Recognising and recording progress and achievement in non ...

Further informationFor further information, please contact:Learning and Skills CouncilCheylesmore HouseQuinton RoadCoventryCV1 2WTwww.lsc.gov.ukThis documents details the arrangements theLearning and Skills Council (LSC) is making torecognise and record progress and achievementin non-accredited learning, known as RARPA.It supports the Government’s vision of a learningand skills sector that, by 2008, will have metits priorities and targets for improvement, drawingeffectively on inspection findings and the annualself-assessment.This paper outlines the actions that LSC-fundedlearning providers need to take in respectof implementing RARPA during 2005-06. It is ofinterest to senior managers and staff of allproviders in the post-16 sector and UfI/learndirect.

Recognising and Recording Progress and Achievement in Non-accredited LearningContentsParagraph numbersExecutive SummaryIntroduction 1Background 9Success for All 9New Measures 13Mix and balance of provision 17Quality improvement and self-assessment 22Three-year development plans, the annual planning review and self-assessment 26RARPA Approach 29The staged process 35Key themes 36New Common Inspection Framework 41The Application of RARPA 45RARPA and the New Common Inspection Framework 49Support for RARPA 54The Effective Practice Web Resource 55RARPA champions 60NIACE 62LSDA 65LSC 69i

iiRecognising and Recording Progress and Achievement in Non-accredited Learning

Recognising and Recording Progress and Achievement in Non-accredited LearningExecutive SummaryThe Learning and Skills Council (LSC) has been workingwith the Department for Education and Skills (DfES),the Office for Standards in Education (Ofsted)and the Adult Learning Inspectorate (ALI) to developa broad and coherent set of measures of success thatcan properly recognise and celebrate all learners’achievements across the learning and skills sector,and gauge the success of providers.Recognising and recording progress and achievementin non-accredited learning (RARPA) is a prioritymeasure. It is the first to be piloted, evaluated andapplied. RARPA applies to non-accredited learningand provides a way of recognising and recordinglearners’ success in this context.The principles of the staged process and the benefitsof the approach for quality-assuring learning willinfluence other aspects of the developments withinthe New Measures agenda.RARPA started as an initiative to raise the qualityof non-accredited teaching and learning.It has developed into a priority new measure underSuccess for All, reflecting the significance of this workand the contribution RARPA has made to the NewMeasures programme.Non-accredited learning is typically found in adultprovision, often part time, and in formal and informallearning contexts. RARPA should also be appliedto other areas of non-accredited learning, includinglearning by people with learning difficulties and/ordisabilities where the primary learning goals maynot be accredited outcomes, and Entry to Employment(E2E) provision, where personal and social developmentis a key outcome. RARPA is not intended to be appliedto full-time 16-19 provision, for which other newmeasures are being developed and piloted for valueaddedand distance travelled.RARPA supports the LSC’s aims and those of its keypartners, recently described in Quality Improvementand Self-assessment (LSC, May 2005), by providingthe approach for quality-assuring non-accreditedprovision. The guidance requires, as a minimum,that providers’ self-assessments include judgementson all areas, accredited and non-accredited,and evaluate all learners’ achievements.The key themes of RARPA are that:• the learner is at the centre of the RARPAapproach• the purpose of introducing RARPAis to enhance the learners’ experience• the application of RARPA should be fitfor purpose• the approach, both in the staged processand the quality assurance of learning,is to be unbureaucratic• the approach should complement and integratewith existing processes for quality assuranceand learner recording• the staged process is mapped to the newCommon Inspection Framework (CIF)and should encourage effective self-assessmentand evidence of effective learning processesat inspection (see paragraphs 49 to 53 below).The actions that providers need to take are to:• ensure the quality assurance processes,self-assessment and quality improvementplanning include all provision, accreditedand non-accredited• review teaching and learning strategiesfor non-accredited learning to ensure thatthe staged process can be applied to teachingpractices in a way that ensures the stagedprocess is being applied to the benefitof learners• review their quality assurance systemsto ensure that sufficient informationis collected in a suitable way to allow selfassessmentdecisions to be taken• review data collection systems to ensure thatthese are fit for purpose and not unnecessarilybureaucratic• develop, as necessary, self-assessment reportingprocesses for 2005-06 to cover all provision,accredited and non-accredited• implement RARPA for E2E provision fromSeptember 2005.iii

