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Context and Rationale Learner support remains a key issue in current thinking, debate and research in the post-16 sector. The need for high quality support, individualised to meet learner needs, is evidenced in a range of current research contexts including Fletcher (2002), Green (1998 and 2001), Hughes & Smeaton, Macleod, Walters & Quilter. There is also ample evidence from national LSC statistics on retention and achievement rates of the need to identify effective mechanisms for raising these rates. The role of learner support is considered to be fundamental to the development of appropriate strategies to raise these rates, although the relationship between learner support and retention and achievement is not always clear. In the context of this project, the concept of learner support is used broadly. The project team recognised that the concept of learner support is frequently used in the context of providing financial assistance for learners. Whilst this definition does not exclude this view, it certainly goes beyond this and includes more than the financial aspects of support. The project's protocol of definitions provided the following discussion and definition of learner support:
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Effective learner support is frequently accepted as having a positive impact on the learner’s experience. It may also impact upon the motivation, retention and achievement of both full and part-time learners. However, an earlier project conducted by the West Country LSRN (WCLSRN) identified differences between part-time and full-time learners in terms of the learner support they received. Part-timers received significantly less learner support than full-time learners. This is particularly significant in the national context of concerns about the management and quality of work-based learning provision (ref Ofsted and Adult Learning Inspectorate reports) given that many work-based learners will in effect be part-timers. 1
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Models which are concerned with the active involvement of students Andres and Carpenter (1997) conducted research with the non-traditional student population including older adult learners, commuters, part-time students, graduate students, women, students with disabilities, and ethnic minorities. They found that student retention models which focus on the active involvement of students in their programmes, are the most popular model in colleges. These programmes focus on encouraging students' commitment to their course. But they note that competing demands of parents, friends, romantic partners, employers, and others, as well as financial and health problems, can influence students' coping abilities and life decisions. Other models which are concerned with the active involvement of students include different approaches to learning, for example, therapeutic approaches, or instrumental approaches. Brawer (1996), found that different models may have an impact on part-timer students take-up of learner support. Crowder and Pupynin (1993) found that effective learner support encourages learners to selfassess their abilities and performance Models which focus on interventions with students by, for example, teachers, youth workers, or support workers , , + A ,
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