Report � initial thoughts

Progression from Community and First Steps Learning

in Gloucestershire







A practical resource:

supporting progression

and

monitoring and measuring progression









Produced for Gloucestershire Learning Partnership



by Dr Jacqui Hughes and Margaret Whalley



July 2006









Gloucestershire Learning Partnership and the researchers would like to thank all the

colleagues and learners who contributed so willingly to the research









www.gloucestershire.gov.uk/glp

Contents

Section Page

1 Introduction 3



2 Background and national context 4



3 Possible definitions and perspectives on progression 6



4 Research on progression - learning journeys, pathways, zigzags, ladders 8

or lattices - and adult participation in learning



5 Barriers to progression and how they can be addressed 9



A Practical barriers 9

B Learner attitudes 12

C Lack of IAG 13

D Weak initial assessment 14

E Lack of awareness of the learning and progression people want 14

F Lack of relevant provision to meet the learners need in their own community 15

G Inconsistent support for learners 15

H Appropriate bridging provision and support 17

I Unclear progression routes 18

J Partners‟ different cultural, organisational and funding drivers 19

K Lack of workplace provision to support progression 19

L Narrow perspectives on progression 21



6 Barriers to monitoring and measuring of progression: practical 22

solutions



A Monitoring can be seen as unnecessarily bureaucratic 22

B Difficulties in accessing statistical information when learners leave first steps 23

provision and go to another provider

C Difficulties in accessing appropriate statistical information to monitor 24

progression within a provider

D The lack of a systematic, easy to use system for monitoring and recording 24

including systems which support partnership arrangements

E Tutor resistance to the RARPA process 25



7 Good Practice Progression Checklist 26

8 Case Study 1-8 30

Appendix 1 Recognising and Recording Progress and Achievement in non- 45

Accredited learning (RARPA)

Appendix 2 Bibliography 46









Progression from community and first steps learning in Gloucestershire Page 2

Section 1:

Introduction

The recognised definition of first steps learning is „Learning which is offered as an initial entry point into

learning and from which learners are actively encouraged to progress to other forms of learning‟.



Progression is difficult to achieve, and successful progression is difficult to track. Nevertheless it is a

key element of government policy relating to skill levels. Investment in community and first steps work

increasingly relates to its use as a stepping off point for potential level 2 achievement for those who have

underachieved.



The Learning Partnership has produced this study in order to offer some practical assistance to

organisations of all types and sizes which are supporting individuals to progress from first steps and

community learning. The sections outlined below offer different perspectives on the issue and give

practical, local examples of what has worked.









Section 2 contains a brief discussion of the national policy context for progression



Sections 3 & 4 explore different ways of describing and defining progression



Section 5 describes barriers to progression and gives examples of local good practice in

overcoming them



Section 6 describes local solutions to the issue of monitoring and measuring

progression



Section 7 is a short, practical checklist of good practice points



Section 8 is a set of case studies describing how Gloucestershire learners have

progressed and what has helped them









The Study

Jacqui Hughes and Margaret Whalley carried out the research project for Gloucestershire Learning

Partnership in June and July 2006. The experience and views of a wide variety of people and

organisations, including some that have already received NLDC funding, were sought using the following

methodology:



 Analysis of existing research and documentation1 on progression

 An email questionnaire2 sent by the Learning Partnership to all on its mailing list

 Semi structured interviews with staff from a range of statutory and voluntary organisations 3

 Seeking the views of colleagues attending a Learning Partnership Local Learning and

Communities Conference.



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Progression from community and first steps learning in Gloucestershire Page 3

Section 2

Background and national context



‘Participation, progression and success in vocational learning‟ notes that



„The ultimate goals of the expansion of the vocational learning system in the UK are economic growth, to

be achieved by raising productivity; and social inclusion achieved through increasing the „employability‟ of

those with few (if any) qualifications. ..(This).. requires increased qualification rates and progression

from lower to higher levels of qualification.‟ 4



The same research notes that:



„Current public policy for adult learning in the UK is centred on achieving two key public service

agreements (PSA) targets (HM Treasury 2002):



 To reduce the number of adults with basic skills barriers

 To reduce by at least 40% by 2010 the number of adults in the workforce who lack NVQ level

2 or equivalent qualifications.‟ 5



At the same time, learning for work and learning for life are increasingly seen as inseparable in national

policy documents. Indeed in ‘Investing in Skills: Taking Forward the Skills Strategy’ 6 the LSC

identifies as important; safeguarding learning opportunities for personal fulfillment, community

development, active citizenship and providing a wide range of opportunities for pensioners. Many of the

capabilities and skills needed for success at work are the same as those needed for success and

fulfillment in personal and community life.



For funding and policy purposes, progression is usually represented as a linear process involving more

advanced learning. However, there is evidence that many learners follow other routes that are

meaningful to them as individuals and valuable to society. These may include sideways, downward or

linear progression with accredited or non-accredited outcomes. There is also evidence of the barriers

which get in the way of those who do want to progress to higher levels of learning.



Participation, progression and success in vocational learning‟ recognises this complexity when it

comments that, while Success for All (DfES 2002) and the White Papers on Skills (DfES et al. 2003,

2005) emphasise funding progression to a first level 2 qualification,



„neither adult learners nor employers may see obtaining such qualifications as a priority for them‟.7



As Nashashibi8 notes, progression can be considered not only in terms of evidence of personal change

and self maintenance but in relation to its impact on the social fabric and / or community activism.

Views of progression will also change depending on an individual’s life phase or personal circumstances.

Adult learners use first steps learning for a variety of purposes: some to address issues of confidence and

self-esteem, some to help their family and some to manage mental or physical health issues. Although

many learners do progress to level 2 opportunities, into employment or voluntary work, for others

these are not realistic or viable options.









Progression from community and first steps learning in Gloucestershire Page 4

In addition, the issue of progression needs to be viewed in the light of changes to the funding of Personal

and Community Development Learning. The LSC is increasingly emphasising the importance of

community development. Transforming Learning and Skills9 states that the principles of „Working

Together. The strategy for working with the voluntary and community sector’, will be a priority

for 2006/7.



Helena Kennedy’s 1997 seminal report for the FEFC (Further Education Funding Council) ‘Learning

Works (Kennedy Report)’, recognised the role of first steps learning, of community based learning and

partnership initiatives in meeting the needs of people experiencing social and economic disadvantage.

The report also listed the following list of practical elements necessary to support progression and

address issues of equality and diversity:



 needs identification and community profiling;

 strategies for contacting and engaging underrepresented learners;

 outreach work;

 promoting learning generally within the community;

 information advice and guidance throughout the learning process and for progression;

 curriculum design and relevance;

 curriculum delivery in community venues;

 curriculum delivery in the workplace;

 suitability of teaching and learning strategies;

 use of new technology for learning;

 learning and learner support, including financial support;

 student tracking;

 nature and purpose of existing local partnership arrangements;

 community involvement in planning at all levels.





The Kennedy Report remains highly relevant today in highlighting the ways in which progression can be

supported and actively encouraged.









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Progression from community and first steps learning in Gloucestershire Page 5

Section 3

Possible definitions and perspectives on progression

During the research phase, members of the Learning Partnership and staff working in a range of

statutory and voluntary organisations were contacted, by email or in person, and asked to indicate which

of five possible definitions of progression (listed below) most nearly expressed their views.



The definitions are used by organisations providing leadership, support and guidance to the learning

sector. There is some overlap, but they also offer sometimes subtle and sometimes significant,

differences in perspective.





a. Progression is the process which enables and supports the learner to move on to a further stage of

learning.

b. Progression is the movement which results from learning and which takes the learner into a new

context or activity such as further learning, employment, freelance work or new voluntary roles.

c. Progression is when learners move on as a result of learning into further learning or new roles in

employment or into voluntary work. Progression includes broadening or moving sideways, as well as

upwards to higher levels.

d. Progression is when learners are supported to gain skills to Level 2 standard as Level 2 is the right level

of skills for successful employment in many jobs as well as providing a platform for progression to

higher levels.

e. Progression is when the learner feels that s/he has moved on positively to learning, work or other

activity.







The majority of respondents indicated that a mixture of elements from several definitions corresponded

with their view, or the view of the organisation they were representing. However there was a clear

leader. The definition favoured by the Adult Learning Inspectorate (ALI), option c in the above list, was

the favoured definition of nineteen respondents. The definition chosen by the fewest respondents (two)

was the definition with a specific focus on gaining level 2 qualifications, option d.



Of the other options option e, which focussed on the learners’ perspective, was supported by eight

respondents, option b by six and option a by four.



This pattern of response reflects the prevailing view amongst most of those interviewed and surveyed

that the learner should be at the centre of the process. One respondent, the manager of a voluntary

sector, learning provider, mirrors the opinion of others when she states



„Progression starts with individuals moving to meet their own aims and goals for the future which may

include educational and training programmes, skill development for employment and voluntary work -

but also soft outcomes, confidence, better health.‟



One senior adult education manager noted that progression depends on the students’ perspective, life

stage and the environment in which they are learning. In his experience and research, further education

students saw progression as gaining a qualification for a job, whilst those in community education had

less clear educational goals, and often confidence building was the priority. Once the latter had been

achieved they were able to move on.



Progression from community and first steps learning in Gloucestershire Page 6

Another commonly held opinion was that many adults wish to widen or deepen their learning through

studying different aspects of the same subject. It was felt that this was particularly the case in relation to

arts and craft based subjects such as pottery where people often attend the same class for many years.

„No-one comes to the end of their learning‟ was the observation of a community based arts manager in an

organisation offering daytime classes to adults. Many of the project’s learners are unemployed, have

learning difficulties or mental health problems. However, she was also very aware that her organisation

has to guard against creating clubs rather than running classes and it is interesting to recognise that the

organisation was awarded a grade 1 for teaching and learning in a recent ALI inspection.



Others pointed out that for some people, gaining the confidence to progress into employment or into

higher level learning opportunities might take years. For example some women with young children

take a range of non-accredited courses before undertaking more formal learning. The local

development worker who made this observation finds that this period of learning brings benefits to

families. She refers to an, „ethos of learning‟ being developed which has positive effects on the family unit.



