Transcript A scrapbook of our journey

Better for Everyone
Once upon a time there was a large voluntary
adult education provider, committed to social
purpose education, called the WEA…
(Before we go on, this story is quite wordy as it is
designed to be shared virtually, however there are
some nice pictures too!)
The WEA receives money from the government
and from other funders to provide high quality
inclusive community learning opportunities for
adults in England.
The WEA was aware of many robust models of
demonstrating the impact of such work, but all
required significant additional resources to
implement on a large scale (cash and time and
skills).
If only there was an opportunity to develop a new
model…
A model which built on the best of existing models
and applied the principles in a feasible user
friendly way…
A model which could both be embedded in
existing teaching and learning quality systems and
add value without requiring lots of additional
resources …
Skills Funding Agency / LSIS
Equality and Diversity Project
Partnership Fund 2012/13
So the WEA contacted some of its
critical friends (other organisations
committed to inclusion and
improving the quality of adult
education), NIACE and The Equality
Trust, and together they developed
the Better for Everyone Project.
The Better for Everyone
project was developed as a response to the need for
ACL (Adult and Community Learning) providers to be
able to demonstrate the impact of equality, diversity
and inclusion work.
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The WEA and other Community Learning providers
need to be able to show that the funding we receive
is making a positive difference to students lives both
during and after the learning experience.

We know it does through working and speaking
with students everyday, but we need to be able to
evidence this in a transparent way.
(If we can do this in a way that doesn’t drain resources from
what we are funded to do and in way that adds value to what
we do by improving EDI)
1.It strengthens student voice and creates a more inclusive
learning experience
2.It will further demonstrate to existing funders the
difference that good quality inclusive community learning
makes to peoples lives AND same again – but for new
funders
3.Bonus – it will support tutor CPD around EDI issues and
make teaching and learning Better for Everyone.
NIACE acted as a critical friend and partner advising on
existing models of impact measurement and strengths
of different approaches
http://betterforeveryone.wordpress.com/evaluationand-reports/
The WEA and NIACE then worked together to develop
the Better for Everyone model which builds on RARPA
and incorporates SROI principles involving outstanding
tutors as reflective practitioners piloting and evaluating
the model.
ACL - Adult and Community Learning
EDI – Equality, Diversity, Inclusion
IA – Improvement actions
ILP – Individual Learning Plan
MIS – Management Information Systems
R&D – Research and Development
RARPA – Recognising and Recording
Progress and Achievement
 SAR – Self Assessment Review
 SROI – Social Return on Investment
 TUAI – Tell Us About It (evaluation form)
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Wider equality outcomes refer to the difference
that participation in the course makes to the
students and other stakeholders in reference to
areas of equality, diversity and inclusion.
This compares to a course learning outcome
which is curriculum and course specific.
Poetry course Learning outcome:
Students will be able to identify 3 leading poets and poems from the 20th
Century
Wider equality outcomes:
Students will share experiences of poetry in childhood and identify different
cultural traditions of poetry [thereby raising awareness of different cultures
of class / generation / ethnicity etc and valuing hidden and visible diversity in
the classroom]
Students will work in small groups to make links with relevant community
organisations to expand their networks in this field [Building social capital
and supporting differentiation]
1
RARPA stage
RARPA Evidence
BfE stage /
evidence
Aim(s)
appropriate to
an individual
learner
or groups of
learners
Clearly stated
aim(s) for all
programmes
[ How has this been
established and
evidenced?]
Aim, need and
stakeholders
identified in tutor &
organisational self
assessment.
Relevant wider
equality outcomes
identified and
included in course
outline
http://betterforeveryone.wordpress.c
om/better-for-everyone-resourcesand-learning/
RARPA stage
2
RARPA Evidence
BfE stage /
evidence
Initial
Record of outcomes Wider equality
assessment to of process of
outcomes
establish
establishing
included in initial
learners
learners’ starting
assessment
starting point points
activities
RARPA stage
3
Identification
of
appropriately
challenging
learning
objectives
(initial,
renegotiated
and revised)
RARPA Evidence
BfE stage /
evidence
Clearly stated and
Initial wider
suitably challenging equality
objectives for
outcomes
all programmes and, negotiated and
wherever feasible,
revised if needed
individually
and any
for each learner
individual wider
equality
outcomes added
to ILP
4
RARPA stage
RARPA Evidence
Recognition and
recording of
progress and
achievement
during
programme
Examples of appropriate evidence
includes:
Records of learner self-assessment,
group and peer
assessment, tutor records of
assessment activities
and individual or group progress
and achievement.
Learners’ files, journals, diaries,
portfolios, artwork,
videos, audiotapes, performances,
exhibitions
and displays, individual or group
learner testimony,
artefacts, photographs and other
forms of evidence
(formative
assessment),
including tutor
feedback to
learners, learner
reflection, progress
reviews
BfE stage /
evidence
Same as RARPA
evidence
The golden
thread of
evidence of wider
equalities
outcomes should
run through this
too
RARPA stage
5
End-of-programme
learner self-assessment,
tutor summative
assessment, review of
overall progress and achievement
in relation to appropriately challenging
learning objectives identified at the
beginning
or during the programme. It may include
recognition of learning outcomes not
specified during the programme
Table adapted from:
RARPA
BfE stage /
Evidence
evidence
As per stage 4 As per RARPA
stage 4 & 5
Plus tutor
course report Learning
manager or
Student
organiser to
evaluation
complete
forms
stakeholder and
impact map
http://readingroom.lsc.gov.uk/lsc/2005/quality/performanceachievement/re
cognising-recording-progress-achievement-july-2005.pdf

