Implementing measures of
success: training resource
This presentation is designed to assist your organisation in its staff
development and training regarding the measures of success. It
contains speaker notes which can be viewed or printed in notes page
view
It can be downloaded and delivered as it stands, or can be
customised to meet your needs
It is intended for use in presenting the measures to:
Owners and Chief Executives in work-based Learning
providers
The presentation, including notes, can be downloaded from the LSC
website: www.lsc.gov.uk/ffe
Slide No:1
Section 1
Introduction
Slide No:2
What are the measures of
success?
•
They are a suite of measures developed to measure the success
of learners and the performance of providers more accurately and
fairly thus helping to demonstrate the sector’s existing strengths
and to identify areas for improvement
•
There are currently seven measures being developed for the
learning and skills sector. These are:
Value added (VA) and distance travelled (DT)
Qualification success rates
Recognising and recording progress and achievement
(RARPA)
Learner satisfaction
Learner destination
Responsiveness to employers
Staff measures
Slide No:3
How are the measures used?
The measures:
• integrate key information used for quality management with that
used by the inspectorates and the LSC
• provide you with powerful tools for the analysis of performance
at organisation and subject/qualification level
• can help you monitor the progress of different groups of
learners
• enable you to highlight strengths and weaknesses in
performance relating to learners’ progress and achievement
• stimulate you to review quality management processes and
target quality improvement strategies
• enable you to help individual learners maximise progress and
achievement
• are to be used for quality management and accountability
Slide No:4
How are the measures of
success relevant to me?
The measures:
• are the key tools for all staff making judgements about the
performance of your learners, highlighting strengths and
areas for development
• help your managers and staff monitor the progress of
different groups of learners
• enable trainers to assist individual learners to maximise
progress and achievement
• contribute to effective quality management
• integrate key information you use for quality management
with that used by the inspectorates, LSC and other
agencies
Slide No:5
Which of the measures apply to
my organisation?
The measures which are currently applicable to WBL are:
Qualification success rates
DT
RARPA
These and the other measures are being developed as
part of the LSC’s Framework for Excellence. The
application of all of the measures to WBL is part of this.
Slide No:6
Scope
• Qualification success rates
All learners on courses leading to external
qualification/certification
• Distance travelled
Learners on courses leading to other approved
qualifications at Levels, 1, 2 & 3, including non-graded
• RARPA:
Learners on courses that do not lead to external
qualification/ certification
Slide No:7
What will the measure help
me to address?
The measures will prompt you to consider how your
organisation:
performs in relation to national qualification success
rates?
performs in terms of the distance travelled by your
learners from entry to final achievement?
meets the RARPA standards?
In all cases, what actions are you taking to remedy
identified weaknesses and to celebrate and build on
strengths?
Slide No:8
The use of measures of
success for inspection
• The Adult Learning inspectorate (ALI) has been piloting
and gradually introducing the measures
• ALI will be encouraging WBL providers to ensure that:
You have accessed measures of success data and
information
You have used the information to help evaluate the
quality of provision
You have planned or taken action as a result of
reflecting on the data and information
Slide No:9
Section 2
Qualification success rates
Slide No:10
What are work-based learning
qualification success rates?
• The number of qualifications achieved as a proportion of
the total number entered
• They provide you with broad measures of learners’
success in achieving qualification goals
• Apply to all learners on LSC-funded courses
• Measure used in work-based learning for some time
• Changes introduced in 2006 to harmonise success rate
calculations across whole Learning and Skills sector
Slide No:11
Qualification success rates in
WBL
• Currently there are two measures for WBL: overall
success rate and timely success rate
• Taken together, they can help you to address instances
of slow progress of learners
Calculations now based on planned end date of programmes,
rather than actual as before
The difference between the timely rate and the overall rates
is due to different definitions of the cohort
Slide No:12
How are WBL qualification
success rates calculated?
QSR = Number achieving learning aim / Number in cohort %
Overall success rate
Cohort = learners are counted at the later of the expected
end date or actual end date
Therefore, all achievements are captured
Timely success rate
Cohort = those learners planned to complete in the year
Achievements = those attained at planned end date (or
recorded up to one month after planned end date)
Slide No:13
How should I make use of
qualification success rates data?
• To investigate how well your area of learning compares to
national benchmarks
• To help monitor the performance of different groups of
learners, by gender, age and learning difficulty and/or
disability, in combination with success rate data from other
sources
• (WBL) To compare your learners’ achievements in the
given year with those which are ‘timely’ - i.e. achieved on
or within one calendar month of the planned end date
• Most importantly, you need to identify and act on
areas of provision that are at or below minimum
performance benchmarks
Slide No:14
Section 3
Recognising and Recording Progress and
Achievement (RARPA)
Slide No:15
What is RARPA?
• RARPA aims to help you assure the quality of provision
while focusing on learner achievement.
• Developed to help teachers, trainers and learners to
record and recognise progress and achievement in
provision which does not lead to nationally recognised
qualifications or external accreditation.