One senior LSC manager commented that, whatever the perspective on progression or the learning

environment, it was vital that tutors should not ‘just allow learners to remain in their comfort zone‟.

Learners should be positively challenged with a view to raising their aspirations.









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Progression from community and first steps learning in Gloucestershire Page 7

Section 4

Research on progression and adult participation in learning:

learning journeys, pathways, zigzags, ladders or lattices



The existing research supports these varying perspectives on progression and emphasises that for adults

progression is rarely linear. Nashashibi 10 comments that each adult learning pathway is perhaps

usefully termed as a



‘Learning journey.. (as) ..The learning journey is purposeful, but there may not be a specific destination

in mind and the route is not always direct‟.



‘Participation, progression and success’11 notes that



„There is relatively little evidence on the progression of adult learners other than that provided through

small scale qualitative and quantitative studies… (and that, in addition,)… there is no clear typology of

adult learning pathways. The evidence suggests that „adults zigzag across the learning system‟…. The

scant evidence at hand suggests that adults do not need a learning ladder but a learning lattice‟.



While most of the research is small scale, it does show that adults are significantly more likely to

participate in vocational learning if they are



„under 55, from higher socio-economic groups, employed (especially in managerial, professional and

white-collar jobs), remained in education after the age of 16 and attained higher levels of educational

qualifications.‟ 12



Gloucestershire staff, interviewed in the process of research, are recognising this pattern locally and are

actively working to increase access and progression for other groups and individuals.



A robust evidence base is needed: some respondents recognised the resource they had in MIS systems

but acknowledged that they do not use the information as much as they could to inform decisions on the

curriculum and progression. Gloscat has started to analyse its data more fully, particularly in relation to

family learning where they are identifying characteristics of cohorts of learners and discovering useful

information. For example, many of the learners attending ‘first steps learning’ have qualifications and

many have attended many courses in the past but failed to complete. This information is beginning to

inform strategy and planning.



Cirencester and Stroud Colleges and the Gloucestershire Neighbourhood College have also begun to

analyse their MIS outputs and seen some interesting patterns of sideways progression.









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Progression from community and first steps learning in Gloucestershire Page 8

Section 5

Barriers to progression and how they can be addressed:

practical activities which support progression

This section lists the barriers to progression identified by those contacted during the research project

and gives examples of the ways in which organisations and specific projects have begun to address them.

It must be noted that the barriers and responses are often interlinked. Key barriers are listed separately

in order to highlight them and then to identify factors which worked successfully in particular contexts.









Barrier A: Practical barriers including childcare, family support, timing of

provision, transport, finance, care needs







Good practice

Childcare and family support



 The Test Bed Learning Community (TLC) encourages potential learners to bring their children

with them to provision or holds learning activities in contexts where there is childcare provision

available.



 The GL11 Community Project offers childcare support as one of its services alongside education

and training provision.



 Both TLC and GL11 encourage community support including sharing childcare.



 Homestart a scheme to support parents who are facing problems (for example, post natal

depression, taking care of twins), and who have children under 5, has operated in the Stroud area for

5 years. A scheme is now operating in the Cotswolds. The scheme uses volunteers, and supports

the adult with the aim of making the life of the parent better.



 PATA operates a Mobile Crèche facility. This facility is specifically to offer support to community

based learning and was developed in conjunction with Adult Education in Gloucestershire and other

partners. It operates in the North Cotswolds with plans to roll out to other rural areas if successful.



 Cirencester College set up a crèche at the Castle Adult Centre, for those who had attended

several courses at the Family Centre, to facilitate progression to the adult centre.13



 The Gloucestershire Neighbourhood College has crèche provision linked to many of the courses

on offer in Neighbourhood Centres.



 People who progress to volunteering opportunities within the Neighbourhood Projects can often

access free or low cost childcare.

Progression from community and first steps learning in Gloucestershire Page 9

Time constraints and timing of provision



 The Neighbourhood Learning in Deprived Communities (NLDC) programme at Lydbrook Primary

School organised through the Coleford Area Partnership provides classes in the school to fit

around the timetables of 24 parents.



 TLC provides learning at flexible times, and offers appropriate provision throughout the summer.



 The Parent Line Plus Project, a locally based national organisation, offers a helpline to parents

needing assistance. They are referred to learning where appropriate and available. Parent Line Plus

has established a national trial involving telephone conferencing with a tutor on-line so groups of

10 – 12 people can study together on the phone.



 Technology has also been used to offer flexible access to learning. For example in Bradford in the

early years of cable television whole areas were cabled up and householders given access to a

learning channel. Local learning centres had laptops which people could borrow and also use to

put items on the learning channel.



 Gloucestershire Libraries and Information Services offer a range of flexible opportunities to first

steps learners and support to learners wishing to progress onto further opportunities. All libraries

offer ICT taster sessions. In addition formal learning such as learndirect courses and the EDCL can

be accessed through libraries. Access to many information services including nextstep / IAG can

start through a visit to a local library. There are also more structured learning opportunities,

often offered in partnership with other providers such as colleges and Sure Start Children’s Centres.



 Some library services are offered remotely to library members, for example free access to some

costly online reference resources using a password. Library staff are receiving training so that they

can extend the services and support offered to members, for example in ICT, and staff skills are

being developed to ensure that the libraries function as effective ‘gateways to learning’ in the county.



 The curriculum support worker at Dene Magna School teaches Pilates and has made a DVD of

exercises and movement which she gave to her group as their homework over the summer when

there were no classes to enable them to progress in her absence.



 A summer school at the White City Neighbourhood College will provide a Learning for

Employability scheme with tracking systems and IAG links (see C below).



 Flexible IT based provision such as learndirect, UK online and the BBC and college IT centres may

offer flexible progression opportunities.



 Many providers recognise that if learning is not local, getting to learning opportunities offering

progression takes time and is an additional barrier. One answer has been to provide more

provision in the local community (see F below).



 Gloscat Do IT centres in Gloucester, Cheltenham and Tewkesbury offer flexibility to learners with

opening times into the evening and Saturday mornings. Learners book sessions at times to suit

their needs.







Progression from community and first steps learning in Gloucestershire Page 10

Transport (also see b below culture of organisation)



 TLC links individuals through its Learning Community and Learning Champions to arrange car

sharing and lifts to provision for those without cars living in areas not served by bus routes.



 Easton Learning Centre in Bristol offers advice and assistance from other organisations and

agencies, which might perhaps be able to fund elements of a learner’s progression, for example,

transport to the course, or which can arrange to take the individual to a potential provider.



 National Star College offer a range of first steps learning opportunities to meet the needs of people

with physical disabilities. Links with transport providers such as community transport and use of

the learner support fund means that a too often housebound group can enjoy learning a wide range

of subjects.



 Community transport such as ‘dial a ride’ can offer low cost transport to learning venues for some

disadvantaged learners.



 National Star College has plans to offer a Travel Training programme for learners with physical

and mental health difficulties. This will develop the confidence and skills of people who do not

currently access public transport.





Finance



 TLC and other local organisations have worked in effective partnership to access funding and / or

share resources, focusing on progression opportunities as well as first steps provision.



 Some provision is jointly funded. The Asian Women’s Group, for example, is part funded by the

University of Gloucestershire.



 Learning Partnerships can help partners to consider co-ordinated access to funding streams, reducing

competition and duplication.



 Train to Gain and unionlearn (see K below) may offer access to learning and progression for those in

the workplace.





Students with care needs



 National Star College’s provision for adults offers care support from volunteers, as does the

Artspace daytime programme in Cinderford.



 To ensure learning is accessible in terms of support Newholme Day Centre in Cirencester uses a

buddy or tandem scheme.







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Progression from community and first steps learning in Gloucestershire Page 11

Barrier B: Learner Attitudes – the perception that it is ‘not for me’





Good practice



 Progression case studies offer role models for others who might then consider moving on to a

range of voluntary or paid work, training or learning, including opportunities at level 2 and above.

Publishing case studies, for example, adult learners’ week nominations and award winners can show

that learning is for them. Individual role models such as individual development workers and learning

champions who have had a similar experience (see case studies 1 and 4) can „give people faith that

there‟s a way forward‟.



 GL11 uses its website www.gl11.org.uk/TLC.htm to publicise Learning Champions’ stories and

encourage others to progress.



 Group role models, such as the group of 13 participants of a GL11 course, can also help people to

recognise that progression is for them. This group was recently shortlisted for an award by NIACE

and were recognised by Adult Education in Gloucestershire for 14‘their achievements in learning

together as a group and for the contribution this has made to the community‟. On completion of their

course they are able to become supervisors and managers in pre-school settings.



 Celebrating success events are a feature of many organisations’ programme. For example,

National Star College, Stroud College and Gloucestershire Neighbourhood College use the

occasions to raise aspirations by featuring learner and successful progression stories.



 Accreditation, such as the Skills for Life test can be presented not as a threat but as an opportunity,

offering a stepping-stone to work or promotion. For example, teaching assistants have to get a level

2 equivalent in English and Maths in order to be accepted for training and accreditation for Higher

Level Teaching Assistant status.



 Positive incentives, linking learning with financial and other rewards, for example the TLC

Membership Scheme, can also encourage progression to a range of learning and other provision.

This is free to join for learners undertaking targeted college and TLC funded courses. 170 have

received a card since the scheme launch in 2005 and they receive a range of incentives including a

free swim at Dursley pool, a 7-day pass to Stratford Park Leisure centre and discounts in Cam and

Dursley stores. If people sign up for a Skills for Life course in Maths and English they receive a silver

card offering even more, for example, a 30% discount off courses at Stroud College and a buy one,

get one free, entry to Slimbridge. The RFDC college offers voucher rewards to learners prepared to

take Skills for Life tests on NLDC courses in primary schools.



