Recognising and recording progress and achievement in non ...

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