Value added

We recognise that some learning gives rise to additional benefits which cannot necessarily be measured through formal qualifications. We have undertaken some initial work on developing learner-focused systems of recognising and recording learning outcomes from non-accredited programmes.  

We expect all providers to use the following guidelines when recording achievement in these programmes:

• an initial identification of learning objectives and intended outcomes, either for individual learners or groups.  This should be done as part of initial assessment, advice and guidance to identify learners’ support needs and aspirations;
• a definition of the learning hours and of the credit level of learning, to assist with assigning a credit value to the programme;
• monitoring of learner progress during the programme, undertaken by teachers, tutors or mentors;
• the inclusion of information based on the learner’s own experience of learning and progress; and
• an assessment at the end of the programme of whether the intended outcomes have been achieved, and identification of future progression opportunities for the learner.

We have supported two projects to produce resources which providers can use to record and measure non-accredited learning outcomes. Both toolkits enable providers to work with learners to formally record and evaluate the outcomes of non-accredited learning, increasing recognition of learner achievement and, through the self-assessment process, to set targets for improvement as well as demonstrating performance (value added and distanced travelled) to inspection and funding bodies.

We are working with the Joint Information Systems Committee (JISC) Regional Support Centre to build on the existing principles to develop a web-based tool, which providers can use to track and measure learners' progress and distance travelled.  

As part of the development of the Quality and Effectiveness Framework, we will be looking at how to further embed these models through providers’ self-assessments.