 Some organisations have considered the culture of their organisation and how welcoming it is to

potential adult learners. People will travel if they feel welcomed, for example, some students travel

long distance to attend Stroud College’s for Skills for Life provision because the college is small with

a diverse student group, not only 16 to 19 year olds.



 Clarifying and publicising progression routes and learning pathways can also assist progression

(see H below).

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Progression from community and first steps learning in Gloucestershire Page 12

Barrier C: availability of good information, advice and guidance



Good practice



 At Cirencester College, IAG staff visit every targeted widening participation class – Language

Literacy and Numeracy (LLN), NLDC, SMART (ESF), and other adult provision where possible, at

the end of each term to raise awareness of IAG and of the options open to people. This is

increasingly happening for similar provision in other colleges.



 Provide information, advice and guidance throughout the learning process and for progression.

Cirencester is also conducting an action research pilot, funded by Adult Education in

Gloucestershire, to support progression from community venues to accredited learning provided in

the college. The college has identified that between 4% and 13% of adults progressed from 2004 to

2006, depending on the definition of progression used. The pilot will focus on three groups of

learners (totalling about 30) in rural locations (Watermoor Early Years Centre, Churn

Neighbourhood Project, Brockley Pre-School Playgroup). These will be given individual support and

guidance from April 06 to the end of the academic year and into the following year if they chose to

go on.



The process involves visits to each class to: inform them about the project, offer each person a

one to one individually focused interview about progression and arrange an individual interview with

nextstep IAG and to provide 1:1 telephone and other support as appropriate. A control group of

about 30, where no extra support is offered, will be established. Different group responses will be

monitored, feedback requested and a review and written report provided in October 2006. The aim

is to establish whether these interventions help progression over time and provide a model of good

practice.



 IAG is an essential element in the Nelson House rehabilitation provision. One to one, ongoing

support provided by a known, trusted, experienced, qualified person is seen as being very important,

alongside training and accreditation. Nelson House provides six weeks intensive induction training,

followed by education, training and employment provision, including ongoing IAG. Learners identify

the skills they have, their needs, barriers and goals. Nelson House also helps with ongoing support

and IAG if people settle in the area.



 TLC and GL11 support workers know the available pathways for progression for learners as do staff

in other organisations. Support workers and tutors trained in IAG are often best placed to give

advice and provide links with IAG support. Good partnerships and networking help with this (see J

below). However, appropriate signposting to those with IAG skills is also important.



 IAG provision in prisons is provided by individuals skilled in building relationships and confidence.

The IAG is provided by Gloucestershire nextstep, working in partnership with TRIBAL Offender

Learning and Skills Service (OLASS) and the resettlement service. These three services have

thorough knowledge of what each of the partners can provide and work together to support

the ‘offender learning journey’.



A member of IAG staff goes into Gloucester prison every week. Tribal provides support to the

prisoners on the training available to them in prison and on transfer to another institution. A

Progression from community and first steps learning in Gloucestershire Page 13

nextstep worker sees the prisoner before release. One particular prisoner was supported through

IAG to do a Food Training in Hygiene course NVQ level 1 in prison. On leaving he was again

supported with IAG and went on to Food Hygiene level 2 at Gloscat. He has now been working for

just over two years and has been out of prison for the longest period in the last ten years of his life.



 IAG within Skills Coaching, a partnership arrangement with Jobcentre Plus beginning in July 2006, will

allow Jobcentre Plus to identify and refer clients on Incapacity Benefit who want to go back to work

to undertake a prolonged period (up to six months) of ongoing IAG, including skills and

diagnostic assessment, confidence building and job skills to build their confidence.



 Gloucestershire IAG Strategic Board and the Learning and Skills Council Gloucestershire have

produced an Adult Information, Advice and Guidance Strategy and Framework for Action

(March 2006), based around ten key strategic priorities, which provides a framework, and focus for

IAG activity amongst all key partners and stakeholders.



 The potential usefulness of the learndirect helpline could be considered further, for example, to

support those whose first language is not English, as it has information in community languages.







Barriers D: Weak initial assessment



Good practice

 Ascertaining existing qualifications during initial assessment.



 Recognising and recording progress and achievement (RARPA) pilots (see section 6).



 Carrying out a Skills for Life initial assessment and creating a programme to help develop basic

skills for the next steps of their learning careers (See case studies 3 and 6).



 Use of a ready reckoner to identify existing level of qualifications/equivalences.



 Integrating skills for life assessment into the induction session. This is the practice at the Gloscat

Do IT centres in Gloucester, Cheltenham and Tewkesbury.







Barrier E: poor provider awareness of the kinds of learning and progression

which people want



Good practice



 Market research: TLC carried out a Learning Health Check, involving several of separate research

surveys with adults, young people and employers to determine their perceived needs around

employment, training and aspirations. The outcome was a Learning Plan used as a basis for action.



 Plans to develop appropriate learning opportunities in Westgate, Gloucester to support

regeneration in the city are being developed using a range of consultation methods and data sets.

Progression from community and first steps learning in Gloucestershire Page 14

 The Gloucestershire Neighbourhood College is using European Equals funding for its Governance,

empowerment and learning (GEL) project, to involve potential learners in identifying curriculum

needs in local communities. Focus groups and workshops are being organised using innovative

consultation methods, for example, looking at local newspaper coverage of neighbourhoods to

identify community learning needs. GEL has a particular focus on young people aged 16 to 30 and

older people over the age of 50.







Barrier F: Lack of community based provision to meet learners’ needs



Good practice



 Provide accessible relevant, and often tailor made learning opportunities, in attractive

community venues: GL11 are supporting the project to create a construction centre in Dursley and

to bring Level 2 provision into the community so as to offer progression routes locally.



 Classes are held by Stroud College and Gloscat in mental health day centres and those with

common mental health problems are also supported in mainstream provision (see G and J).



 Cinderford Artspace is in a converted printing works. The manager is passionate about the arts and

has helped to fundraise for the local centre offering art and IT opportunities. The centre has an

open door, non-discriminatory, non-targeted approach and provides a range of provision for the

local community in Cinderford. Some young people have gone on to apprenticeships from here and

others to media projects. One young man from Cinderford went on to Bower Ashton Art College

part of the University off the West of England, providing a role model for others.



 Gloucestershire Neighbourhood College offers courses in nine local Neighbourhood Centres

situated in deprived urban or semi rural settings.



 The Trust Centre in Tredworth, Gloucester, one of the most deprived wards in the county and

country, is used by a number of organisations providing learning opportunities. These include

WEA ESOL provision, IT courses for non traditional learners run by the Trust and training for

volunteers to raise awareness and provide support for the gay, lesbian, bisexual and transgender

community run by Gay-Glos.





Barrier G: Inconsistent support for learners



Good practice

 The importance of one to one support from trusted workers is recognised by, for example, TLC and

GL11 which have learning champions and brokers. These volunteers and workers know the

community, and can be effective within it even if they are not from the area. They have flexibility in

their role so that they can work creatively and innovatively. Each comes from a different

background and they are „hand picked‟. All are enthusiastic and motivated, and „didn‟t need

persuading‟. Recruited through word of mouth and personal contact they recruit and support others

to be ongoing learners. They work on latent demand, changing interest to intention and

intention to participation.

Progression from community and first steps learning in Gloucestershire Page 15

 A similar approach is being developed as part of the Gloucester Docks/Westgate Regeneration

scheme. Eight Champions have been recruited from different community backgrounds, including

a recent Adult Learners Week award winner. They will have access to training and go through the

LION (Learning in Our Neighbourhood) programme.



 Formal or informal mutual support networks can assist progression, for example, learners support

one another in the flexible learning centre at Stroud College.



 In organisations such as neighbourhood projects support for structured volunteering

opportunities within neighbourhood renewal projects often builds confidence before learners move

into the workplace.



 Learning mentors and buddying can also support progression.



 The importance of tutors and development staff, with empathy and knowledge, who build good

relationships with learners, is recognised by Adult Education as being vital to progression. For

example Gloucestershire’s Adult Education’s skilled development workers support the Bangladeshi

Asian Women’s Group. About 60 Bangladeshi women had come together and „wanted to do

something‟. The Adult Education staff worked with a diverse Steering Group - four Bangladeshi

women, social services, the learning community and the University of Gloucestershire. The group

met every 4 – 6 weeks and started to look at an action plan. They decided to arrange swimming

classes but there were many barriers.



The development workers helped the group work through the practical issues and achieve their

plan, with everyone taking responsibility for particular actions. Now the group is forming a

committee, taking control and looking at how they can access further learning. They aim to have

their own centre and a visit has been arranged to a Smethwick centre to see how it was set up. A

dissemination event will be held in the women’s first language – Bangladeshi.



 Research on family learning programmes „reinforces the message that taking on new roles can lead

to participation in further learning. It also stresses the need to support progression into new kinds of

learning‟. 15 Family programmes, such as those in Gloucestershire, encourage family members to

learn together, raising aspirations and inspiring adults and children to continue learning (see Case

Studies 2 and 5). They promote learning together as a family but also learning within the family.

The inter-generational aspect of family learning is important. Family learning includes programmes to

help to get adults and children learning as or within a family or to help parents/carers to support

their children’s learning. There are also family literacy, language and numeracy programmes for

parents, carers and children. Family advisers are also recruited from among parents who have

experienced learning and progressed.









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Progression from community and first steps learning in Gloucestershire Page 16

Barrier H: Appropriate bridging provision and support





Good practice

 Provide progression opportunities where the learners currently attend; see F Dursley and Cam

example, where more learners are now taking the step of going to Stroud College from the Dursley

area as a result of initial locally provided progression opportunities.



 The integration of community liaison and outreach work into mainstream provision can

support progression by building understanding and helping to address progression concerns. An

example is the arrangement between Stroud College and the Gloucestershire Partnership NHS

Trust. A Mental Health Worker works part-time in the college. The rest of the week is spent

working with people with mental health difficulties in a therapeutic setting.



 Some projects ask those who have already succeeded in moving on to other provision to come and

talk to the first steps/community delivered courses about their progression.