ivRecognising and Recording Progress and Achievement in Non-accredited Learning

Recognising and Recording Progress and Achievement in Non-accredited LearningRecognising andRecording Progressand Achievementin Non-accreditedLearningIntroduction1 This document is for action. It sets out theapproach learning providers should take for identifyinglearners’ success in, and quality-assuring,non-accredited learning.2 Recognising and recording progressand achievement in non-accredited leaning (RARPA)is an initiative to raise the quality of non-accreditedteaching and learning. The RARPA approach has twoaspects, the staged process, and the quality assurancearrangements necessary to form judgements aboutthe learning, for self-assessment purposesand quality improvement.3 RARPA has evolved from an action research baseof committed practitioners and researchers to becomea cornerstone of the New Measures work withinthe Success for All agenda. The application of RARPApromotes good practice in teaching and learning,puts learners at the centre of the learning process,encourages professional development and enableseffective quality assurance and quality improvementby learning providers.4 The “Evaluation report on the RARPA pilot projectsApril 2003 – March 2004” (LSDA and NIACE 2004)demonstrated that there are no ‘no-go areas’for RARPA. It is effective in all areas of learning,learning contexts, with all types and ages of learnersand with learning activities of the shortest durationto long-term programmes.5 The LSC has asked all providers to committo RARPA in their three-year development plansas the approach and means for quality-assuring theirnon-accredited learning activities. It expects all learning,accredited and non-accredited, to be includedin providers’ self-assessments. These arrangementswere met with unanimous agreement in the responsesto the RARPA Progress Paper (LSC 2004, LSC 2005).6 Learning that does not lead to externalaccreditation represents a small but significant partof the provision delivered across the learning and skillssector. Such learning is often highly valued by learnersand may represent a significant step in their personaljourneys. These courses are typically part time and nonvocational.They can also take place in work-basedlearning, for example, Entry to Employment (E2E)programmes (which currently have approximately30,000 learners participating) and in Centresof Vocational Excellence (CoVEs).7 Non-accredited learning is a vital part of lifelonglearning, including first steps learning, personaland community development learning, opportunitiesfor older learners and specialist provision for learnerswith learning difficulties and/or disabilities.These courses are crucial for encouraging thosewho would not otherwise participate to get involved,enjoy learning and progress.8 The term non-accredited learning is usedto describe formal and non-formal provision thatdoes not lead directly to any form of externalaccreditation, award or qualification. Non-accredited1

Recognising and Recording Progress and Achievement in Non-accredited Learninglearning opportunities are offered in the furthereducation sector, where they are currently fundedas ‘other provision’. Non-accredited learning is alsooffered by adult and community learning and voluntarysector providers; through partners of providers;through workforce development; E2E programmes;through UfI/learndirect; and in specialist collegesfor learners with learning difficulties and/or disabilities.BackgroundSuccess for All9 The learning and skills sector has a vital roleto play in creating a well-qualified and highly skilledpopulation, and in encouraging a cultureof lifelong learning.10 Success for All is the long-term reform strategyto develop the high-quality, demand-led, responsivecolleges and providers we need in the learningand skills sector.11 Success for All was launched in November 2002.It has five main themes:• meeting needs and improving choice• putting teaching, training and learningat the heart of what we do• developing the leaders, teachers, trainersand support staff of the future• developing a framework for quality and success• accelerating quality improvement.12 RARPA contributes to the fourth and fifth themes.More information can be found at the Success for Allwebsite (www.dfes.gov.uk/successforall/index.cfm).New measures13 The LSC has been working with the Departmentfor Education and Skills (DfES), the Office for Standardsin Education (Ofsted) and the Adult LearningInspectorate (ALI) to develop a broad and coherentset of measures that can properly recogniseand celebrate learners’ achievements acrossthe learning and skills sector, and measurethe success of providers.14 The purpose of the new measures is to improvethe ways in which we make judgements about successin the sector and ensure that we focus on what reallymatters, which is to provide excellent teaching andlearning for learners, local communities and employers.15 The National Institute of Adult ContinuingEducation (NIACE) and the Learning and SkillsDevelopment Agency (LSDA) have recently evaluatedthe work of piloting RARPA in non-accredited provision.The evaluation reveals that the RARPA approachis widely accepted as a model of effective practicein teaching and learning. It can also enhance existingquality assurance arrangements within institutions,without creating additional bureaucracy.16 The LSC is now considering extending the RARPAapproach in order to measure distance travelledfor learners who are outside the scope of the statisticalmethods being developed for 16-19 year olds.The RARPA extension project (REX) will take this workforward. More information about REX is availablein New Measures of Success Quality InformationPack, available on the LSC website from July 2005.Mix and balance of provision17 The LSC is keen to work in partnership withall learning providers in developing local, regionaland national strategies for managing the mixand balance of provision in the learning and skillssector in order to ensure that priorities and targetsare met.18 The LSC has a duty to secure properand reasonable provision to meet the needsof all learners. In practice, this means achievingan appropriate balance between provision thatdirectly contributes to the LSC’s Public ServiceAgreement (PSA) targets and identified priorities,and provision that indirectly supports its targetsand priorities through learner achievementand progression. In achieving this balance, local LSCswill need to ensure that, in addition to target-bearingprovision, due account is taken of what learnersand employers both want and need, includingsufficient provision that:• encourages young people and adults backinto learning or acts as a stepping-stone intofurther learning, leading to qualificationsor units of qualifications• at Level 3 and above, is linked to regional skillspriorities and individual learner need.19 This may include a proportion of learning activitydefined as ‘other provision’ and which may be eitherinternally certificated (that is, non-accredited)or externally certificated awards and qualificationswhich are outside the National QualificationFramework (NQF).2

