Recognising and recording progress and achievement in non ...

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