Supported by the Department for Education Lifelong Learning and Skills
Terminology
This section seeks to clarify the meaning of some of the more complex terms used.
Non-accredited learning
'Formal and non-formal provision that does not lead directly to any form of external accreditation, award or qualification.’(LSC)
Recognition and Recording of Progress and Achievement (RARPA)
‘The means by which the success of the learning, especially in non-accredited learning is captured.’ (Learning and Skills Council (LSC))
‘Outcomes from training, support or guidance interventions, which unlike hard outcomes, such as qualifications and jobs, cannot be measured directly or tangibly’ (Guide to Measuring Soft Outcomes and Distance Travelled, Institute for Employment Studies)
Soft outcomes may include achievements relating to:
- interpersonal skills , for example: social skills and coping with authority
- organisational skills, such as: personal organisation and the ability to order and prioritise
- analytical skills, such as: the ability to exercise judgement, managing time or problem-solving, and
- personal skills, for example: insight, motivation, confidence, reliability and health awareness.’ (Guide to Measuring Soft Outcomes and Distance Travelled, Institute for Employment Studies)
Value added ‘The measurement of value added involves comparison between the attainments and characteristics of learners at entry and their achievements at exit. Learners on any course may have a different range of starting points and eventual outcomes. The distance travelled between entry and outcome is another way of defining value added.’ (Developing Value added Measures, LSDA, 2000)