Recognising and Recording Progress and Achievement in Non-accredited Learningand circumstances and the particularfeatures of the learning programme• require the minimum level of formaldocumentation in line with the LSC’scommitments to avoiding unnecessarybureaucracy• operate alongside and support theimplementation of the new CIF• be compatible with the LSC’s fundingarrangements• provide a nationally consistent and responsiveapproach to recognising and recording progressand achievement in non-accredited learning.• enable both the achievement of plannedlearning objectives and learning outcomesnot specified at the outset to be recognisedand valued• promote good practice in teaching, learningand assessment• enhance providers’ quality assuranceand improvement practices.The staged process35 Providers will also be expected to ensure thatlearners’ views are taken into account in the planningof future provision.31 The arrangements to support the consistent andeffective application of this process will be an integralpart of the quality assurance processes of the provider.Providers will be able to make reference to thesearrangements in their self-assessment reportsto demonstrate that the RARPA approach is in place.32 The approach that has been developed by LSDA,NIACE and the LSC acknowledges the paramountimportance of the diverse needs, purposes and interestsof learners in a wide range of learning contexts. It seeksto address the requirements and interests of otherstakeholders, particularly providers and the LSC.33 The elements of the staged process are set outbelow. Providers’ internal systems should also makespecific provision for learners’ evaluation of theirlearning experience, and feedback from learners thatcontributes to and informs providers’ judgementsfor self-assessment, three-year development plansand their strategies for continuous improvement,including programme design.34 The staged process has been designed to:• focus on and promote the needs and interestsof learners• take account of learners’ diverseand sometimes multiple purposesin learning• allow for negotiation of the contentand outcomes of learning programmes• encourage learners to reflect on and recognisetheir own progress and achievement, thusincreasing their confidence• promote and support informed learner selfassessment,peer assessment and dialogueabout learning and achievement betweenlearners and tutors or trainers4

