PowerPoint Presentation - Learning and Skills Council

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					       Implementing New Measures
              of Success
                   September 2005


•   Policy context
•   Aims of new measures
•   Shared process
•   Suite of measures
•   The new measures
•   Outline timetable
•   Further information
Policy context
• New framework for inspection
• New, ‘sharper’ framework for 14-19
• LSC’s agenda for change, particularly:
   – Funding
   – Skills
   – Quality
   – Data
   – Reputation

• Fair, valid and fit for purpose measures
  across whole sector
• Consistent use by official bodies
• Putting teaching and learning at the heart of what we
• Greater decision-making opportunities for providers
• Avoid additional bureaucracy
Shared process

Advisory and technical groups comprise members from:
 •   Association of Colleges
 •   Secondary Heads Association
 •   Association of Learning Providers
 •   Sixth Form Colleges Forum
 •   HOLEX
 •   NATSpec
 •   Qualifications and Curriculum Authority
 •   Confederation of Education and Children’s Services Managers
 •   Providers across across the sector
 •   Local Authorities
     Suite of measures

Consultation highlighted a suite of measures:

1.    Qualification success rate   4.   Provider responsiveness to
      (QSR)                             employers

2.    Value Added and Distance     5.   Value for money (VFM)
      Travelled measures (VA/DT)
                                   6.   Learner satisfaction
3.    Recognising and recording
      progress and achievement     7.   Improved information on
      (RARPA) in non-accredited         learner destinations
                                   8.   Staff measures
Avoiding Bureaucracy

• Measures are proportionate
• Gather information once; use many times
• Consistent use of measures by official bodies
• Joined up approach to development and
• Standardise and automate where appropriate
Qualification success rate

 • Development of a qualification success rate (QSR)
   measure for WBL which aligns closely with that used in
 • FE: minimal change in methodology. Some change in
     short qualifications sub-divided: success rates to be
      shown for courses less than five weeks long
     introduce new comparative data at institution level
      based on curriculum-adjusted techniques
 • Application of the measure to school sixth forms – data
   collection issues to be identified and resolved
 QSR: WBL (1)

• Equivalence of impact … not simply replicating FE
• Needs to take account of current practice where
  actual learner completion dates are often well after
  the planned time frame as recorded on the ILR.
   QSR: WBL (2)

The two measures:

• overall success rate -- the proportion of learners
  who achieve qualification/framework
• timely success rate -- proportion of learners
  who achieve by their expected end date (or
  within one calendar month of it)
 QSR: WBL (3)

• Six week period of grace
• Accounting for learners who transfer within
  and between providers

• Development of RARPA approach to
  include E2E

• Separate reporting of Key Skills, Technical
  Certificates, NVQs and Frameworks
VA/DT (16-19) overview

              Value Added and Distance Travelled

 Value Added -          Distance Travelled -    Distance Travelled -
 graded L3              L1, 2 and non-graded    for adult learners
 qualifications taken   L3qualification taken
 by 16-19 year olds     by 16-19 year olds

 Extends A level        New system, uses        New system based
 approach of DfES,      prior attainment/       on the RARPA
 ALPS and ALIS          achievement as          Approach
 systems                input
 VA and DT (16 - 19)

For reflection and improvement:

   • a Learner Achievement Tracker (LAT)
   • Accessible via the Provider Gateway
   • facility to gain access to information at institution,
     qualification and individual levels to reflect upon past
     performance and project future performance
   • user friendly information
   • tables and graphs (for each subject) showing how
     performance compares to the national average
Recognising and recording
progress and achievement (RARPA)

   Staged process for:
      •   clearly stated learning aims for all programmes
      •   initial assessment to establish learners’ starting
      •   identification of appropriately challenging
          learning objectives
      •   recording of learners’ progress and
          achievements during the programme
      •   end-of-programme assessment and review of each
          learner’s overall progress and achievement.
RARPA – key themes

