Document outlining the RARPA approach to recognising and recording progress and achievement
in non-accredited learning
RARPA – recognising and recording progress and achievement in non-accredited learning
The RARPA approach is being introduced as a priority measure. It should be applied to all areas of non-accredited learning that is LSC funded, apart from full-time 16-19 provision. The document within Downloads outlines the action that providers need to take to introduce RARPA.
“The key themes of RARPA are that:
- the learner is at the centre of the RARPA approach
- the purpose of introducing RARPA is to enhance the learners’ experience
- the application of RARPA should be fit for purpose
- the approach, both in the staged process and the quality assurance of learning, is to be unbureaucratic
- the approach should complement and integrate with existing processes for quality assurance and learner recording
- the staged process is mapped to the new Common Inspection Framework (CIF) and should encourage effective self-assessment and evidence of effective learning processes at inspection”
More information about RARPA can be found by clicking here.
The document Planning Learning and Recording Progress and Achievement (DfES,2003) should provide a useful guide to Skills for Life pracitioners introducing RARPA. You can order the guide from DfES Publications Tel. 0845 6022 260, order code PLRA1.