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澳洲昆士蘭作業代寫 案例研究

2020-07-05 16:20

本報告分析的案例研究是“對弱勢學習者的杰出支持:根與芽有限公司”。“根與芽”自1982年開始運營,成立的目的是幫助倫敦南部的貧困年輕人為工作世界做準備,并于1997年成為一個獨立的慈善機構。在教育系統中遇到困難的16-24歲的學習者最多可獲得該服務。他們參加為期40周的全日制培訓項目,以幫助他們發展技能和信心,從而為他們的工作生活做好準備。“根與芽”提供個性化的項目,使年輕人能夠獲得技能、資格證書、自尊和未來的潛在就業機會。服務提供者聲稱他們在社區中有很強的聯系,確保潛在的學習者被介紹給服務提供者,并為學習者提供工作安排的可能性。在檢查期間,檢查員對服務提供者設法與難以接觸到的學習者接觸的方式印象深刻,80%的學員通過參加其他培訓項目或工作繼續發展他們的學習,檢查員稱這是“對生活中嚴重不利的人非常有效的保障”(Ofsted, 2012)。在這種環境下的學習者據說有負面的教育經歷,這可能是由于沒有上學。學習者可能在學習上有個人障礙,例如,讀寫和/或計算能力差,學習困難,行為和/或憤怒管理問題,或者可能有犯罪歷史。一些學習者是自己轉介的,另一些是由學校轉介的,或者是通過Connexions等服務轉介的(Ofsted, 2012)。《成功在學校》(2018)建議,了解學習障礙有助于教師和學習提供者了解學生的個人需求。通過允許有這些負面教育經歷的學習者加入他們的供應,他們可以克服他們學習的第一個最初的障礙。
澳洲昆士蘭作業代寫 案例研究
 The case study analysed in this report is ‘Outstanding support for disadvantaged learners: Roots and Shoots Limited’. Roots and Shoots has been operating since 1982 and was set up to help disadvantaged young people in South London to prepare for the world of work and they became an independent charity in 1997. Up to 33 learners aged 16-24 who have experienced difficulties in the education system can access the service. They spend 40 weeks in a full-time training programme which helps develop their skills and confidence therefore preparing them for work life. Roots and Shoots offer individualised programmes that enable young people to gain skills, qualifications, self-respect and potentially employment in the future. The provider claimed that they had strong links within the community which ensured potential learners were referred to the provider and provided learners with the possibility of work placement offers During the inspection, inspectors were impressed by how the provider had managed to engage with its hard to reach learners, with 80% of these learners continuing to develop their learning by embarking onto other training programmes or employment which the inspectors claimed was an ‘outstandingly effective provision for those with significant disadvantages in life’ (Ofsted, 2012). The learners in the setting were said to have had negative experiences of education, which could have been due to failure to attend school. Learners could have had personal barriers to learning, such as, poor literacy and/or numeracy skills, learning difficulties, behaviour and/or anger management problems or possibly a history of criminal offending.  Some learners had self-referred and others were referred by their school, or through services such as Connexions (Ofsted, 2012).  Success at School (2018) advise that having an awareness of barriers to learning could assist teachers and learning providers understand individual needs of the students. By allowing learners with these negative experiences of education into their provision, they could overcome their first initial barrier to learning.
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