with further research and use of the Model and its heuristic, then the Model and its heuristic are also useful in providing evidence-based policy and management of systems at institutional and national levels. Finally, the Model and its heuristic have been seen by participants and reference group members as a tool for change. One reference group member makes this point: The heuristic will work well on decision makers within the practising CET sector too, so that future curriculum will more naturally veer towards the desired outcome. In other words, this has transformational potential, but needs to be taken on early enough and at high enough levels, for it to work well. For the transformational potential to be realised it is important that recommendations be picked up and acted on. The following recommendations are a consolidation of the suggestions from participants and the reference group.
5.2 Recommendations It should be emphasised that these recommendations are selected due to their viability and practicality. They should be viewed as proposals requiring further conversations to concretise the implementation details. The primary purpose underpinning the team’s recommendations is to drive the adoption and recognition of the IDeA Model through community engagement and research backing, supported by making available self-help resources. Hence, the recommendations are multidimensional to meet the needs of practitioners and stakeholders. To facilitate discussion on possible implementation approaches, the recommendations are categorised into: 1. immediate or near-term implementation 2. mid- to long-term implementation. Table: 5.1: Implementing the IDeA Model
Immediate or near-term implementation Develop self-help resources
Mid- to long-term implementation
Develop additional online resources administered by the Adult Education Network and IAL (e.g. video case studies) and encourage sharing by practitioners to showcase use Develop self-help resources to support users of the Model and of the Model for different heuristic in deeper reflection and purposes (e.g. for individual team discussion, and place on the reflection, for team reflection, a dialogue and IAL website. Additional resources as could include: communicative tool to engage stakeholders in establishing the o case studies that analyse intent of the curriculum to be different responses to designed, as a dialogue tool for in engaging different curricula as providers curriculum designers) examples Develop a hard copy handout/collateral for practitioners on how to use the Model and heuristic
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