Exploring progression opportunities
You could explore the following possibilities:
- What has been the client's experience with the learning undertaken so far? Have they enjoyed it? What was particularly enjoyable or useful and what was less so?
- Revisit the client's original reasons for undertaking the learning. Are these motivations still the same or has the experience of learning awakened the client's ambition to broader horizons? It is not uncommon, for example, for a learner who has embarked on a short language package, with a view to being able to order food and ask directions on holiday, to be seized with enthusiasm and wish to carry on to GCSE or Standard Grade qualifications in the language. Based on this discussion you can consider any or all or the following:
- Is there a more advanced package on this topic available?
- Are there packages on related topics to that being undertaken by the client?
- Has the client come to the end of the possible informal learning on the topic and might now proceed to formal education?
- Which further learning will further enhance the client's job prospects after the present studies?
Of course, all of the previously mentioned sources of information on learning provision are useful to you not only in sourcing learning which is appropriate for the client's immediate learning goals but also to suggest further learning options to the client, on completion of the initial learning.
In other words, at its simplest, when you are sourcing learning material, you should always have your eye on the level above, to see how your client might further progress.
Let's look at Concluding the learning experience ...
