PART 1: Your Personal Experience/Career (Policy Makers)
NB Essential to research policy involvements before interview
and to be fully briefed about the details of the policies discussed, including
major public documents
- Tell me about your work at [......agency]
- How did you first get involved with ABE and why? [ENTRY STORY]
- Motivations: did these change?
- Tell me about how [initiative] came about. - pick out several initiatives
specifically for each interviewee and repeat sequence of questions as
appropriate.
- What were you doing at the time of this initiative?
- Whose ideas? How promoted/lobbied for? Rationale for development?
Who was involved? Who else had an influence on this initiative? Who
was most influential?
- What response did this initiative receive [from the practitioner field,
from students, the general public, other agencies, government]
- What happened as a result of this initiative? How did you evaluate
this? If successful, what was the key to this?
- If not, what lessons learnt from it?
- What influence did it have on later developments?
- Were there specific national/local or regional impacts?
- X and Y people have said this about this initiative "QUOTE........."
How would you respond to that?
- Overall, what lessons have you learned from your involvement with
these initiatives /agencies?
- How do you think your role is understood by practitioners/students/general
public/media?
- Who do you think are the students and potential students of ABE?How
would you sum up the importance of , the point of ABE?
- In your view, what are the key things about successful learning in
ABE?Do you think that learning can be more successful in certain contexts
rather than others? (e.g. workplace, community)
- Do you think there are key learning/teaching methods or technologies?
PART 2: The Bigger Picture (Policy Makers)
- What do you think is the scale of need for ABE and has this changed
since the 1970's campaign?
- If changed, reasons why?
- Do you think there are different views among different agencies/gov/the
field, different ideas about how things should have moved? If so, how
do these get heard/resolved?
- Try to get at their view about the policy process? e.g. what could
be done to bring policy and practice closer together?
- Could you sum up the role you have played in the field of ABE since
you entered it?
- Involvement with/perceptions of Literacy, numeracy or ESOL?How important
a role do you think the media have played?
- In what ways? [e.g promoting awareness of the need, changing public
perceptions teaching through TV, reporting in the press]
- X and Y people have said this about this initiative "QUOTE........."
How would you respond to that?
PART 3: Key Moments and People (Policy Makers)
- Looking back at your career path in decades 1970s 80s 90s, who or
what has been most influential in developing the field of ABE as it
stood before the new Skills for Life campaign/as it stands now?
- What stands out when you look back at your experience of ABE? Could
you identify a key moment (s) what would this be (they be?)
· Key people
· Key moments
· Key organizations
- Highs and lows? Good and bad things about being involved - difficulties,
challenges, contradictions, pleasures, satisfactions?
- What do you think the next step will be and why?
- Lasting effects on you, your views, your professional activities?
- Effects on how you view your own literacy and educational experiences,attitudes,
practices
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