 Where relevant progression is not available in the project/centre, staff can actively support learners

to widen their aspirations and progress to other learning providers, by organising visits to a

potential provider’s open days (for example, local colleges and HE institutions), making sure that

there are friendly helpful people from their community and staff and students to show them round

and make them welcome.



 The Royal Forest of Dean (RFDC) NLDC programme at Lydbrook Primary School focuses on

healthy lifestyles with a ‘light touch’ approach. A reward voucher has led to 14 parents

achieving Literacy and Numeracy qualifications administered by the RFDC Skills for Life team. The

scheme also includes a ‘dissemination day’ at the college where the students get an opportunity to

try relaxation techniques, meet adult guidance personnel and experience the college first hand.

There are several examples of progression from the programme, for example into holistic therapy

training, classroom assistants and onto IT courses.



 In Sandwell a short 7 minute progression video/CD has been used with adults in first steps/

community learning to support their progression. The video consists of a first section of talking

heads discussing their concerns about going on to college. The middle section shows the college and

the end section shows learners saying what the experience of going to college had been like for

them.



Tutors show it to learners as they come to the end of their community/first steps class and it is used

as a prompt to discussion within a relationship/context of trust. The tutor also links with the

development team in the local college and is able to arrange for the group to be taken there to meet

relevant heads of section/college who show them the facilities, introduce them to students and

perhaps complete an enrolment form. Some areas use a DVD showing Black and Other Ethnic

Minority Groups with people speaking their own language with subtitles.



 Some areas devise bridging courses to facilitate the move into mainstream provision from entry

level for those with learning difficulties or disabilities, for example Gloscat runs a Summer School for

those with learning difficulties or disabilities.





Progression from community and first steps learning in Gloucestershire Page 17

 It is important to recognise the need for breadth and consolidation of learning and skills, and

ensuring that progression routes match learners’ styles. For example, learners cannot always

progress from a Level 2 to a Level 3 course in one step.



 Strong links between learning programmes also support progression. For example the

Neighbourhood College is developing a pre Access Course linked with local Colleges.



 Provision that creates the expectation of progression helps learners to move on. For example at

Cirencester College, at the beginning of each course people are given a course briefing document

which lists progression courses and additional information. Progression options and IAG are also

mentioned on each individual learning plan (see annex 3).



 Home Start (currently in Stroud and the Cotswolds) can provide valuable local volunteering

opportunities for people of all ages and backgrounds with parenting skills. Recruitment to a one day

a week training course is based on assessment in the potential volunteer’s own home.







Barrier I: Progression routes unclear to learners and staff (also see 3 IAG)





Good practice

 Curriculum mapping can help to identify and show progression routes, for example, between

different parts of a programme or to other programmes. This ensures that there are clear

pathways, that tutors and learners understand the connections and that learners can be helped to

plan their programmes. An example of this is the Stroud College basic curriculum mapping of

Adult and Continuing Learning (ACL) provision to Art and Design. This shows that a learner

can attend a non-accredited taster class, move on to Level 1 OCN through to Level 2 OCN, Access

to HE and then to Art HND. Stroud and other providers have also clarified ICT progression routes

from OCN Level 1 to CLAIT and ECDL.



 Gloucestershire’s eight Adult Education Consortia map existing education and training; identify

where there are needs for education and training and how best to meet them; develop 'Progression

Routes' for learners between different members' organisations, for example, between levels of

learning; look at how education and training is delivered locally (time, place etc); work to remove

barriers which stop or hinder people learning and promote support which can help people learn (for

example, childcare).



 The Market for Learning project in the Forest of Dean is looking at curriculum mapping all the

health care provision in the area.



 It can be useful for some learners for linked provision to be offered at different levels by a

provider. For example TLC and GL11 offer a range of provision in the Cam and Dursley area, from

baby massage to the Cache Level 3 Diploma in Pre School Practice, for volunteer helpers at

preschool playgroups and reception classes.



 Progression route information should be available in an easy to use format for learners and

non-IAG trained, as well as IAG accredited staff to access. This could include: guides to relevant

websites, prospectuses, flow charts or explanations of qualification equivalents.



Progression from community and first steps learning in Gloucestershire Page 18

 Unitised credit based provision broken into bite sized chunks can also aid progression. The

Gloucester Docks/Westgate Regeneration Scheme plans to use this approach.



 The National Qualifications Framework (NQF) provides a starting point for mapping curriculum

in levels.







Barrier J: Partners’ different cultural, organisational and funding approaches





Good practice

 It is essential to build good partnership working, for example, TLC and GL11 recognise the

importance of practical partnerships and focus on the sharing of resources and experience. They

brainstorm responses to barriers, generate ideas and get things done within agreed timeframes, with

everyone taking responsibility for some action. „The partnership is not just a talking shop.‟



 Partnership work between nextstep, prisons and the resettlement service and between nextstep

and Jobcentre Plus (JCP) has also been effective in supporting progression. Partnerships between

learning providers such as FE colleges and other local providers for example through Aimhigher, the

programme to widen participation in Universities and Higher Education, can be an effective support

to progression.







Barrier K: Lack of workplace provision to support progression





Good practice

 Offer Skills for Life provision and opportunities to gain Level 1 and 2 certificates to support

progression in the workplace. For example, in order to move onto Higher Level Teaching Assistant

(HLTA) training all Teaching Assistants must have GCSE equivalent English and Maths. Adult

Education in Gloucestershire work with the county’s Professional Development team at Hucclecote

to promote Brush Up courses as a way of achieving the equivalent qualifications. Briefings and drop

in assessment sessions are offered in September and courses can be run at school premises, local

libraries or at the teaching room at Community House.



There is also an agreement with local libraries that they can run sessions when the libraries are shut,

for example, in Stow. If only one person wants to do the course the organiser will encourage them

to find a minimum of five more learners and run the course. Courses are advertised as the

opportunity to get the level 2 numeracy and literacy certificates and people come in their own time.

Similar provision has been run through learndirect (see Case Study 6).



 For Public Sector employees such as GCC Care Workers who want to acquire NVQs Adult

Education in Gloucestershire has organised provision for social services staff working in care under

SWAPSS (the South West Alliance for Public Sector Skills). The Gloucestershire Social Services

NVQ team recognised that staff have the practical skills but sometimes have low levels of literacy

and numeracy. Information sessions were held in Shire Hall reception and an open day during

Progression from community and first steps learning in Gloucestershire Page 19

Adult Learners Week and leaflets encouraged key social services staff to come on board with the

idea. A room is provided in Gloucestershire Rural Community Council and provision is run

everyday. Social Services staff who enrol on NVQs are screened for Literacy and Numeracy and

offered courses if appropriate.



 The Workplace Skills for Life advisor within Adult Education in Gloucestershire is also working with

senior managers in district councils to promote a scheme to encourage all levels of public sector

employees to brush up on their English and maths skills. Similar schemes have been successful in

the SE and NW of the country.



 The TUC is currently launching unionlearn www.unionlearn.org.uk, a new initiative to provide work-

based learning and training support across England. The TUC and Government have provided the

funding to establish unionlearn, which will provide support and advice on lifelong learning and

workforce development. It will focus on literacy and numeracy skills and Level 2 qualifications

amongst the seven million adults in England who lack basic skills, as well as Continuing Professional

Development. It also aims to strengthen union membership and encourage greater employer

support for training by demonstrating the business case for skills development. There are

currently 14,000 trained learning representatives in workplaces across the UK. Unionlearn aims to

have increased this number to 22,000 by 2010 and have helped 250,000 workers into learning.



 Other ways of encouraging progression at the workplace include flexible relevant provision,

making the business case for employee learning and support for employers. Research shows

that 1.3 million people go to work every day without the skills they require to do their job

proficiently. The LSC’s vision is that by 2010, young people and adults in England have the

knowledge and skills matching the best in the world and are part of a truly competitive workforce.



The LSC has developed Train to Gain to make sure that the training and skills advice offered to

employers are impartial, flexible, responsive, and offered at a time and place to suit businesses. Train

to Gain involves five steps. Working with an experienced Train to Gain Skills Broker, businesses will

be helped to: identify the skills their business needs; pinpoint the right training; agree a tailored

training package; find available funding and review progress. Train to Gain is based on the Employer

Training Pilots.



In the South West, Newquay Zoo took part in the pilot which gave them the opportunity to train

and develop their staff, on site, for free and to develop, with their training provider a learning

package that was tailored to their needs. As well as having all their training costs covered, they

received wage compensation to cover the time their employees spent learning. Seventeen of their

employees have now had training through the scheme – ten in management and seven in NVQ Level

2 programmes directly related to their jobs.



 Although not necessarily progression from first steps learning the Retail Skills Network,

Gloucestershire, scheme is worthy of mention. The programme, a partnership scheme developed by

economic development managers in Cheltenham and Gloucester, may extend to other towns in the

county. Partially funded through ESF the scheme uses ‘mystery shoppers’ to identify training needs

in the retail sector. The scheme, which has received the active support of town centre managers,

then offers flexible onsite training using laptops and assessment at NVQ levels 2 and 3. The

provision hardly disrupts the work of the business whilst developing the skills of employees. There

are plans to develop partnership schemes linking building developments in Cheltenham to training

local people in building skills with Gloscat as a likely partner.





Progression from community and first steps learning in Gloucestershire Page 20

Barrier L: Narrow perspectives on progression



Good practice



 Publicise examples of a range of progression possibilities. For example a musician and recovering

drug addict attending Nelson House did an African drumming taster course at Maidenhill School,

Stonehouse provided by Stroud College. He enjoyed this and it increased his skills and made him

feel more confident. He is now teaching African drumming and feeling valued for his expertise.



 One respondent commented that „Funders also need to be helped to understand what progression can

mean‟.









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Progression from community and first steps learning in Gloucestershire Page 21

Section 6

Barriers to the monitoring and measuring of progression: some

practical solutions

Monitoring can be defined as the systematic, consistent and ongoing collection of evidence. The process

of monitoring and measuring progression is important because it allows people to evaluate16 and decide

on further action.





