Recognising and recording progress and achievement in non ...

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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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