V. Government System RARPA
The government introduced the RARPA Program which is abbreviated for the:: "Recording and Recognition of Progress and Achievement Summary of the Evaluation Report" in relation to the Pilot Projects April 2003 to March 2004 Learning and Skills Development Agency National Institute of Adult Continuing Education 2004 August. Since 2002 the Learning and Skills Council (LSC) has focused its efforts on establishing an appropriate method of recognizing and recording the progress and achievement of learners that is non-accredited in nature. Development of a model called the 'Staged Process." The RARPA consists of the application "of an explicit and common staged process to the recognition and recording of progress and achievement, together with the validation of this process through a range of judgments about its consistent and effective application." The background of the project is stated to be that LSDA and NIACE were involved in preparation of work in relation to the development of RARPA with the overall vision being a learner-focused system of the recognition and recording learning outcomes from non-accredited programs. RARPA plays an important role in the delivery of the Skills Strategy as the July 2003 white paper 21st Century Skills: Realizing our Potential makes identification of the continued importance of non-accredited provision in support of the development of skills that are necessary for both employment and inclusion on a societal level. The staged process contains five elements that are linked explicitly to key part of the Common Inspection Framework. The five elements are:
1. Aims: appropriate to the individual group of learners.
2. Initial assessment to establish the learner's starting point.
3. Identification of appropriately challenging learning objectives: initial renegotiated and revised.
4. Recognition and recording of progress and achievement during programme (formative assessment): tutor feedback to learners, learner reflective, and progress reviews.
5. End of Programme learner self-assessment; tutor summative assessment, review of overall progress and achievement.
RARPA was characterized by a learner-centered approach with benefits to learners being inclusive of better motivation, faster progress and better engagement in learning. Recommendations stated were as follows:
VI. Resulting into ILPS (ESOL) in Community Education
In a study involving a total of five case studies Community-based classrooms in which it is shown how the ESOL teacher creates safe and productive environments for the ESOL learners. Stated in the study is that:
"There is an urgent need for a more strategic approach to cross-agency support of ESOL learners. Another "recurring message is the intuitive notion that in an ESOL class, groupwork is the dominant mode and that all talk is of value, to quote from the report "talk is work in the ESOL classroom" The tensions between this and the increasing individualization of EWOL teaching through individual learning plans are also addressed."
VII. Critical analysis of ILPS & how they affect the role of Community ESOL Practitioners.
Key points arising from the case studies are as follows:
An emphasis on individualized teaching and learning may not support the needs of adult ESOL learners.
Effective teachers of ESOL employ a series of measures in supporting the needs of ESOL learners in the classrooms.
There is a need for more pro-active cross-agency support for refugees and asylum seekers. Many ESOL teachers handle many roles and are in lack of needed institution support.
The use of everyday culturally specific situations to contextualize math programs may act as a barrier to attainment by ESOL learners in numeracy classes.
Learners use their own languages in concrete and strategic ways to help them learn English.
It may be that the involvement of learners and the planning and reviewing of their learning through individual learning plans is not meaningful, as language learners appear unable to reflect on and predict their language development even when they have achieved an advanced level of English.
VIII. ESOL Case Studies:
In the study entitled, "English for Speakers of Other Languages (ESOL) - Case Studies of Provision, Learners' needs and Resources" was that,
"An emphasis on individualized teaching and learning may not support the needs of ESOL learners. Talk is work in the ESOL classroom and the most significant mode of learning for ESOL learners is through group interactions
. Effective learners are though group interaction and opportunities to practice speaking and listening.
Effective teachers of ESOL employ a series of measures to support ESOL learner needs. Mainstream teachers need to learn from these approaches...
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