Key Findings

Findings related to defining learning success

• Participants talked about their prior learning experiences, motivations, the benefits experienced and their future aspirations. A common thread was that ‘learning success’ is determined by an individual’s concept and experience.

Findings related to learner challenges and challenges to learning

• Learner challenges and challenges to learning were both internal (self-confidence, the belief that they can learn, and managing the academic requirements) and external, such as social issues, drugs and alcohol, and lack of local employment prospects.

Findings related to learner support mechanisms

• Examples of learner support mechanisms identified in the research included group work, one-on-one help from the tutor, different teaching and learning activities, and being given choices and options.
• An inclusive classroom environment that fostered a sense of ‘family’ and ‘community’ was also critical.
• The research found that the mechanisms supporting learning in the ACE context needed to corresponded with the learners’ identification of how they were supported in the three REAP environments.

Findings related to future pathways and plans

• Most learners undertook ACE study as an avenue to employment or higher qualifications.
• Some learners who were unsure of their ultimate direction used ACE study as a means of decision-making and skill development.

Findings related to good practice

• Three REAPs used a range of mechanisms to evaluate the effectiveness of ACE programmes and other strategies aimed at supporting learners.
• Tutor and stakeholder participants acknowledged that there was no existing bank of resources to ensure existing good practice was documented or shared more widely with the other ten REAPs across New Zealand.
• Collaboration between ACE providers and other community services was highlighted as a real strength of the sector.
• It was noted as a significant influence on the learning experiences and outcomes of ACE learners.

Key Recommendations

Evaluation model | Develop an evaluation model to establish essential learner-centric practices based on a description of learning success as described by learners.

Programme alignment to the evaluation model | Develop a tool that can be used by ACE training providers to align programme interventions and activities with learners’ views of successful learning.