Dear Colleagues We have been asked to circulate the following on behalf of NIACE. Apologies for cross-posting. Kindly contact NIACE direct for further details.
Jane Pawluk
Company Secretary
NADO
Tel/Fax: 01604 705867
e-mail: [log in to unmask]
NADO Ltd
PO Box 6553
NORTHAMPTON
NN4 5WN
Learning Journeys: Ensuring quality for adults with mental health difficulties
Thursday 12 February 2004, The Resource Centre, 356 Holloway Road, London N7 6PA
In 1996 the Tomlinson Report concluded that provision in adult and further education for people with mental health difficulties was patchy in quantity and quality. While it appears that in 2003 there is improved access and more learning opportunities for people with mental health difficulties, there is much anecdotal evidence from practitioners that they still feel isolated in the work that they do and sometimes unsure of how to ensure the quality of the provision that they offer.
This conference is being held following the successful launch of the publication 'Learning Journeys' in Chorley in May last year; a handbook for tutors and managers in adult education working with people with mental health difficulties. The handbook has been written by practitioners and tracks the journey that learners make from being mental health service users into learning opportunities. It offers tutors and managers the opportunity to reflect not only on how their organisation supports learning for adults with mental health difficulties but also how this support can promote good mental health in the learners and their tutors and managers. The pack contains case studies and action plans so that staff can use it has a resource to develop and ensure good quality provision. It also provides exercises and photocopiable sheets that can be used as a resource for leading staff development sessions for other tutors and non-teaching staff. Delegates will each receive a free copy of 'Learning Journeys'.
The conference aims to:
a.. introduce delegates to the aims, structure and content of 'Learning Journeys'
b.. help delegates to understand how good quality learning provision can promote positive mental health
c.. raise awareness of good practice in developing learning opportunities for people with mental health difficulties
d.. raise awareness of the importance of maintaining positive mental health in tutors working with learners with mental health.
The conference will be of interest to new and experienced tutors working with learners with mental health difficulties; managers of learning provision that includes learners with mental health difficulties; staff responsible for Disability Discrimination Act compliance; adult, community and other education providers who wish to set up provision for people with mental health difficulties.
For further information and a booking form contact Gurjit Kaur on Tel: 0116 204 2833; Email: [log in to unmask] or visit the website at: www.niace.org.uk/Conferences/LearningJourneys.htm
Keynote Address:
Thinking Strategically
Richard Hooper, County Manager, Adult and Continuing Education, Lancashire County Council
Workshops:
1) Guidance and working 1:1 with learners
How do you support individual learners to access learning opportunities? How do you support adults in recovery and encourage independent learning?
2) Wider Organisational Issues
How do you work effectively in partnership with mental health services? How do you work with other staff in your organisation (teaching and non-teaching) to ensure a positive learning environment?
3) Teaching and Learning
How do you support learning for adults with mental health difficulties? What models of support work best? And how can they be used to ensure that learners are successful in their learning and achievements?
4) Meeting the requirements of the DDA Part 4
The Disability Discrimination Act Part 4 - how do you ensure that the whole of your organisation meets the requirements of the Act with regard to learners with mental health difficulties?
5) Staff development and ensuring your own mental well-being
Meeting the emotional need of learners and the working with the pressures of adult education can be very demanding. How can you look after your own development and well-being and thereby ensure good practice.
