Background to the development of the resources
Welsh Government has commissioned a set of resources to promote and support the
development of person-centred practice in early years, schools and colleges.
These are designed to help any education setting to become a person-centred
organisation. They include:
a self-assessment tool to help identify current levels of
person-centred practice and plan next steps;
in education - a guide for early years, schools and colleges in Wales ,
Guidance document 179/2015; a guide that describes 10
different person-centred thinking tools for use with learners;
a toolkit providing practical guidance on how to run effective
person-centred reviews including preparation booklets for learners, their
families and professionals.
These materials were published in 2015 for use in
schools and colleges with learners with additional needs in 2015. They form the
basis for this module.
person-centred planning relevant for FE?
The idea of using a person-centred approach with learners in Further
Education is not a new concept. For many years, the success in Further
Education has been linked to the sector’s ability to be learner-centred,
meeting the needs of the individual and still achieving success with the most
diverse range of learners in the education system. The focus is on the
individual learners throughout; in planning, delivery and assessment processes.
This starts with the application and guidance processes, leading to recruitment
with integrity. At or before enrolment, initial assessment processes help to
inform individual learning plans. Target setting, monitoring and the tutorial
process ensure that throughout the learner journey the focus always puts the
learner at the centre of the process.
The Welsh Government in recent years has recognised, encouraged
and developed this approach through documents such as ‘Learning Pathways 14-19’
‘The approach focuses on the needs of individual learners and their
learning experience formal, non -formal and in-formal education and the development of skills which will
help them develop their potential.’ http://gov.wales/topics/educationandskills/pathways/?lang=en
Estyn also highlights the importance of learner-centred
approaches. The Estyn inspection framework
has a strong focus on learner participation and involvement; the
framework evaluates the input that learners have to what and how they learn and
inspectors consider whether learners’ views have been taken seriously, and whether
learners make choices about how and what they learn.
Provision for learners with additional needs in FE is also
grounded in practices that are learner- centred. Much of current practice is
shaped on the principles of ‘Inclusive Learning,’ developed for FE in 1996 by
the Tomlinson Committee.
‘Inclusive learning is a
way of thinking about further education that uses a revitalised understanding
of learning and the learners requirements as its starting-point ….The aim is not for students simply to ‘take
part in further education but to be actively included and fully engaged in
their learning.’ Page 25
The move to person-centred practices and using person-centred
reviews is, arguably, an easier step for FE than for many other sectors.