation: Questionnaires –qualitative/Interviews with students, managers and verifiers/Observation – use of NVQ materials.
Peer input/questions: Clarified difference between old qualification + NVQ – before workbooks, diaries, training, test records, probation – 2 years and Managers turnouts – a more hands on qualification, now it is a folder purely paper based. Is a firefighter more valid now or then? Peer clarified that it is a product rather than a process model, asked which is more desirable? Are the qualifications more relevant/valid now?
Triangulation: Questionnaires –qualitative/Interviews with students, managers and verifiers/Observation – use of NVQ materials.
Peer input/questions: Clarified difference between old qualification + NVQ – before workbooks, diaries, training, test records, probation – 2 years and Managers turnouts – a more hands on qualification, now it is a folder purely paper based. Is a firefighter more valid now or then? Peer clarified that it is a product rather than a process model, asked which is more desirable? Are the qualifications more relevant/valid now?
Exploring why some learners do not succeed in education - Anna
Focus: Going to look at why some learners succeed or fail, extrinsic and intrinsic factors influencing performance, will consider learner motivation and expectations. Wants to improve practice, help learners and look at learner non-achievement. Will gather information from own college and others.
Theorists: Maslow – motivation/Behaviourism/Humanism
Triangulation: Interviews, questionnaires and observation.
Ethical considerations have been taken into account.Timetable for research: From April 2009 to April 2010
Theorists: Maslow – motivation/Behaviourism/Humanism
Triangulation: Interviews, questionnaires and observation.
Ethical considerations have been taken into account.Timetable for research: From April 2009 to April 2010
Looking at how students can access funding for HE courses - Susanne
Topic: Looking at how students can access funding for HE courses – title not given
Focus: Going to look at how to access HE funding for students and smaller organisations. A majority of her students have leave to remain. Presently, they are funded by Train to Gain, Suzanne works for a small organisation with a limit to the amount of information it can get. After the government changed the rules for ESOL funding, funding was harder for learners to obtain. If they are British citizens or home students, here for over 3 years, they will be eligible for funding but will have to pay for some of the course, some learners ineligible. Wants to look at how learners can access funding if they are not resident. Suzanne wants to look at employer involvement, if they want their staff trained perhaps they should pay for it.
Triangulation: Questionnaire for the students/interviewing smaller organisations/government documents from the internet.
Peer input/questions: Asked why isn’t the provision there? What is happening in other countries? It was also suggested that a kind of information pack could be provided for the learners about how to access funding.
Focus: Going to look at how to access HE funding for students and smaller organisations. A majority of her students have leave to remain. Presently, they are funded by Train to Gain, Suzanne works for a small organisation with a limit to the amount of information it can get. After the government changed the rules for ESOL funding, funding was harder for learners to obtain. If they are British citizens or home students, here for over 3 years, they will be eligible for funding but will have to pay for some of the course, some learners ineligible. Wants to look at how learners can access funding if they are not resident. Suzanne wants to look at employer involvement, if they want their staff trained perhaps they should pay for it.
Triangulation: Questionnaire for the students/interviewing smaller organisations/government documents from the internet.
Peer input/questions: Asked why isn’t the provision there? What is happening in other countries? It was also suggested that a kind of information pack could be provided for the learners about how to access funding.
The foundation learning tier - Joyce
Topic: Research into the foundation learning tier – title not given
Focus: going to look at the importance of the foundation tier and the importance of functional skills when teaching learners. Will look at students aged 17 upwards. Vocational learners – care/hospitality etc. inc NEETS – progress or finding a job. What are students learning in the foundation tier – what are the benefits. Also progression routes will be looked at
Triangulation – through government documents accessed through the Internet/previous data to complete a comparative analysis with Basic Skills/interviewing learners.
Holistic approach – a literature review of government documentation and theorists such as Schon will be considered.
No timetable constructed as yet.
Peer input/questions: Asked what is the achievement/how useful is it?
Is it because they are going onto something? What do they do afterwards? What do NEET learners come away with?