Barrier A: Monitoring can be seen as unnecessary bureaucracy





 Evidence collection doesn’t have to be bureaucratic – photographic and other forms of

media can be used to support and evidence progress. For example, National Star College

have broken down learning activities so that they can be assessed and progress can be fed back to

individual learners. In a recent ALI inspection inspectors noted that a person who had barriers with

memory and recollection was assisted by taking photos of him. Each week he went swimming and

enjoyed this but, by the next week, had forgotten and would take a long time to get into the pool.

Laminated photographs taken of him entering and enjoying swimming helped jog his memory and

enabled him to move on.



 Photographs are used to build up a record of progress and development with a Pilates class for

older learners using the RARPA methodology.



 Those piloting RARPA emphasise the importance of involving learners in understanding,

recognising and recording progression.



 The process must be manageable. Gloucestershire development project staff are applying the

lessons of RARPA. The Passport to Learning (one sheet) holds the learners’ learning objectives

and talks about how student is feeling at beginning and end.



 Kensington and Chelsea College use a postcard which becomes a Record of Achievement for

learners on short courses. This ends with the question ‘And now I want to..?’ 17



 Record cards for learners can be used to record progression outcomes whenever they come up

and link these with incentives, see 2 below. Surestart and some Neighbourhood Project

Volunteering Schemes have used similar approaches.



 Exhibitions, performances, keep in touch events and celebrations of success are used widely in

the voluntary and community sector. A press file/portfolio or records of these events could be

shared more widely, possibly through newsletters and websites.



 Evaluation can be used to ask the kind of questions which tell you what people are doing and what

they have learned, these can then be analysed.



 Evidence can be used to show a range of impact or progression outcomes, e.g. evidence of:

personal change, self maintenance, social fabric, community activism – as well as Level 2s.







Progression from community and first steps learning in Gloucestershire Page 22

 Case studies and witness statements which follow a standard format can be used rather than form

based means of recording. For example the TLC Learning Champions put case studies in a

newsletter or on the website.



 Learner progression information (with permission) could be shared with other learners, through, for

example, regularly updated notice board, to encourage others’ progression.



 Development projects reports – DVDs, stories, descriptions, photos, videos – can also provide

evidence of group rather than individual progression.



 Minutes of meetings and actions can also be used as evidence of growing understanding and

practice, for example in the Asian Women’s Group some learners have taken responsibility for

enrolment forms and others are liaising with GL1 and the University.





Barrier B: Difficulties in accessing statistical information when learners leave

first steps provision and go to another provider



 The TLC Membership Scheme - TLC send out a register to each class and learners get a

bronze silver or gold card depending on how many courses they have done. The membership

card is returned to TLC and entered on a database by the Learning Community Projects Co-

ordinator so that TLC can then monitor progression. Membership is then posted out to the

learners. The process takes time and resource (staff inputting and sending out membership) and all

tutors need to be persuaded to encourage learners to complete the membership form.



 The good relationship and partnership working between TLC and senior staff at Stroud College

has supported the provision of some progression statistics.



 Some organisations work retrospectively through asking current learners how they came to be

there.



 Nextstep IAG follow up a percentage of their clients every one and six months and monitor

outcomes. The information is confidential but can give an indication of progression, for example an

in depth study of prisoners who received IAG gave qualitative and quantitative information about

progression. This information will be much fuller within the Skills Coaching Scheme as people will be

supported for up to six months rather than through one 40 minute IAG intervention.



 Some voluntary organisations use a system for post course follow up and feedback – for example

they contact learners or a sample of learners after they have left either by phone, email or mail to

find out about destinations and further support needs.









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Progression from community and first steps learning in Gloucestershire Page 23

Barrier C: Difficulties in accessing appropriate statistical information to

monitor progression within a provider





 Cirencester have analysed their MIS focussing on widening participation groups to assess

progression. At present they can check whether a learner has moved from Level 1 to 2 but there

has to be manual analysis to look at other kinds of progression, for example, whether someone has

gone from a Family Centre, to say the Castle Adult Site in central Cirencester for Language Literacy

and Numeracy and then to the main college. At present there is no cross college system for

following this up but college managers are exploring the issue and may for example decide to

monitor and evaluate progression in a limited number of courses such as first steps provision.



 Gloscat has been analysing MIS information related to cohorts of learners, for example, people

attending Family Learning, and using the information to plan provision and encourage learners to

progress rather than repeat courses at the same level.





Barrier D: The lack of systematic, easy to use systems for monitoring and

recording, including systems which support partnership arrangements



 RARPA (Recognising and Recording Progress and Achievement in non-Accredited learning: see Appendix for

information) a five-stage process, has been developed by NIACE and the LSDA and aims to address

the lack of systematic approaches in some first steps learning. It involves clarifying a learner’s

aims, initial assessment, challenging objectives, formative assessment, summative assessment and

picks up on previous and intended learning.



 Cirencester is piloting RARPA with 3 different tutors who all initially said the system was not

possible. The pilot is being reviewed in summer 2006 and then one person from each faculty and

those who piloted the scheme will be trained as the RARPA team. Each learner on a non accredited

course of 5 weeks or more has a Course Individual Learning Plan (CILP), in addition to the course

briefing document (see annexe 3). Tutors can alter sections A and B but not C and D. Section D

says „The following course would help you to make progress in this subject area‟, lists progression courses

offered at the college and elsewhere and gives the contact details for IAG.



 Gloscat has made progress recently as a result of simplifying their paperwork and encouraging

more ‘inventive’ ways of recording progress using displays and photographs.



 Where databases are available these could be used to record progression, as well as other

information such as achievement.



 Positive progression information about clients (with permission) could be formally and routinely

shared amongst those working in consortia, centres and projects, through, for example, a regular

meeting agenda item.









Progression from community and first steps learning in Gloucestershire Page 24

Barrier E: Tutor resistance to the RARPA process





 Adult Education in Gloucestershire are taking the lead on gaining acceptance for RARPA. The

service is offering training and support, for example a conference on the process was run in the

summer of 2006.



 National Star College is running a pilot for RARPA managed by senior members of staff.



 Most colleges have RARPA champions, for example, the RFDC college has a RARPA champion, a

silverwork tutor, who is a positive role model particularly for tutors of practical subjects who are

sometimes more resistant to recording systems.



 Sessions should be built into each course on recording progression. Some tutors do this very

successfully, and it can be helpful to use these tutors as peer supporters or champions.



 Nashashibi18 emphasises the importance of effective programmes of staff development and

professional engagement „part of the process of launching a new system for recognising and recording

achievement will be a varied staff development plan.‟ In a useful list of bulleted points she suggests ways

of ensuring that ‘all corners of provision’ are reached.





Notes



1 See bibliography

2 Annexe 1

3

Annexe 2

4 Hayward, G (2006) p 2

5 Hayward, G (2006) p 67

6 LSC (2004)

7 Hayward, G (2006) p 83

8 Nashashibi P (2004) p 30

9 LSC Annual Statement of Priorities 2006/7 p18/19

10 Nashashibi P (2004) p 8

11 Hayward, G (2006) p 82 - 83

12 Hayward, G (2006) p 75

13 It was noted however, that this is no longer free.

14 Citizen

15 Nashashibi (2004) p31-32 citing Haggart Horne and Taylor (2005) An evaluation of LSC funded family programmes. Leicester:



NIACE

16

Evaluation is the making of judgements on the basis of evidence. The aim of evaluation is to prove (that, for example,

progress is being made) and to improve provision by providing the basis for action. Evidence can be quantitative as well as

qualitative.

17 Nashashibi (2004) p 46

18 Nashashibi (2002) p51-52 Learning in Progress – recognizing achievement in adult learning: LSDA/NIACE









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Progression from community and first steps learning in Gloucestershire Page 25

Good Practice Progression Checklist

This checklist may help you to consider the practical steps that providers can take

to support progression and improve monitoring and measurement in learning.



1. Practical barriers - timing of provision, transport, finance, students with care

needs. Have you considered?



□ Allowing people to bring their children with them

□ Encouraging shared childcare

□ Providing crèche facilities

□ Using a mobile crèche

□ Fitting classes around school timetables

□ Using telephone conferencing

□ Using technology to make leaning flexible for example, DVDs and IT

based learning

□ Providing summer schools

□ Offering classes in local community venues

□ Encouraging car sharing

□ Working with the voluntary sector to support care and transport needs

□ Working with partners to jointly access funding and fund opportunities



2. Learner attitudes – the perception that particular providers / provision /

qualifications/ progression is not for them. Have you considered?



□ Providing case studies

□ Appointing learning champions

□ Having a website with positive stories about individual and group successes

□ Holding celebration of success events and exhibitions

□ Publishing progression routes and learner pathway information

□ Offering incentives such as a membership scheme

□ Presenting accreditation opportunities such as the Skills for Life tests as

positive opportunity

Progression from community and first steps learning in Gloucestershire Page 26

3. Lack of information, advice and guidance (IAG) - need for better and objective

IAG systems. Have you considered?



□ Incorporating IAG into all provision

□ Training support staff and tutors in IAG awareness

□ Offering IAG in partnership with other provision

□ Taking advantage of programmes and initiatives which incorporate IAG

for example, Skills Coaching

□ Offering IAG support in community languages drawing on all resources,

including the learndirect helpline



4. Weak initial assessment. Have you considered?



□ Recording existing qualifications during initial assessment

□ Clarifying Skills for Life needs during initial assessment

□ Using a ‘ready reckoner’ showing comparable levels of qualifications



5. Lack of awareness of the kinds of learning and progression people want. Have

you considered?



□ Conducting market research

□ Devising a Learning Plan

□ Involving learners in identifying community curriculum needs



6. Lack of provision to meet the learners need in their own community. Have you

considered?



