RARPA
Do you offer
Non-accredited learning?
From September 2005 RARPA (short for Recognising and Recording Progress and Achievement in Non-Accredited Learning) is being implemented and embedded across LSC-funded provision as the ‘New Measure of Success’ for
non-accredited learning. As RARPA now applies to all non-accredited learning it should be included in future self-assessments and in scoping for inspection.
Even if you don’t have LSC funding, RARPA is still a useful learner- centred approach for assuring the quality of the learner’s experience.
This leaflet tells you about RARPA, the benefits of using the RARPA approach for non-accredited provision and where you can get support.
National Institute of Adult
Continuing Education
(England and Wales)
RECOGNISING AND RECORDING PROGRESS AND ACHIEVEMENT
IN NON-ACCREDITED LEARNING.
What is RARPA?
The RARPA approach applies a staged process to recognising and recording progress and achievement in, for example:
•Work-based learning
•Further education
•E learning
•Family learning
• Literacy, language and numeracy
It provides a systematic approach to ensure that the learner is at the centre of learning and the learner’s goals are recognised and counted to the success of their learning within RARPA. There are two interlinked processes:
•Systematic recognition and recording of progress and achievement through a staged process
•Quality assurance of learning through the RARPA process
The RARPA staged process helps providers to identify areas for improvement. It will enable them to make sound judgements as to the effectiveness of their arrangements and maintain consistency with the new Common Inspection Framework. It will contribute to the raising of standards and an enhanced experience for both non-accredited and accredited learners.
CALL NIACE ON 0116 204 4237
RECOGNISING AND RECORDING PROGRESS AND ACHIEVEMENT
IN NON-ACCREDITED LEARNING
Changes Ahead
From September 2006 the ‘Success for All’ programme board (DfES, LSC, ALI and Ofsted) has recommended that RARPA is the basis for measuring learner distance travelled in all LSC-funded provision that leads to awards within the new Framework for Achievement. RARPA has also been designated the measure of success for Entry to Employment (E2E) programmes from August 2005.
It is envisaged that learning providers will embed the RARPA process for their non-accredited provision during 2006 and reflect this in their development plans. From 2006-07 the RARPA process will be available for all LSC non-accredited provision except for full-time 16-19 entitlement activities (tutorials, careers etc, although RARPA has been tested in these areas.)
NIACE and the Learning and Skills Development Agency (LSDA) are working closely with the LSC to support the implementation of the RARPA approach. This work will be carried out with the LSDA until the organisation closes in March 2006. The RARPA staged process will be embedded in the arrangements for recognition and monitoring of awarding body centres within the Framework for Achievement. In so doing it will support providers and sub-contractors to show evidence of the effective application of the RARPA approach to meet the needs of awarding bodies, inspectorates and the LSC through the generation of a single body of evidence. The Self-Assessment Report is likely to be the vehicle for this.
CALL NIACE ON 0116 204 4237
RECOGNISING AND RECORDING PROGRESS AND ACHIEVEMENT IN
NON-ACCREDITED LEARNING]
The implementation of the RARPA process has numerous benefits for learners, staff and providers.
Learners
The RARPA approach is a flexible learner-centred approach which enables learners to take charge of their learning.
RARPA raises learners’ awareness of the learning process, builds their confidence and encourages enthusiasm by using a more engaging manner of reaching personal goals.
Staff
Staff, especially new tutors, have been enthusiastic about the benefits for learners. Experienced tutors also value the RARPA approach and the benefits it can bring to their teaching and learning.
The RARPA process has had a positive effect when it is viewed as an integral part of the learning process. It provides scope for creative approaches and encourages staff development.
Providers of Learning
The RARPA process received a positive response from providers as it supports quality improvement and promotes good practice and consistency across provision. The values and strengths of RARPA are that the process draws on existing quality practices and is mapped to the new Common Inspection Framework, as well as contributing to evidence for the new overarching judgements.
MORE INFORMATION ON THE IMPLEMENTATION OF RARPA CAN BE FOUND IN THE EVALUATION REPORT
CALL NIACE ON 0116 204 4237
RARPA is good practice
The five elements of the staged process are mapped to the key questions of the Common Inspection Framework. These five elements are:
1.Course aims that are clearly stated.
2.Initial assessment of learners’ starting points and needs.
3.Discussion and negotiation to identify appropriately challenging objectives.
4.Formative assessment, checking on progress and giving feedback.
5. Final recognition of progress, recording and celebration of achievement.
Where to go for advice