Recognising and Recording Progress and Achievement in Non-accredited LearningTable 1: The staged process.ElementEvidence1Aim(s) appropriate to an individual learneror groups of learnersClearly stated aim(s) for all programmes2Initial assessment to establish the learner’sstarting pointRecord of outcomes of process of establishinglearners’ starting points3Identification of appropriately challenginglearning objectives (initial, renegotiatedand revised)Clearly stated and suitably challenging objectives forall programmes and, wherever feasible, individuallyfor each learner4Recognition and recording of progress andachievement during programme (formativeassessment), including tutor feedback tolearners, learner reflection, progress reviewsExamples of appropriate evidence includes:Records of learner self-assessment, group and peerassessment, tutor records of assessment activitiesand individual or group progress and achievement.Learners’ files, journals, diaries, portfolios, artwork,videos, audiotapes, performances, exhibitionsand displays, individual or group learner testimony,artefacts, photographs and other forms of evidence5End-of-programme learner self-assessment,tutor summative assessment, review ofoverall progress and achievementin relation to appropriately challenginglearning objectives identified at the beginningor during the programme. It may includerecognition of learning outcomes notspecified during the programmeExamples of appropriate evidence includes:Records of learner self-assessment, group and peerassessment, tutor records of assessment activitiesand individual or group progress and achievement.Learners’ files, journals, diaries, portfolios, artwork,videos, audiotapes, performances, exhibitionsand displays, individual or group learner testimony,artefacts, photographs and other forms of evidenceKey themes36 The key themes of RARPA are that:• the learner is at the centre of the RARPAapproach• the purpose of introducing RARPAis to enhance the learners’ experience• the application of RARPA should be fitfor purpose• the approach, both in the staged processand the quality assurance of learning,is to be unbureaucratic• the approach should complement and integratewith existing processes for quality assuranceand learner recording• the staged process is mapped to the NewCommon Inspection Framework and shouldencourage effective self-assessmentand evidence of effective learning processesat inspection.Reducing bureaucracy37 Providers are encouraged to avoid additionalbureaucracy when implementing RARPA. Existingsystems for recording learner outcomes, end-ofprogrammereview and evaluation, and self-assessmentmay need to be reviewed. The key goal is minimisingformal documentation whilst ensuring it is fitfor purpose.Fit for purpose38 Short events and practical sport and recreationalactivities require a different level of recording of aimsand progress. This can be simple and straightforward.5

Recognising and Recording Progress and Achievement in Non-accredited LearningThe quality of such programmes can be assuredby sampling tutor records, teaching and learningobservation records or other suitable approachesthat will provide the assurance the learning providerfeels is appropriate to these programmes.Learner is at the centre and enhance the learners’experience39 The evaluation of the pilot projects clearlydemonstrated that RARPA benefits learners andenhances learning. By focusing on the learner,the staged process engages tutors in an ongoingdialogue about the learner’s learning and ensures thatthe personal aims and motivation of the learnercan be accommodated by the learning programme.Non-accredited learning does not normally havethe formal syllabus content or assessment criteriaof accredited learning. This has to be providedby the tutor and supported by the learning provider.The personal reasons the learner has for participatingin the learning activity become central to their progressand successful outcomes to learning. The staged processcaters for this and also for identifying learningoutcomes that were not expected at the startof the programme and which, when recorded,also indicate that the learner has had a successfullearning experience.Complement and integrate with existing processes40 RARPA should not create additional systemsor recording. Providers are already expected to collectsufficient information about the learning they offer,accredited and non-accredited, to inform their selfassessmentand quality improvement activities.Inspection findings indicate that whilst many providersare in this position, there are still unsatisfactorycontributory grades for quality assurance,and weaknesses in quality improvement. Where thisis the case, providers need to improve their qualityassurance processes to the position the LSCand inspectorates expect them to have reached,ensuring that all learning is valued and evaluated.Further information can be found in QualityImprovement and Self-assessment (LSC, 2005)(www.lsc.gov.uk/National/Documents/ReadingRoom/default.htm).New Common Inspection Framework41 Under the new Common Inspection Framework(CIF), inspection will place more emphasis on checkingthe capacity of providers to accurately assurethe quality of their provision and improve or maintainstandards. The self-assessment report and qualityimprovement plan will be key evidence for this.42 Under the new inspection arrangements, two newoverall judgements will be made:• ‘the overall effectiveness of the provision,including any extended services, and its mainstrengths and weaknesses• the capacity to make further improvements.’43 Providers need to ensure that their selfassessmentreports and mechanisms for recordinglearners’ progress and success are comprehensive,consistent and effective. The application of RARPAwill help to achieve this.44 Further information about RARPA and the newCommon Inspection Framework can be foundin paragraphs 49 to 53.The Application ofRARPA45 The RARPA approach will be introduced acrossLSC-funded non-accredited provision from September2005. From this date, providers receiving LSC fundsfor non-accredited provision will be expected to havein place a plan for implementing RARPA across suchprovision during 2005-06. This will be summarisedthrough a statement about the implementationof RARPA in providers’ three-year development plans.46 2005-06 is an embedding year for RARPA.Providers are not expected to have fully implementedthe approach in September 2005 but to develop theirprocesses so that the self-assessment report for2005-06 covers all learning, accreditedand non-accredited, and that RARPA then formspart of the normal quality cycle for the provider.47 From September 2006, all providers receiving LSCfunding will be expected to apply the RARPA approachin full to non-accredited provision.48 The actions that providers need to take are to:• ensure the quality assurance processes,self-assessment and quality improvementplanning include all provision, accreditedand non-accredited• review teaching and learning strategiesfor non-accredited learning to ensure thatthe staged process can be applied to teachingpractices in a way that ensures the stagedprocess is being applied to the benefitof learners6