Received approximately £25K to develop, pilot and evaluate the BfE
model
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Formed a steering and advisory group with senior management from
partner organisations and the 4 English regions involved in the project

Developed the model and resources with partners
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Formed 4 regional impact groups to involve key stakeholders
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Adapted and developed resources in light of feedback
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Piloted it in 8 courses in 5 subject areas across 4 English Regions
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Held a real world evaluation day and online evaluation activities
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Ran and participated in a range of dissemination events and activities to
share our learning and resources
wrote newsletter
articles and blog posts
.
made
films
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Strong fit and complement to social purpose education aims
Reported improvement of application of EDI skills by tutors
Improvement in quality of teaching and learning even with
outstanding tutors
Students sharing learning with family and friends
Students building stronger relationships across ethnic and
cultural groups
High levels of retention and returning students
BfE model and process increases dialogue and engagement
with EDI issues by all stakeholders
Clearly supports WEA business priorities and organisational
mission
1.
Time needed to invest in any CPD – embedding
anything in T&L needs front end time investment
2.
Model requires a good understanding of RARPA
3.
Model requires some level of knowledge and
commitment to EDI
4.
Training maybe required for 2 & 3 above (but would
be required anyway?)
5.
Further consideration of restrictions to adaptions of
accredited courses needed
http://betterforeveryone.wordpress.com/evaluationand-reports/
1. Involve all stakeholders in discussions about aims
of using model
2. Establish local impact group (working group)
3. Agree targeted courses or curriculum area for pilot
4. Adapt BfE model to fit your systems and locality if
appropriate
5. Support first wave of stakeholders involved to
lead on the process and share experiences to
support next wave
and staff said .....
“As the ESOL programme worker in Reading I felt that this training event was vital
for tutors to move towards an understanding of how particular E & D issues should
be addressed. So little time is available for training and it was very well spent
discussing these issues.
As an organisation committed to equality and diversity we are very pleased to have been able to develop a
model which seeks to measure the impact of equality and diversity practice in the classroom and improve the
success rates of our BAMER students. Building on the RARPA model, we believe applying this unique approach
will not only improve our classroom practice and the experience of our BAMER students but will improve the
outcomes for all WEA students, our staff and our organisation, so making it “better for everyone”.
Mel Lenehan, WEA National Strategic Lead on EDI
and students said .....
“I have better awareness of belonging to a community
what my responsibility is”
In June and July
the first of many
dissemination
activities are
taking place to
share and build
on the resources
and model
developed…
We hope you will join us in the real
world or online soon……
This is not the END!
The Better for Everyone project was led by the Workers’ Educational Association
East Midlands Region
Thanks to all partners, staff and students
involved in making this project a great success!
The creation of this material by The Workers' Educational
Association has been financed by the Skills Funding Agency and
Learning and Skills Improvement Service Equality and Diversity
Partnership Project Fund 2012/13.
Copyright in this material is vested in the Crown but it is made
freely available through an Open Government Licence. This
licence enables you to use and adapt the material but you must
attribute The Workers' Educational Association as the creator
and include details of the licence. Full details of the licence are
available at http://www.nationalarchives.gov.uk/doc/opengovernment-licence