□ Providing Level 2 provision in community venues

□ Offering classes in health centres

□ Working in partnership to offer provision in community venues









Progression from community and first steps learning in Gloucestershire Page 27

7. Inconsistent support for learners. Have you considered?



□ Appointing and training learner champions and local community workers by

for example using the LION (Learning in our Neighbourhood) scheme

□ Promoting a peer support system

□ Providing supported opportunities for volunteering

□ Developing a mentoring and / or buddying system

□ Working in partnership with other agencies to provide appropriate

support for minority groups

□ Encouraging families to learn together



8. Appropriate bridging provision and support. Have you considered?



□ Providing bridging courses where learners currently attend

□ Offering a bridging course in the summer before a programme starts

□ The extra support needs of individual students

□ Integrating community and outreach work into mainstream provision

□ Offering progression information sessions within first steps provision

□ Making videos or DVDs with ‘talking heads’ discussing their experience

of progression

□ Organising visits to the progression provider

□ Providing course briefing documents



9. Progression routes unclear to learners and staff. Have you considered?



□ Providing a curriculum map to illustrate progression routes and pathways

□ Working with the local adult education consortia to promote effective

progression between providers

□ Offering information using a variety of formats and media for different audiences









Progression from community and first steps learning in Gloucestershire Page 28

10. Partners’ different cultural, organisational and funding drivers. Have you

considered?



□ Sharing ideas and experiences during partnership meetings

□ Sharing resources and funding where possible

□ Using initiatives such as Aimhigher to breakdown inter-partnership barriers

□ Attending events and workshops for example Learning Partnership conferences



11. Lack of workplace provision to support progression. Have you considered?



□ Devising creative ways to gain Skills for Life and Level 2 accreditation in

the workplace

□ Working in partnership with others to provide work related advice

and information

□ Offering training opportunities within the workplace at times to suit the

employee and the employer

□ Taking advantage of the LSC Parklife programme, Train to Gain or unionlearn



12. Narrow perspectives on progression. Have you considered?



□ Developing models and case studies which offer different perspectives

on progression



13. Checklist of practical steps that providers can take to support and improve

monitoring and measurement in first steps learning. Have you considered?



□ Developing non bureaucratic ways of implementing monitoring

and measuring systems

□ Developing RARPA to meet the needs of learners and tutors

□ Appointing RARPA champions

□ Training tutors in methods which integrate tracking into learning activities

□ Making keeping in touch with learners part of routine practice

□ Working in partnership to develop and disseminate good practice







Progression from community and first steps learning in Gloucestershire Page 29

Section 8



Case Study 1

From leaving school with no qualifications to a gaining an NVQ in management



When Jean left school at 15 with no qualifications, she had no interest in education and could not have

imagined what she would eventually achieve in terms of learning and work.



Her education had been continually disrupted because of family problems and repeatedly moving schools.

Her first job, which she soon left because she didn’t like it, was as an office junior. This was then

followed by further secretarial and administrative work. She married at eighteen and by her twenties

she had a family of three. By her early thirties Jean’s marriage had come to an end and she felt very low

and doubted her capabilities.



However, when the children were small Jean had started to do evening work which she could fit around

caring for her children, including volunteering at a local youth club and for Severn Sound Radio Care

Line. She enjoyed working as a volunteer and saw that it might also help her to get some training and

learn skills which might assist her get a job when her children were older.



Eventually she began volunteering for the Citizen’s Advice Bureau and trained as an Advisor. The

manager there really believed in her and helped her to have confidence in her own ability. At this time

Jean’s youngest daughter and third child was only 4 years old. As a result, when she did an Access course

at Stroud College, she didn’t complete it as she was struggling to cope with recurring mental health

issues.



Jean had recognised that she wanted to work in the helping field but that it needed to be in a context

where she could work creatively. She also recognised that she needed to work on her own health and

healing. For a time she moved away. She took a New Directions course and got a job as an admin

assistant and then as the full time project worker at a drug and alcohol advice centre.



Eventually she returned to the Gloucestershire area. One day she was gardening for a friend when she

heard about a local community project. She says that she went straight there ‘in my wellies and shorts’

and was soon volunteering for the project, organising the office and setting up systems.



Whilst working as a volunteer Jean was asked to help deliver a personal development programme.

When helping the tutor pull together the ‘handouts’ she shared that the reason her own ‘handouts’ were

on buff coloured paper was that it helped with her dyslexia. Jean‘s spelling had always been bad. She had

made a joke of this to help her deal with the embarrassment and had avoided learning contexts in which

her inability to spell would be obvious. However, through the Job Centre Access to Work team she

was supported to have an assessment in the workplace. The result was that she was provided with a

laptop, desktop computer and voice recognition software which helped her to address the issue. When

a job was created as a development worker, Jean applied and was successful.









Progression from community and first steps learning in Gloucestershire Page 30

Since then, alongside her full time job, Jean has completed an educational kinesiology course (about using

both sides of the brain) gained a certificate in Reiki 1, has almost completed an NVQ 4 in Management

and her first year in nutritional healing and has just begun a Skills for Life course. In September she aims

to start an Introduction to Teaching Adults course. Not bad for someone who thought of themselves as

having ‘failed’ at school!







For Jean the key factors which have helped her to progress are:



 Ongoing, one to one support, in a safe place, from people she trusted who said and believed ‘you

can do it’– in her case her CAB manager and the staff of a community delivered and led project.



 The availability of personal development courses locally, such as goal setting and assertiveness,

which could get her started.



 Identification of her individual learning needs– and the provision of the laptop, desktop computer and

voice recognition software, through the Job Centre Access to Learning team, which helped her

address her dyslexia.



 Support from her community – the neighbours and friends who helped take care of her children

when she was studying and couldn’t afford childcare.



 Her own capability and unstoppability once started!





This is a true case study but the person’s name has been changed as she would prefer to remain

anonymous for personal reasons.









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Progression from community and first steps learning in Gloucestershire Page 31

Case Study 2: Dawn Trigg

Success through family learning



Dawn Trigg is an extremely busy lady. Besides being a wife and mum, she is a lunchtime supervisor at her

local school, Calton Infants, helps in the office, runs the crèche there, and at two other schools to

support their family learning provision, and is a volunteer first aider for the Red Cross. She also

organises and runs the family learning courses at her local school. These aim to get family members

learning together and help parents and carers to assist their children’s learning by teaching them

methods and strategies which can support their children’s progress. Dawn says that she got involved in

family learning five years ago when:



“I was taking my son, George, to school one day and his teacher called me into the classroom, took my hand and

asked was I doing anything this morning. My reply was just the same old routine – go home, tidy up etc. To this

answer she said, „why not try this instead, it will help George‟. I didn‟t know where I was going but soon found out

I was doing a numeracy class with other parents.”



That was the start of a very rewarding learning journey for Dawn. She attended a Family Learning

numeracy course, run by Rob Randall from Gloucestershire Adult Education. Rob, a Family Literacy,

Language and Numeracy tutor, was running family learning provision for parents and children and

sometimes solely for parents under EAZ (Educational Action Zone) and then through Adult Education.



Dawn was very enthusiastic about family learning as she was pleased to be able to give George, who has

vocal dyspraxia, more support and confidence and also enjoyed getting to know the other parents. At

the time Dawn was working in a local supermarket but wanted something more fulfilling. She confided

to Rob that she wanted to be a family learning tutor too.



Rob suggested that she enrolled on a twelve-week pre-learning support worker course with some other

mums from the scheme. Dawn followed this by successfully applying to do the NVQ 2 Learning Support

workers course at GLOSCAT which included a school placement. Since then she has also completed a

Level 2 Adult Learning Support course to assist adults with learning difficulties and the level 2 OCN

qualification in Family Learning Tutoring. In addition, she has achieved her level 2 in literacy and

numeracy, completed a CLAIT course and is going back to college in September to start her European

Computer Driving Licence (ECDL)!



Dawn gave up her supermarket job two years ago and now runs the family learning sessions in her local

school. Last year she successfully supported two groups with a total of twenty-three adults and their

children. This year she is supporting a further two groups of parents and children, running curriculum

based projects, on for example, baking and icing cakes, which include activities on weighing and

measuring which parents and children can then do together at home.



She has recently been successfully nominated by Rob for the South West Adult Learner Awards and was

awarded the Adult Learner’s Week South West Individual Learner Award. Rob says:



“Dawn is an inspiration to others‟.









Progression from community and first steps learning in Gloucestershire Page 32

Dawn says that



„Once I started learning, I got the bug and couldn‟t stop…. Now I never have time to get bored‟







For Dawn the key factors which have helped her to progress were:



 Ongoing support, from people she trusted - her husband, son, the head of her local school, Rob and

her tutors - who said ‘you can do it’ and helped build her confidence self esteem.



 Being able to do some of her courses at a local learning centre nearby where she could learn while

her son was at school.



 Good quality information, advice and guidance.









Progression from community and first steps learning in Gloucestershire Page 33

Return to Contents





Case Study 3: Lokman Mustafa

Progression through flexible IT based learning from literacy courses

to a level 2 college hairdressing course



Lokman Mustafa went to study at Easton Learning Zone, a learndirect/UK online centre in Bristol, at the

suggestion of his Job Centre adviser. Lokman grew up in Kurdistan and had been in England for about

six years – first in London, then Great Yarmouth and then Bristol and was aware that, if he wanted to

get further training and a job in hairdressing, he would need to improve his English skills. Over the last

year he has achieved a lot, gaining a level 1 certificate in literacy and being accepted on a level 2

hairdressing course at the City of Bristol College.



When Lokman attended Easton Learning Zone, the tutor there explored his needs with him in an

introductory advice and guidance session. Lokman had never used a computer before so the centre

helped him to get used to using one by enrolling him on Surfdirect. As Lokman’s first language is not

English, the centre also carried out a screening to check his understanding and identified that he needed

support with basic English skills.



His tutor used English Skills Check, a computer based diagnostic programme to assess his immediate

English as a Second or Other Language (ESOL) needs. Having acquired an indication of Lokman’s English

skills level his tutor entered Lokman on ELLIS Middle Mastery, an IT based ESOL course which is pitched

at entry level 3. When Lokman had completed ELLIS Middle Mastery, he moved on to some additional

IT based literacy courses to help him with his grammar and spelling and some further courses to help

him consider various scenarios involved in applying for a job or for a course.