Recognising and Recording Progress and Achievement in Non-accredited Learning• review their quality assurance systemsto ensure that sufficient informationis collected in a suitable way to allowself-assessment decisions to be taken• review their data collection systemsto ensure that these are fit for purposeand not unnecessarily bureaucratic• develop, as necessary, self-assessment reportingprocesses for 2005-06 to cover all provision,accredited and non-accredited• implement RARPA for E2E provision fromSeptember 2005.RARPA and the NewCommon InspectionFramework49 The staged process was mapped to the oldCommon Inspection Framework and has beenre-mapped to the new CIF. Table 2 indicates howthe key questions relate to the staged process.50 Diagram 1 below summarises the key questionsthat providers need to consider in their self-assessmentand that will be asked of them at inspection.Diagram 1: The Common Inspection Framework for Education and Training from 2005The key questions inspectors must ask every provider of education and training are:Overall effectiveness:• How effective and efficient are the provision and related services in meeting the full rangeof learners’ needs and why?the overall effectiveness of the provision, including any extended services, and its main strengthsand weaknesses• What steps need to be taken to improve the provision further?the capacity to make further improvementsAchievement and standards:1 How well do learners achieve?The quality of provision:2 How effective are teaching, training and learning?3 How well do programmes and activities meet the needs and interests of learners?4 How well are learners guided and supported?Leadership and management:5 How effective are leadership and management in raising achievement and supporting all learners?51 The application of RARPA will make a positivecontribution to the overall effectiveness of provisionby demonstrating that a provider recognises,records and evaluates all learning and is capableof identifying and planning improvements.52 Table 2 maps each stage of the staged processto CIF questions 1-4.7

Recognising and Recording Progress and Achievement in Non-accredited LearningTable 2: RARPA staged process mapped to CIF.Element of staged process Mapping to old CIF questions Mapping to new CIF questions1 Aims appropriate to anindividual learner or groupsof learners (clearly statedlearning aims)15How well do learnersachieve?How well do programmesand courses meet the needsand interests of learners?3How well do programmesand activities meet the needsand interests of learners?2Initial assessment to establishthe learner’s starting point412How effective are theassessment and monitoringof learners’ progress?How well do learnersachieve?How effective are teaching,training and learning?124How well do learners achieve?How effective are teaching,training and learning?How well are learners guidedand supported?3Identification of appropriatelychallenging learningobjectives: initial,renegotiated and revised245How effective are teaching,training and learning?How effective are theassessment and monitoringof learners’ progress?How well do programmesand courses meet the needsand interests of learners?123How well do learners achieve?How effective are teaching,training and learning?How well do programmes andactivities meet the needs andinterests of learners?4Recognition and recording ofprogress and achievementduring programme (formativeassessment): tutor feedbackto learners, learner reflection,progress reviews14How well do learnersachieve?How effective are theassessment and monitoringof learners’ progress?12How well do learners achieve?How effective are teaching,training and learning?5End-of-programme learnerself-assessment; tutorsummative assessment;review of overall progressand achievement14How well do learnersachieve?How effective are theassessment and monitoringof learners’ progress?124How well do learners achieve?How effective are teaching,training and learning?How well are learners guidedand supported?53 RARPA will make a positive contributionto the overall judgement of the effectivenessof the provision and the judgement on the capacityto make further improvements. The applicationof RARPA demonstrates a provider does recognise,record and evaluate all learning and is capableof identifying and planning improvements.8

