Building a Culture of Achievement Through the ASDAN Certificate of Personal Effectiveness A

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United Kingdom (1) - 2012 Building a culture of achievement through the ASDAN Certificate of Personal Effectiveness A. Basic information

Country: UK – England

Title of initiative: Building a culture of achievement through the ASDAN Certificate of Personal Effectiveness

Coordinator/ Award Scheme Development and Accreditation Network (ASDAN) Organization:

Key competences ∙∙ Communication addressed: ∙∙ Problem Solving ∙∙ Improving Own performance ∙∙ Working With Others ∙∙ Planning and preparing research ∙∙ Discussion ∙∙ Presenting ∙∙ Research ∙∙ Entrepreneurial learning skills

Type of initiative and Curriculum and assessment leading to qualification channels used for implementation (e.g. curriculum reform introduced through legislation etc.)

Partners: 5,000 schools, colleges and training providers are registered as examination centres with ASDAN across the UK

Scope: National (student/teacher/school level; local/regional/national)

Learning context: ASDAN programmes and qualifications support both formal and (formal or non-formal) informal learning contexts

School education level/s: Secondary schools and post-16 colleges of further education (primary, lower secondary, upper secondary)

Target groups: All attainment levels

Time frame: ASDAN has been operating since the early 1980s; the ASDAN (start and end date) Certificate of Personal Effectiveness was launched in 2002/03

Relevant links: www.asdan.org.uk

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The UK system of awarding bodies, particularly in England, has made it possible for Awarding Organisations such as ASDAN to develop a qualification such as the Certificate of Personal Effectiveness (CoPE) within a national framework for qualifications. The CoPE is designed to widen access to further and higher education by developing generic, cross- curricular “effectiveness skills”. These comprise skills that are nationally recognised as “Wider Key Skills” (problem solving, improving own learning and performance, working with other) and additional skills identified by ASDAN as important through consultation with employers and higher education institutions (research skills, discussion skills and oral performance and presentation skills). The development of these skills is based on a methodology involving experiential learning by way of personal challenges which permit the incremental development and recognition of skills through formative assessment and on “learning to learn” through a process summarised as “PLAN>DO>REVIEW”. Portfolio assessment facilitates this methodology, enabling learners to document their progress with the help of their teachers. An example of a portfolio using the “plan, do and review” process is available here: http://www.asdan.org.uk/media/downloads/CoPE.DemoPortfolio.L1.SamplePages.pdf

To implement CoPE programmes, ASDAN has developed materials, held workshops and created a network to help teachers develop the methodology. Some initial teacher training providers have incorporated the methodology into their programmes but this is restricted by existing teacher training requirements. Nonetheless, an independent evaluation found that students on CoPE programmes achieved improved outcomes in the more established subject-based national qualification. This was particularly the case for students from lower socioeconomic groups. Further research investigating the causation of this improvement is planned. The dissemination of research findings and the recognition of employers and higher education institutions have been crucial in encouraging students to choose to work towards the CoPE.

http://keyconet.eun.org 2 C. In depth information

Rationale/contextual background/motivation for introducing the initiative/reform:

In the UK, the policies of successive governments have supported non-governmental Award- ing Organisations, such as ASDAN, in developing and delivering a wide range of nationally-recognised programmes and qualifications. These Awarding Organisations are regulated by government agencies in England and Northern Ireland; Wales; and Scotland. ASDAN is a charitable social enterprise with awarding body status, providing courses to thousands of UK and international schools, colleges, youth centres and training providers. ASDAN’s programmes and qualifications offer flexible ways to accredit skills for learning, skills for employment and skills for life. ASDAN’s objectives are to support: ∙∙ The production of ‘learning to learn’ courses to assist learners in raising their attainment in core curriculum subjects. ∙∙ To develop an understanding of the generic skills within the teaching and training profes- sion by providing appropriate teaching opportunities and resources. ∙∙ To enable both formative and summative assessment using structured and guided reflec- tion documentation. ∙∙ To encourage the process of personalisation of learning and the empowerment of learners. The context of the assessment or of the teaching activities can be varied to suit the learner and the resources available. ASDAN’s Certificate of Personal Effectiveness (CoPE) is a nationally-recognised set of qualifications designed to widen access to further and higher education. The qualifications offer imaginative ways of accrediting young people’s activities. They promote, and allow schools, colleges and training providers to record a wide range of personal qualities, abilities and achievements of young people, as well as introducing them to new activities and challenges. CoPE incorporates the nationally-recognised Wider Key Skills in: Working with Others, Improving Own Learning and Performance, and Problem Solving. CoPE also incorporates other “effectiveness skills” that ASDAN identifies as essential for learning, employment and life. The Award of Personal Effectiveness (AoPE) is a shorter version from which learners can progress into the CoPE.