Slide No:16
The RARPA approach
• Based on five inter-related standards that help ensure
your learners enjoy a high quality experience and
maximise their success.
• Applies to learners on courses that do not lead to
external qualification / certification
• The standards can be cross-referenced with one or more
key questions in the Common Inspection Framework
(CIF).
• The standards follow a logical sequence in line with
recognised educational practice.
• Should not produce additional bureaucracy – effective
quality assurance and quality management will enable
RARPA to be accommodated within current processes.
Slide No:17
The 5 RARPA standards
The RARPA standards refer to the five stages in a process:
1.
Aims
2.
Initial assessment
3.
Identification of appropriately challenging learning
objectives
4.
Recognition and recording of progress and achievement
during programme (formative assessment)
5.
End-of-programme learner self-assessment, tutor
summative assessment, review of overall progress and
achievement
Slide No:18
Who does RARPA benefit?
• Learners: It makes learning more effective by
encouraging your learners to engage more actively by
measuring their progress and achievements
• Teachers: By following the stages in the process, you
and your colleagues can ensure that learning is taking
place and that the learner is making progress
• Managers: By looking at evidence that the process is
being followed, you can establish whether teaching,
learning and assessment are effective
• Inspectors: The five stages are cross-referenced with the
CIF, so evidence of implementing RARPA can also
provide evidence of effective practice for Inspectors
Slide No:19
Meeting RARPA standards
Meeting RARPA standards means that you should:
• apply RARPA processes in a way that benefits
learners and makes sense to them
• be open to change and to developing assessment
practices as necessary
• record evidence of learners’ progress in appropriate
ways
• help each individual learner realise her / his full
potential
Slide No:20
Section 4
Distance travelled
Slide No:21
Distance travelled (DT)
•
DT shows the progress of individual learners based on
their prior attainment. It measures how your learners
perform when compared to learners with similar starting
points in other providers.
•
DT covers NVQs at levels 2 and 3, as part of Advanced
Apprenticeships and Apprenticeships, and as part of
WBL programmes as well as full Advanced
Apprenticeships and full Apprenticeships.
Slide No:22
What does Distance travelled do for
us?
Distance travelled:
• is a powerful tools for the analysis of performance at
school and subject/qualification level
•
enables you to identify areas of strength and weakness
in your organisation’s overall performance relating to
learners’ progress and achievement
•
enables teachers to set targets for learners and assess
performance of specific groups by subject-qualifications
•
enables your staff to assist individual learners to
maximise progress and achievement
•
provides evidence that will be used by Ofsted and local
authorities.
Slide No:23
Distance travelled Outputs
The LSC has developed a software called the Learner
Achievement Tracker (LAT) which produces three types of
DT output
Summary charts
National comparison graphs
Chances charts
Slide No:24
The LAT Tutorial
A tutorial on the LAT showing how to access DT and other data
relevant to your organisation is available online at:
http://ffe.lsc.gov.uk/staff-development-resources/
Slide No:25
Section 5
Relationship of the measures to the
LSC’s Framework for Excellence
Slide No:26
Framework for Excellence
• The Framework for Excellence is a new, all-inclusive
and radical approach to managing performance across
the learning and skills sector including WBL providers.
• Further development of the measures is being taken
forward through the Framework for Excellence
• All of the measures of success will be included in the
evidence for the seven key performance indicators that
form the basis of the Framework for Excellence.
Slide No:27
Framework for Excellence:
Key Performance Indicators
Overall rating
Responsiveness
Delivery against
plan
Responsiveness to
employers
Responsiveness to
learners
Effectiveness
Quality of outcomes
Quality of
provision
Finance
Financial
health
Financial
control
Measures data
Slide No:28
Section 6
Further Information
Slide No:29
Further information on the
Framework for Excellence
•
The Framework for Excellence website:
www.lsc.gov.uk/ffe (from mid-November 2006)
•
The LSC website: www.lsc.gov.uk/Publications
Slide No:30
Implementing measures of
success: The Handbook
• The Handbook contains an introduction to the Framework for
Excellence and comprehensive details of:
What the measures of success are
Explanations of the methodologies used
Timetables for piloting and implementation
Case studies
Slide No:31
Other sources of information
• The Provider Gateway: LSC’s web-based internet portal
which enables providers to access information which
supports self-assessment and quality improvement, available
at: https://gateway.lsc.gov.uk/providergateway
• The QIA’s Excellence Gateway: resources, materials,
support and examples of effective practice, available at:
http://excellence.qia.org.uk/vision
Slide No:32
End of presentation
© LSC November 2006
Published by the Learning and Skills Council. Extracts from this publication may
be reproduced for non-commercial educational or training purposes on condition
that the source is acknowledged and the findings are not misrepresented. This
publication is available in an electronic form on the Learning Skills Council web
site: www.lsc.gov.uk.
Publication reference: LSC-P-NAT- xxxxxxx. If you require this publication in an
alternative format or language please contact the LSC Help Desk: 0870 900 6800
Slide No:33