Recognising and Recording Progress and Achievement in Non-accredited LearningSupport for RARPA54 The experience that has been developedby a range of providers and individuals who havecontributed to the development of RARPA is goingto made available across the sector in a numberof ways.The Effective Practice Web Resource55 The LSC, together with colleagues in LSDAand NIACE, have been visiting providers who have beenapplying RARPA to collect examples of effective practiceand to make these available through a thematicallylinked website that allows descriptions of resourcesand downloads. The Effective Practice Web Resource(EPWR) will carry materials and examples of applicationthat are taken from existing providers’ current practice.56 The expectation is that these materials shouldact as stimulus to other practitioners and encouragethe development of their own practice.57 It is hoped that as more practice develops,providers will be willing to put forward their ownexamples on a benchmark challenge basis (“I thinkwhat we do is actually better than the exampleon the EPWR”). Submitted materials will be reviewedand if approved by the EPWR management groupwill be added to the website.58 ‘Skeleton’ professional development modules willalso be made available through the EPWR to assistproviders with the induction of new staff to RARPAand for including RARPA in continuing professionaldevelopment for existing staff. The modules willrepresent the ’bare bones’ of a development activitythat organisations can ‘flesh out’ to suit their contextand identity.59 The EPWR will be live in July 2005.RARPA champions60 Organisations and individuals who have alreadyimplemented RARPA, in most cases as part of the pilotprojects, were invited to act as RARPA championsto share their experience and insight and to encouragethe development of effective practice.61 The champions’ role is to provide a sourceof strategic advice and guidance for the managementteams of providers. They are not staff trainers or generalconsultants. Their role is to explain what works bestin implementing RARPA and where to accessfurther information.NIACE62 NIACE is a key partner in RARPA andis represented on the RARPA Steering Group thatmanages the RARPA developments and the AdultProgression and Achievement Group, which overseesthe work of RARPA and other new measuresin adult learning.63 NIACE regional development officers willbe available to help support local LSCs in theapplication of RARPA.64 Where there are network arrangements or wherenetworks are being established, with local LSCs’ supportand encouragement, these can also be supported.LSDA65 LSDA is also a key partner in RARPA andis represented on the RARPA Steering Groupand the Adult Progression and Achievement Group.LSDA has also provided a lot of the practical supportand facilitation for the work that has gone intothe RARPA initiative.66 LSDA, with NIACE, have conducted much of theresearch that underpins RARPA and the identificationof effective practice in the pilot projects.67 Further research activities are planned to furtheridentify and report on effective practice and to makethis available through the EPWR. Areas to beinvestigated will include longitudinal studiesto help identify the management and organisationalfactors that can be demonstrated to be effectivein implementing and managing RARPA and moreactivity looking at work-based learningand in particular E2E programmes.68 Currently work is being carried out on RARPAin settings for learners with learning difficulties and/ordisabilities, including specialist colleges, and the findingsfrom this will be made available in due courseby the LSC.LSC69 Local LSCs can provide information and helpthrough normal operational contacts. The LSC nationaloffice can be contacted about RARPA througha dedicated email address (RARPA@lsc.gov.uk),though general queries will be referred to local LSCswherever possible.70 The LSC is planning to provide some developmentactivities specifically for E2E providers to supportthe implementation of RARPA for these programmes.71 General information about RARPA, the EPWR,publications and links to other useful sites and partnerorganisations can be found at the LSC website(www.lsc.gov.uk/RARPA).9

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Learning and Skills Council.National OfficeLearning and Skills CouncilCheylesmore HouseQuinton RoadCoventryCV1 2WTwww.lsc.gov.uk© LSC July 2005Published by the Learning and Skills CouncilExtracts from this publication may bereproduced for non-commercial educationalor training purposes on condition that thesource is acknowledged and the findingsare not misrepresented.This publication is available in an electronicform on the Council’s website:www.lsc.gov.ukThe Learning and Skills Council offers analerting service for any circular posted toour website, to subscribe to this service visithttp://www.lsc.gov.uk/subscriptions.cfmPublication enquiries: 0870 900 6800Publication reference: LSC-P-NAT-050428