http://keyconet.eun.org 3 Objectives:

The objectives of the CoPE are to: ∙∙ To develop skills for learning, skills for employability and skills for life. ∙∙ To support learners in schools across the country to raise their attainment in core curriculum subjects, including English and Mathematics. ∙∙ To formalise the teaching, development and assessment of “effectiveness skills” for learning and interaction in formal contexts such as schools and colleges. These skills are: ∙∙ Problem Solving ∙∙ Improving Own learning and Performance ∙∙ Working with Others ∙∙ Research Skills ∙∙ Discussion Skills ∙∙ Oral Performance and Presentation Skills. This skill development can then be transferred by learners to less formal and more independent contexts, such as employment or community bases, helping them to become more effective lifelong learners.

Dimensions targeted by the initiative/reform (e.g. student curriculum, assessment, initial/ in-service teacher education, school autonomy etc.):

Curriculum and assessment for students is based on recognising small steps in their achievement. The approach to learning and the core methodology promoted by ASDAN can be applied to any curriculum. Given the opportunity, most learners prefer to learn and apply the effectiveness skills in the context of preparation for employment, self-employment or higher education. There are two main dimensions targeted by the initiative: ∙∙ The skillset (the effectiveness skills detailed above) ∙∙ The adoption of a structured and consistent approach to the teaching and assessment of the skillset. Materials for learners and for staff are available in an initial teacher workshop and in follow up training for teachers. Additional materials (‘Practical Examples’ and ‘Behaviour Work- shops’) are aimed at supporting staff working in schools and colleges. The initiative focuses on in-service teacher education but some local developments concern initial teacher education. The implementation section gives more details.

http://keyconet.eun.org 4 Overall approach (e.g. holistic – existence of an overarching strategy, or targeted approach focusing on a specific dimension etc.):

ASDAN’s programmes and qualifications articulate with and are recognised by UK national frameworks. The CoPE is a GCSE-equivalent (ISCED Level 2) qualification. The Confeder- ation of British Industry (CBI) recognises CoPE as a means of developing skills valued by employers. More than one half of UK Higher Education Institutions formally endorse ASDAN provision, including CoPE, as a significant added value in the process of admissions and entry to higher education. CoPE is specifically referred to in the Universities and Colleges Admissions Service Guidance for Applicants for higher education. ASDAN’s approach focuses on skills for learning, work and life but this is based on a wider methodology of personal challenges through experiential learning. The ultimate goal is to build a culture of achievement through small steps in the development of skills, using formative assessment, and focusing on learning to learn.

Detailed explanation of the key competence/s concerned:

For the CoPE at Level 1, 2 or 3 of the UK qualifications frameworks (and ISCED), students build a “portfolio of evidence” demonstrating their effectiveness skills as they complete various challenges in different modules. Students can choose from a range of modules such as Independent Living, Work Related Learning and Enterprise, Active Citizenship or Global Awareness. The use of portfolios as an assessment approach recognises the complexity of assessing experiential and active learning without reducing the process into an assessment focused on the acquisition of knowledge alone. The six effectiveness skills are assessed at the three levels. ASDAN’s Assessment Framework details the standards against which learners’ skills are assessed. A summary of the three levels for each of the skills is given below: Problem-solving* Level 1: Understand there are alternative ways to tackle problems and follow a plan. Level 2: Recognise problems, evaluate ways of tackling a problem, carry out a plan and check it has been solved. Level 3: Explore problems, compare risks and benefits, make systematic checks and evaluate success. *The development of the standards for problem-solving was informed by the OECD’s development of an assessment for problem-solving in PISA. Working with others Level 1: Understand and carry out a designated job. Level 2: Share out responsibilities, support others and review work. Level 3: Plan objectives, develop strategies, monitor progress and evaluate outcomes. Improving own learning and performance Level 1: Understand and plan to meet targets, accept advice on working more efficiently. Level 2: Help to set own targets, produce evidence and recognise new skills. Level 3: Set personal targets, identify obstacles and use new skills.