Focus: going to look at the importance of the foundation tier and the importance of functional skills when teaching learners. Will look at students aged 17 upwards. Vocational learners – care/hospitality etc. inc NEETS – progress or finding a job. What are students learning in the foundation tier – what are the benefits. Also progression routes will be looked at
Triangulation – through government documents accessed through the Internet/previous data to complete a comparative analysis with Basic Skills/interviewing learners.
Holistic approach – a literature review of government documentation and theorists such as Schon will be considered.
No timetable constructed as yet.
Peer input/questions: Asked what is the achievement/how useful is it?
Is it because they are going onto something? What do they do afterwards? What do NEET learners come away with?
How to motivate reluctant learners? - Rudy
Age group of learners 16-19 on post-16 campus
Going to look at intrinsic v extrinsic motivation + create a blog to record research – wants to reference video clips to support research
Going to look at studies on reluctant learners – what makes learners reluctant? Is it lack of hope?
What can motivate learners other than the EMA?
Triangulation: Interviews, questionnaires and observations
Methods to analyse data – literature reviews/historical data + information + draw conclusions
Theorists to be considered – McGregor/Carl Rogers/Maslow/Herzberg/
Skinner/ Race and Kolb
David Numan – TESOL field – Motivating Young Learners
Ethical issues considered
Need to reduce bias – honesty to be paramount when dealing with young learners
Timeline – September 2009 to May 2010
Peer input/questions: Clarified that research will be carried out possibly 30-50 learners –point made that title of research proposal makes assumption that all learners are unmotivated – possible need for reformulation of question to ensure it is free of bias. Suggested questions to be proofread before use to ensure they are unbiased.
Going to look at intrinsic v extrinsic motivation + create a blog to record research – wants to reference video clips to support research
Going to look at studies on reluctant learners – what makes learners reluctant? Is it lack of hope?
What can motivate learners other than the EMA?
Triangulation: Interviews, questionnaires and observations
Methods to analyse data – literature reviews/historical data + information + draw conclusions
Theorists to be considered – McGregor/Carl Rogers/Maslow/Herzberg/
Skinner/ Race and Kolb
David Numan – TESOL field – Motivating Young Learners
Ethical issues considered
Need to reduce bias – honesty to be paramount when dealing with young learners
Timeline – September 2009 to May 2010
Peer input/questions: Clarified that research will be carried out possibly 30-50 learners –point made that title of research proposal makes assumption that all learners are unmotivated – possible need for reformulation of question to ensure it is free of bias. Suggested questions to be proofread before use to ensure they are unbiased.
NEETS - Sarah
Title: Not decided at time of presentation
Focus: Looking to create an induction programme with an accompanying pack + train tutors to use the pack.
Going to look at whether a longer induction programme has a positive effect on Foundation learning tier – can it improve retention/attendance/cohesion in FE. Can success in retention in one area be duplicated + increase student motivation.
Study will be carried out across college
Triangulation: Statistical evidence from records + college records particularly of induction process/comparison of different groups of learners/questionnaires and interviews.
Will look at induction processes, variable and limitations of induction – aim to develop 2 week induction.
Peer input/questions: Will be difficult to prove retention is due to what her own area is doing, comparative studies will be done. Comparison made between own college + ESC where NEET programme less successful – need to look at involvement of Connexions service.
Focus: Looking to create an induction programme with an accompanying pack + train tutors to use the pack.
Going to look at whether a longer induction programme has a positive effect on Foundation learning tier – can it improve retention/attendance/cohesion in FE. Can success in retention in one area be duplicated + increase student motivation.
Study will be carried out across college
Triangulation: Statistical evidence from records + college records particularly of induction process/comparison of different groups of learners/questionnaires and interviews.
Will look at induction processes, variable and limitations of induction – aim to develop 2 week induction.
Peer input/questions: Will be difficult to prove retention is due to what her own area is doing, comparative studies will be done. Comparison made between own college + ESC where NEET programme less successful – need to look at involvement of Connexions service.
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