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LSC-P-NAT-050555

Value-Added and Distance-Travelled RARPA Responsiveness to Employers September 2005. LSC-P-NAT-050555. Value Added and Distance Travelled for 16-19 learners. LSC Learner Achievement Tracker (LAT) 3-year development plans Inspectorates informing pre-inspection and inspection judgments

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LSC-P-NAT-050555

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  1. Value-Added and Distance-TravelledRARPAResponsiveness to EmployersSeptember 2005 LSC-P-NAT-050555

  2. Value Added and Distance Travelled for 16-19 learners

  3. LSC Learner Achievement Tracker (LAT) 3-year development plans Inspectorates informing pre-inspection and inspection judgments DfES: VA for 16 – 19 Learners included in the SCAAT pilot VA and DT for 16-19 learners • Reflection and improvement • Accountability

  4. Learner AchievementTracker (LAT) • Produces reports for use by teachers, managers, inspectors and LSC • Accessible via the Provider Gateway • Uses most robust statistical methods available • Builds on proprietary systems currently available • Software and data free of charge to all LSC-funded providers and Local Authorities

  5. LAT outputs

  6. Issues for further exploration • Learners with missing or no prior attainment • Context variables • Softer indicators and customising the LAT • Treatment of AS levels in the VA measure • Treatment of fails in the VA measure • Use of success rate for DT

  7. The LAT piloting timetable

  8. RARPARecognising And Recording Progressand Achievementin non-accredited learning

  9. Raising Quality Vision: A learner-focussed system of recognising both anticipated and unanticipated learning outcomes in non-accredited learning. Processes for RARPA will be appropriate, fit for purpose and meet each learner’s needs. Providers will use the Approach as a tool for quality improvement and to increase recognition of learner achievement.’ What is RARPA about?

  10. The Staged Process Quality Assurance processes for non-accredited learning The Approach

  11. Adult learning planning and funding consultation Current position of providers Context of provider – (Adult learning, non-accredited provision etc.) Professional development issues Whole organisation approach Inspection Keyissues

  12. For Action Document: June 05 Wider Application: Sep 05 Ongoing support and implementation: Sep 05 onwards RARPA embedded in Quality Cycle: 2005-06 SAR Effective Practice Web Resource Project timescale

  13. RARPA Champions NIACE regional support Effective Practice web-based resource The ‘Skeletons’ Existing support arrangements National and Local LSC staff Plannedsupport

  14. Responsiveness to employers

  15. The Approach • Position self-improvement at the heart of responsiveness to employers • Introduce measures of success focused on public skills priorities for employers and individuals (06/07 planning round) • Introduce quality-marked national standards for working with employers • Recommend the Common Inspection Framework as learner-focused improvement criteria • Establish an effective NETP Brokerage Service

  16. Success Measures Skills for Life Full Level 2 Full Level 3 Apprenticeships National Priorities • Entitlement to first full Level 2 (threshold to indicate employability/productivity) • Increase the proportion of adults with at least full level 2 qualifications or equivalent (5 GCSEs A-C) • Improve achievement of young people at full Level 3 qualifications or equivalent (2 A Levels) • Reduce the proportion of adults without skills for life qualifications

  17. Agenda for Change work in progress Introduce national standards for working with employers Focused criteria to reflect what employers value Build on existing local/regional practice (e.g. Customer First, Action for Business Colleges) Use internally by providers to inform self-assessment and quality improvement Encourage providers to seek external accreditation Encourage employers and brokers to use quality-marked providers as first point of call Quality-Mark

  18. Learner focused criteria to enhance employability: structured work placements/work-experience; pathways to higher education and employment; vocational programmes reflect occupational sectors; up-to date industry experience for teachers; strong careers guidance; wider skills of problem solving, team working, influencing others; learner responsibility e.g. meeting deadlines, creative thinking, research and presentations Inspection (CIF)

  19. Self-Improvement Effective and efficient Business to Consumer Business to Business Common Inspection Framework Quality-Marked Employer Standards Recommended Improvement Criteria Success Measures Skills for Life Full Level 2 Full Level 3 Apprenticeships Area Needs & Priorities Input: criteria and measures

  20. Mail boxes: newmeasures@lsc.gov.uk Web sites: www.LSC.gov.uk www.successforall.gov.uk/Developing a framework for quality and success Moreinformation

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