Supports that make a positive impact on learner transition include:
- Co-location of LBS and Adult Credit programs
- Adequate academic preparation
- Some experience with lecture style approaches
- Explicit instruction on study skills and learning strategies
- Some experience with independent learning courses and distance learning
- Learner motivation and commitment to their goals
- Sufficient financial and emotional support
- Credit-Prep training including orientation to intake assessment procedures, forms,
location, transportation and contact information, etc.
- The PLAR process
- Adequate understanding of LBS assessment data on behalf of Adult Credit staff
- Adequate understanding of the Adult Credit admissions process and of PLAR
assessment on behalf of LBS staff.
- Common understanding of and respect for different approaches to adult learning
on behalf of both Credit and LBS
Conclusions:
- Concurrent training of entry level credit courses (e.g., GLS10) with LBS learners
approaching transition to adult credit is a strategy with proven success.
- LBS training that provides for full orientation to and preparation for the PLAR for
Mature Students process produces transition success.
- Adult Education Centres, where LBS is co-located with adult credit programs,
provide the optimum environment for seamless transition to adult credit.
- Learner transitions are more successful where LBS and Adult Credit have a
combined transition strategy and work cooperatively together.