In discussion with his tutor, Lokman then decided that he would like to sit the level 1 certificate in

literacy. To help him prepare for these, the centre used ‘Move On’. The ‘Move On’ practice tests

allowed Lokman to check where he had made mistakes, to discuss these with his tutor and to further

refine his literacy skills.



Lokman sat his level 1 literacy assessment in June. Though he was nervous, to his delight, he passed and

was awarded his level 1 literacy certificate. As well as achieving this success, Lokman has now also been

accepted for a level 2 hairdressing course at the City of Bristol College which he starts in September.



To support Lokman in his application for this course, Easton got in touch with a colleague from Bridging

the Gap (a European Social Fund and Single Regeneration Budget project), who supported Lokman with

information and advice and even took him to the college when he went for his interview.



So as not to waste the time before he started at college, Lokman continued to study at Easton Learning

Zone working on his literacy and numeracy. In addition, the centre gave him a computer and he

completed some courses to develop his IT skills. This means that now he can write up his assignments

on the computer, using the spelling and grammar facilities to check his work.



Lokman says that he found the centre and its staff very friendly and felt „at home‟ there. He particularly

liked the fact that he could come and study at any time. He feels that not only has his English improved





Progression from community and first steps learning in Gloucestershire Page 34

but also his IT and job search skills and he is really looking forward to starting his vocational college

course later in the year.







For Lokman the key factors which have helped him to progress are:



 Appropriate signposting to progression opportunities by his Jobcentre Plus adviser.



 Initial and ongoing assessment to ascertain his learning needs and an individually tailored programme

to meet these needs.



 The availability of flexible IT based courses locally which he could attend at a time to suit him.



 The friendly, knowledgeable staff who made him feel at home.



 Practical assistance, from staff from another project, who took him to the City of Bristol College, to

look around.









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Progression from community and first steps learning in Gloucestershire Page 35

Case Study 4: Beccy Noble

From no qualifications to learning champion and art therapy training





Thirty five year old, mother of five, Beccy Noble, is starting an Art Therapy course at Stroud College this

September. She is a Learning Champion for the Testbed Learning Community in Cam and Dursley and

also works part time as a volunteer for Wilmington House in Stroud supporting the rehabilitation of

people with mental health problems. And - just in case her life isn’t busy enough - in her spare time,

Becky takes care of a menagerie of rescued pets including: two dogs, three rabbits, four snakes, two

lovebirds, assorted fish and a lizard!



Beccy has travelled a long way in every sense. A troubled home life meant that she left school without

any qualifications. Bringing up five children, battling depression and drug addiction and moving halfway

across the country meant that there had been no time for learning. Also, when Beccy came to live in

Cam in 2002, hoping to rehabilitate and start a new life, she didn’t know anyone. When her support

worker introduced her to the GL11 Community Project in Fairmead Beccy felt that



‘This was a big break as I had never felt I fitted in before.‟



When she took her baby daughter Tianna along to the Project,



„Everyone was really friendly and welcoming and I immediately felt at home. It was a chance for us both

to make friends because there is a free crèche. It‟s walking distance and there‟s always something good

going on. I didn‟t know a soul before – now I really feel part of the community…‟.



When someone at GL11 suggested a computer course, Beccy says



„I was a bit nervous but the teacher was brilliant and made us feel really at ease‟.



Since then Beccy has done a range of course including a health and hygiene course, Level 1 and 2 Word

Processing courses and a PATA course on Introduction to Play. In Spring 2006, she passed her City and

Guilds Level 2 Certificate in Adult Learners Support, taken at Dursley Education Centre on Wednesday

evenings. She is also doing a Teaching Adults course so that she can help other adults to improve their

literacy skills and has just passed modules 1, 2 and 3.



Beccy was delighted to be asked to be a Learning Champion for The Learning Community. Learning

Champions are local residents who have been involved in some kind of learning which has had an impact

on their lives and who want to help other people to be involved in learning.



Learning new things has given me so much confidence – I feel so much better about myself, and I can

help my daughter to use a computer which I was not able to do with my other children – now I want to

encourage other people to have a go.‟



Beccy supports people in a range of ways such as helping to get a course set up if there are enough

people interested or assisting with practical support such as transport. For example, she currently picks



Progression from community and first steps learning in Gloucestershire Page 36

up a learner from Berkeley and takes her to a course in Dursley which she would not otherwise be able

to attend.



In September Beccy begins her Art Therapy course at Stroud College as her ambition is to work with

people suffering with depression, or with children and



‟Without qualifications, I didn‟t stand a chance of getting the sort of job I want.‟



Her tutor will meet her at the College, as Beccy would meet others at GL11, to take her along and

introduce her to the class. However, as she says



„I would never have gone back into a college without the support in a small friendly environment like

GL11.‟







For Beccy the key factors which have helped her and others to progress are:



 The availability of courses locally, which could get her started.



 The availability of crèche and toddler group facilities course in the community centre.



 The friendly staff and environment with people who were in a similar situation and made you feel at

home.



 Ongoing support, from people like learning champions who can provide practical assistance, such as

lifts, and help build confidence self esteem.



 Excellent tutors.



 Appropriate signposting to progression opportunities e.g. the art therapy course.



 Support from her community – the friends who helped to take care of her children when she was

studying and couldn’t afford childcare.









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Progression from community and first steps learning in Gloucestershire Page 37

Case Study 5: Amanda Perkins

Achieving her dream: Amanda Perkins is heading for a successful nursing career



Twenty nine year old Amanda Perkins had always dreamed of a career in nursing. Now her dream is

within her grasp. She has won a place to study nursing at the University of West of England starting this

September.



When Amanda left school with minimal GCSEs it seemed that she would never achieve her goal. She did

do an intermediate NVQ in Health and Social Care at a local college but, at that time she was more

interested in socialising than study, and she was not accepted onto a higher level course. At seventeen,

she and her partner had a son, Jay, and a daughter Kalanie followed three years later. For the next few

years, taking care of the children as a stay at home Mum and making ends meet were the priorities

rather than education.



When her son went to school and needed some support with his maths, Amanda felt frustrated that she

was unable to help him. The problem was that she could often see the answer but could not explain this

using the methods that her son’s teacher used. As a result her partner tended to take over and help Jay.

This brought back bad memories of her own schooling. She had similarly had problems with Maths. Her

father had tried to help but had used a different method and she could remember being traumatised by

an unsympathetic teacher who called her out to the front of the class to work through a sum on the

blackboard. As a result she missed a lot of schooling, never got the hang of fractions or decimals and got

an E in Maths in her GCSEs.



One day when she was dropping Jay off at school she met Rob Randall, a family learning tutor from Adult

Education, in reception. Family learning programmes encourage family members to learn together. The

family literacy, language and numeracy courses aim to improve the skills of parents and carers and

support them to help their children. Rob suggested that Amanda might want to attend a family learning

maths course which would help her to help her children. Amanda signed up and found that she

‘absolutely loved learning!’ She regained the confidence that she had lost, thoroughly enjoyed being able

to help Jay and, gradually, the dream of going back to college and having a career resurfaced.



Rob then encouraged her to consider applying to Gloscat for an Access to Higher Education programme

– a course which provides mature students with the study skills, subject knowledge and expertise

needed to go to University. Her success in the maths class, combined with some assistance from Rob

with application forms and interview tips gave her the confidence and practical assistance she needed to

apply to Gloscat. As a result Amanda was successful in her application for the Access course. In 2006

she completed her studies and in July she heard that she had passed all her exams at the highest level.

This success included Maths, where she only got one question wrong!



She has now been awarded a place on the University of the West of England’s nursing course and in

September 2006 Amanda will begin the next stage towards achieving her dream.



The process has been very hard work for Amanda. It has also been financially challenging as she gave up

her job as a part time dinner lady to study full time and had to pay for the Access course. Because of

continuing financial constraints she will attend the Diploma course at the University of West of England

(UWE) although she has been accepted for the nursing degree. However, while she is nervous about

leaving the safety and friendship of the Access course, she is looking forward to the new challenges

ahead.

Progression from community and first steps learning in Gloucestershire Page 38

Amanda’s advice to anyone else considering a return to study is



„Have confidence in yourself and just go for it! You‟ll never know what you can achieve unless you try‟.







For Amanda the key factors, which have helped her to realise the dream she had as a child, are:



 Support at a local, easily accessible venue, with the key basic skill – maths - which she needed both

to help her own children and to progress and enter university.



 The help of a sympathetic and knowledgeable tutor who believed in her – in her case her the Family

Learning numeracy tutor.



 Her own inner motivation which resurfaced as her confidence grew.









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Progression from community and first steps learning in Gloucestershire Page 39

Case Study 6: Jill Steer and Nicky Barnard

How IT based leaning supported two teaching assistants to overcome their fear of Maths and

become Higher Level Teaching Assistants



Jill Steer and Nicky Barnard from Wiltshire have successfully risen to a series of challenges to become

Higher Level Teaching Assistants. Jill and Nicky had been teaching assistants at Sutton Veny School for

about 11 and 16 years respectively when their Head suggested that, as they were the most experienced

Teaching Assistants in the school, they should enter for the new Higher Level Teaching Assistants

programme. This programme has been introduced by the Teacher Training Agency (TTA) to assess and

train teaching assistants and learning support assistants who do not have formal qualifications. If

candidates are successful they are awarded Higher Level Teaching Assistant (HLTA) status which is

nationally recognised and pitched at level 4.



While Jill and Nicky were enthusiastic about getting HLTA status, they were very nervous about all the

work that was involved. They were even more unsure when they found out that to be able to get the

HLTA, they would have to provide proof that they had level 2 equivalents in literacy and numeracy.



Although Jill had done her CSEs at school, she wasn’t satisfied with her Maths grade and anyway couldn’t

find the pieces of paper needed for the HLTA. When she had left school she had become a hairdresser

in Warminster. Then she married and had a family who she always put first before her career. But part

of her had always wanted to be a teacher. Her opportunity came when her son wouldn’t stay at the

pre-school playgroup without her. So she stayed to help and soon she was running it!



