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Publication - Research Publication

Young people's experience of education and training

Published: 28 Sep 2017
Part of:
Children and families, Education, Work and skills
ISBN:
9781788512411

Report on young people's experience of their learner journey from the age of 15-24 years.

76 page PDF

1.8MB

76 page PDF

1.8MB

Contents
Young people's experience of education and training
Annex C: Workshop session plan

76 page PDF

1.8MB

Annex C: Workshop session plan

Task Description Outputs Time for this task (mins)
Welcome
  • Hello and welcome – few minutes to get settled
  • Put on music and provide drinks / snacks
  5
Personal Profile
  • All attendees (including facilitators) asked to complete a short personal profile: name, age, where they live, what they do and something interesting about themselves
  • Each person asked to introduce themselves to the rest of the group using the personal profile as a prompt
Personal profile for each attendee 7.5
Icebreaker

Asked to note:

  • 3 x things they are interested in / enjoy
  • 3 x things they are good at
  • What they would consider to be their best achievement
  • What they would like to do in the future
They will then be asked to work their way around the room introducing themselves to each other and asking others guess what they would like to do in future based on the things they are interested in / enjoy at and their best achievement.
Notes on strengths / achievements / aspirations 7.5
Introductory video
  • Video played providing an overview of the aims and objectives of the research, focussing on the opportunity to influence change in the system – starring Insight Panel members and including subtitles
  • Opportunity to ask questions
  • Asked to give informed consent – including for pictures / videos. Provide plain language statement – emphasise consent.
  • Asked to complete E&D forms – explain purpose (to ensure we are including equal representation from all groups of young people in the research) and ensure anonymity.
Signed consent forms Completed E&D forms 10
Mapping individual learner journeys
  • Work in pairs to map out individual learner journeys – first stage, drawing out the journey, second stage, using the prompts to discuss influences and positive / negative experiences. (There will be different options available to those with additional support needs / disabilities)
  • Explain that, after the break, they will be asked to map this information on to the wall to produce a collective learner journey – confirm consent for this.
Individual learner journeys with notes on key influences 30
Break
  • Have supportive / safe space available during break if required
  15
Mapping collective learner journeys
  • Post-it notes provided for attendees to note: support accessed and positive / negative experiences / influences on their learner journey (colour coded)
  • They will then be asked to post these on the wall, with brackets drawn out for different age ranges between 15-24
  • Group discussion around the wall to identify common themes / issues
Map of collective learner journey (photos of this) Post-its with individual influences and experiences Record of group discussion (audio/notes/video) 75
Discussion of issues / challenges / areas of improvements to the system
  • Asked to look at the wall and consider what could have been different at each stage to make the journey better – what might need to change
  • Add new post-it notes to the collective journey with ideas / recommendations for change
List of recommendations for change Record of group discussion (audio/notes/video)
Identify 3-5 priorities for change
  • Asked to collectively agree on the top 3 priorities for change from amongst those that have been – for larger groups, may need to structure this task
Top 3-5 priorities for change 10
Discussion groups to flesh these out
  • Work in groups of two or three to flesh out in more detail 3 priorities for change
  15
Pictures / quotes / next steps
  • Summing up – collective agreement on top 3 priorities for change and details of these
  • Pictures / quotes for the final report (with consent to use these)
  • Ask for verbal feedback on the session
  • Next steps – how we will keep in touch and let them know the outcomes of the research – ensure that we have contact details for all attendees (email addresses and / or telephone numbers)
Pictures Quotes Comments on session E-mail addresses 5

Contact

Email: Lorraine Forrester, lorraine.forrester@gov.scot

Phone: 0300 244 4000 – Central Enquiry Unit

The Scottish Government
St Andrew's House
Regent Road
Edinburgh
EH1 3DG