 • The learner is at the centre of RARPA

 • RARPA should integrate with existing systems

 • The approach should enhance the learning

 • Providers are expected to commit to effective QA and
   self-assessment for non-accredited learning

 • RARPA should not imply any unnecessary
Extending RARPA

 • Learners with learning difficulties and/or disabilities

 • Entry Level learning

 • Adult Distance Travelled measure (REX)
Responsiveness to employers

  • No one measure will cover the full range of activities
    delivered by the diverse post-16 provider base.
  • The approach is likely to cover two dimensions:
      training services direct to employers
      learning for individuals to secure employment where
       work readiness, initial knowledge and skills can be
Self Improvement

Business to Business                             Business to Consumer
        Quality-Marked                                Common Inspection
      Employer Standards                                 Framework
                               Improvement Criteria

                    Effective and efficient
                                Success Measures

                                  Skills for Life
Area Needs &                       Full Level 2
                                   Full Level 3
Priorities                       Apprenticeships

Input: criteria and measures
Learner satisfaction

  • National Learner Satisfaction Survey – 3 years of
    trend data, 2001/02, 2002/03, 2003/04
  • In 2003/04 survey split into four modules:
      core questions
      pre-entry and guidance
      learner support
      impact of learning
  • Possible changes to survey from 2007
Learner satisfaction

 • Providers encouraged to use national methodology
   and core questions
 • Survey of current practice in generating, gathering and
   using learner satisfaction data about to be undertaken
 • Support materials:
     guidance on methodology
     benchmarking website
Learner destinations

Objective: To improve the information available on learners’
destinations to help:
    • providers evaluate their provision
    • learners make informed choices about the
      learning routes they should follow
    • the Government and LSC to understand better
      the impact of learning routes on individuals’
      employability, career path and rate of
Learner destinations

  • Desk research on existing surveys and
    administrative data
  • Feasibility Study on improving collection and use
    of Connexions data for 16-19 year olds
  • Survey of current practice by providers.
  • To note: the cost of a a full national telephone
    survey would be excessive
Staff Measures

Objectives: To review the Staff Individualised
Record (SIR), identify changes or improvements.

To consider extension to all providers of the
arrangements for agreeing professional qualification
targets in 3 year development plans.
Value for Money (1)

 • Main purposes to to ensure that:
    - public investment in the sector is being used
      economically, efficiently and effectively
    - consistent judgements on VfM can be made on a
      shared understanding of the key factors, data and
Value for Money (2)

In its simplest form, the VfM Proposition is a
series of indicators for:

   •   Quality (e.g. success rates, VA and DT)
   •   Quantity (e.g. FTEs, learner numbers,
   •   Funding (e.g. Core)
   •   VfM index (e.g. Fund per successful outcome)
     Provider Gateway

                        College performance reports
                        Provider performance                  Ofsted
                        reports                                ALI
                        LAT with VA/DT data
                        Provider briefings

  Secure access to
  own data                                              LSC


Internet portal for exchange of data between providers, LSC and inspectorates.
                                 Hosted by LSC
 Planned timetable

Measure                                        Piloting            Full
Qualification Success Rates in schools         September 2007      September 2008
Implementation of the Work Based Learning QSR September 2005       September 2006
Value Added for 16–19 learners                 December 2005       September 2006
                                               Staff development
                                               from June 2005
Distance Travelled for 16–19 learners          December 2005       September 2006
                                               Staff development
                                               from June 2005
Adult Distance Travelled using RARPA approach January 2006         September 2006
Provider Responsiveness to employers           January 2006        January 2007
Value for Money                                September 2006      September 2007
Recognising and Recording Progress and         September 2004      September 2005
Achievement (RARPA) in non-accredited learning
Learner Destinations                           September 2006      September 2007
Staff Measures                                 To be decided       To be decided
Learner Satisfaction                           September 2005      September 2006
Equality and Diversity for Learners            See individual      See individual
                                               measures            measures

Implementing New Measures
       of Success
       September 2005

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