Then an opportunity arose at Sutton Veny and Jill was appointed to the role of Teaching Assistant. By

2004 she was very experienced and highly competent teaching assistant, however, she did not have a

piece of paper to prove it. Now at 40 Jill and her Teaching Assistant colleague, Nicky, were being

offered the opportunity to acquire the documentation and Higher Level Teaching Assistant status.



Nicky was in a similar position to Jill. She had gained her ‘O’ levels earlier in life but came from a family

of six brothers and sisters, had moved out of her family home 27 years ago when she got married and, at

47, she also had no idea where her certificates were!



Despite their memories of bad experiences during their own junior schooling and their fears of failure,

both of them decided to ‘go for it’. Meanwhile their head had been exploring where they could do their

literacy and numeracy certificates in the short amount of time before they had to submit their portfolios

for HLTA assessment.



TABS Ltd, a learndirect and UK online learning centre in Wiltshire was able to offer exactly what they

wanted in the timeframe they had available. In July 2004 they visited the centre for the first time with a

number of Teaching Assistants from other schools who also wanted to achieve their certificates in

literacy and numeracy so as to gain the HLTA status. Jill and Nicky had interviews with the Manager of

TABS and the senior tutor. Through discussion, it was agreed that maths was the major challenge for

both of them. They both did an initial assessment, Number Skills Check, which identified their strengths

and weaknesses and a programme was drawn up for each of them.



Nicky’s experience of Maths at junior school had been ‘horrifying’. In addition there were some areas of

maths, such as decimals, that she and Jill had never studied at all. Jill also had bad memories of school

Progression from community and first steps learning in Gloucestershire Page 40

and of her Dad getting cross when she didn’t understand things immediately. She was therefore

concerned when she saw that the Maths tutor was a man. However, he was so patient and helpful that,

not only has she now overcome her fear of Maths, it has also made her see male teachers in a different

light. As Nicky says ‘Sometimes we wouldn’t even understand the question, but he would explain it and

give us a ‘recipe’ for the way in which an answer could be produced’. They both feel that they have also

gained insight into the way in which children learn and the support children need to understand their

work.



Over the next few months Nicky and Jill travelled to the centre together every week on Thursday

afternoons, in their non contact time. They also spent much of the summer holiday together in school

working towards their numeracy assessments. They completed IT based courses on fractions, handling,

measure and number and by the first week of August they were almost ready to sit the assessment. To

give them the final boost they needed they used the ‘Move On’ website in mid August and then sat and

passed their online numeracy tests at level 1 in the third week of August. Without a break they then

moved on to IT based level 2 numeracy courses and passed their level 2 numeracy tests on November

1st 2004.



To get the final proof they needed so as to be able to enter for the Higher Level Teaching Assistants

status, they also had to get their certificates in literacy at level 2. Both of them therefore did IT based

courses to prepare for this and on the 18th November they passed their level 2 Literacy assessments.



On both the days when Jill and Nicky took their tests, their tutor was there to welcome them and give

them last minute encouragement and by the time they took the tests they both felt more than fully

prepared. The manager even moved Jill’s car for her so as not to distract her from her tests! They feel

that working together kept them motivated. Added to this the tutors and the other „absolutely brilliant‟

staff and the welcoming, relaxed atmosphere at TABs all kept them going.



Jill says that studying for her Maths was the „most difficult thing I had done in my life‟ but that it was worth

it. In addition, her computer skills have improved. Nicky is the school’s IT co-ordinator so her IT skills

were already up to scratch but both Nicky and Jill feel much more confident now and they and their

families are rightly very proud of their achievements. Jill and Nicky are now using their newly honed

numeracy skills every day in school explaining mathematical problems, including decimals, to the children

they teach. They have now been assessed for the HLTA award which will give them official recognition

in their chosen careers.



For Jill and Nicky the key factors which helped them to progress were:



 Initial assessment to ascertain their learning needs and an individually tailored programme to meet

these needs.



 The availability of flexible IT based courses locally which they could attend at a time to suit them.



 The relaxed atmosphere and the friendly, knowledgeable staff who made them feel at home.



 The mutual support they gave each other.







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Progression from community and first steps learning in Gloucestershire Page 41

Case Study 7: Caroline Peters (Name Changed)

A new chapter for Caroline



At 31 years old Caroline is about to embark on training for a new career as an IT tutor. Two years ago

this would have seemed an impossible ambition.



The last six years have been difficult ones for Caroline and her family. Despite marrying and having two

beautiful children during this period, Caroline has had to cope with loosing a job she loved, a serious

physical illness, post-natal depression and the breakdown (fortunately only temporary) of her marriage.



It is not surprising that these events meant that Caroline lost confidence and found everyday life difficult

to cope with. Social Service support helped by providing free childcare a couple of mornings a week, as

did a psychological profile showing that she needed a structure to her life, a life which had become

increasingly chaotic not helped by differing medication regimes which sometimes left her feeling up and

at other times down.



It was by chance that she noticed the local Neighbourhood Project one day. Despite living in the area

for 8 years she hadn’t seen it before. Reading the posters about classes she decided this might be the

opportunity to use her mind again and introduce more structure into her life - but she was nervous and

worried about childcare and the fees.



Charmain, one of the project staff was reassuring, she provided advice and information about free

childcare. Two years ago Caroline started the European Computer Driving Licence (EDCL) course and

now has only one module to complete. Having worked with computers in her job at Messier Dowty she

found some modules of the course relatively easy which helped boost her confidence. She’s also about

to complete a Numeracy qualification, a weak subject at school, so she’ll have a good GCSE equivalent.



Towards the middle of last year she started to think about returning to work but these thoughts were

tinged with anxiety. Charmain again provided support and suggested voluntary work as a means of

building confidence. For almost 7 months Caroline worked for one day a week at Cheltenham Housing

Aid who were able to provide support for childcare. The work with the homeless was interesting

„something I‟d never done before… I was not getting paid but it was still work.‟



Unfortunately the funding for childcare finished and Caroline had to leave Housing Aid. The

Neighbourhood Project stepped in again and now Fridays are spent helping out at the project as a

volunteer.



And what about the teaching ambitions? During numeracy classes Caroline started to offer support to

fellow students who were struggling, the tutor appreciated this and said she was a ‘natural.’ Now she

sometimes helps in IT drop-in sessions at the centre. In September she starts a City and Guilds course

at the White City Community Project to teach in Adult Education. Her ambition is to teach IT in the

Neighbourhood College. Last year she won the Churchdown Project Adult Learner of the Year Award,

the presentation and certificate motivated her even more, ‘it was a really exciting day.‟



Now her children are older and about to start school and nursery childcare difficulties are not as great.

Her marriage is secure and she will soon have recognised qualifications and a new career.







Progression from community and first steps learning in Gloucestershire Page 42

For Caroline the key factors, which have helped her to overcome the difficulties of the last few

years, are



 On going support at a local, easily accessible venue with reliable childcare.



 The help of a sympathetic project worker who believed in her, and the support of tutors.



 Structured voluntary work with financial support for childcare costs.



 Advice and guidance about career routes that built on her previous experience in the workplace.



 Winning an award.









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Progression from community and first steps learning in Gloucestershire Page 43

Case Study 8: Paul Greening

National Star College



When asked what he could do at the beginning of a course at National Star College, Paul replied

„Nothing‟. Specific learning targets were set, so that Paul could work towards increasing both his

knowledge and skills. Since learning how to switch on a computer, Paul’s enthusiasm,

confidence and capabilities have soared.



As Paul had recently suffered a stroke, mouse control was extremely difficult to begin with, as

was hitting the right keys on the keyboard, however with a lot of practice, patience and

determination on his part and adjusting his pc using the accessibility options, Paul is now able to

input competently and confidently.



Paul’s speech has also been affected by his stroke; but this does not stop him contributing to

class discussion. His personality and sense of humour come shining through and make him a

very popular member of the group.



His wife Sharon has also gained skills while supporting Paul in class. They practice at home what

has been taught in class, and make excellent use of the resources given them to take away.



Paul has achieved far in excess of his original targets, constantly updating his Individual Learning

Programme.



When completed, his Life Story project will provide evidence of all Paul has learnt over the last

year, and show how far he has travelled. It will also give him a platform to voice what has been

important to him in his life, in multimedia format.







For Paul the key factors, which have helped him to undertake learning despite his disabilities

are



 Setting achievable goals and targets.



 The facilities and support available in a specialist college.



 Family support.



 The use of appropriate media to record his progress.









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Progression from community and first steps learning in Gloucestershire Page 44

Recognising and Recording Progress and Achievement in non-

Accredited learning (RARPA)

Taken from a NIACE/LSC leaflet



What is RARPA

The RARPA approach applies a staged process to recognising and recording progress and achievement.

It provides a systematic approach to ensure that the learner is at the centre of learning and that the

learner’s goals are recognised and counted to the success of their learning. There are two interlinked

processes:

 Systematic recognition & recording of progress & achievement through a staged process

 Quality assuring of learning through the RARPA process.



The RARPA staged process helps providers to identify areas for improvement. It will enable them to

make sound judgments 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.



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.



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).



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.



The RARPA vision

 A learner-focused system of recognising both anticipated and unanticipated learning outcomes arising

from non-accredited programmes.

 Quality systems in relation to RARPA will be robust, fit for purpose, non-bureaucratic and meet each

learner‟s needs. Providers will use the approach as a tool for quality improvement and to increase

recognition of learner achievement.



Where to go for advice

You can access the RARPA website www.lsc.gov.uk/rarpa for further information which also includes

many examples of effective practice in applying the RARPA approach. The LSC is responsible for the

introduction of RARPA, and your local LSC should be able to advise you on what is happening in your

area. In addition there is strategic support available from RARPA Champions who have implemented

RARPA in their own organisations and who can be contacted through the website. An electronic Word

version of the RARPA guide is available on NIACE’s website www.niace.org.uk/rarpa.

Progression from community and first steps learning in Gloucestershire Page 45

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