http://keyconet.eun.org 5 Research skills Level 1: Use different sources of information and report back. Level 2: Plan and carry out primary research in response to a question and present findings. Level 3: Gather data from various sources to develop an in-depth understanding of complex matters; present conclusions. Discussion skills Level 1: Discuss using appropriate language and manner, listen to others and ask questions. Level 2: Make clear and relevant comments, listen carefully and help keep discussions on topic. Level 3: Make clear and relevant contributions to discussions and create opportunities for others to take part. Oral performance and presentation Level 1: Make a short presentation about a topic and use images. Level 2: Give a presentation using appropriate methods and engage the audience Level 3: Prepare and give a detailed, varied and engaging presentation on a complex topic. Not all learners have a realistic chance of reaching Level 1 in all six skills before the end of compulsory education. Some schools and colleges cannot provide sufficient time and some learners will never be able to reach Level 1 in some of the skills due to physical or learning disability; a more accessible version of the qualification outcome was therefore introduced in 2008. The underpinning theme in this skills framework is one of increasing independence and self-reliance: thus developing a more sustainable and entrepreneurial approach to learning.

Specific subjects concerned or cross-curricular approach:

The effectiveness skills are generic and therefore intended to be developed across the curriculum. ASDAN has developed a wide range of curriculum contexts for applying its ‘learning to learn’ (PLAN>DO>REVIEW) methodology. These contexts include formal ‘subjects’ such as Mathematics, History and English. Other contexts beyond traditional subject boundaries include: Expressive Arts, Sports and Fitness, and Personal Social Health and Economic Ed- ucation (PSHEE) and overarching themes such as Careers, Preparation for Work, Enterprise and Citizenship. Learners have a choice in the design of the learning and assessment activities organised with the guidance of experienced teachers. This is accomplished through the framework of developing challenges/activities without being entirely prescriptive about their requirements. The exact nature of the requirements is left open to negotiation between the learner and a trained assessor. However, both are guided by the overall template for the completion of challenges within the national standards.

http://keyconet.eun.org 6 How the initiative/reform is being implemented (e.g. process followed, political commitment, consultation with stakeholders and their respective roles, incentives for stakeholders, dedicated funding, teaching material, definition of goals and standards, assessment and evaluation mech- anisms, impact on teacher training/professional development and school practices/leadership, scaling-up approach, based on research/evidence? etc.):

The initial phase of the development process was for ASDAN to identify and define a set of skills that could be developed and assessed during secondary schooling but which would be applicable to all learners, whether their intention was to follow an academic pathway into higher education or go into further education, apprenticeship or directly into work. ASDAN sought the views of stakeholders, including employers, higher education institutions and schools. The content of five of the six skills was developed from existing national qualifications (the Wider Key Skills and Communication) while the Research Skill was defined largely by the requirements of higher education. This work was carried out with national examinations regulators. Much of this early work was funded by grants from national educational trusts. ASDAN’s development of an outline curriculum for national dissemination was simultaneous with identifying the skillset. Core curriculum content is based on the National Curriculum of England and Wales but with a more practical and activity-led approach. Most curriculum “challenges” have been suggested then refined in consultation with teachers. Additional, more specialised “Short Courses” were then developed to meet the needs of specialist schools (which were created through a government initiative and have a special ethos or subject focus). ASDAN Short Courses (30 hours and 60 hours of instruction over a flexible period of time) were also developed in response to requests from teachers to allow students to exercise choice and to per- sonalise their education by focusing on a smaller number of curriculum areas. In essence, the development of this approach to learning and assessment fit very well with national initiatives to widen participation in post-16 education and training, enjoying considerable government support over three decades. ASDAN developed introductory teacher training materials on the basis of examples of good classroom practice. ASDAN identified effective teachers and gave them further training and support. These teachers then became members of the national ASDAN training, support and quality assurance network. Local support and advice to teachers in schools, colleges, informal learning contexts such as youth work settings, and to private sector training providers is implemented through this national network. Clusters of teachers meet three times a year to provide advice, ‘top up’ training and support to teachers/assessors in schools and colleges. Individual teachers and assessors may contact their ‘Cluster Leader’ for advice and support at any point in the year. Additional resources, such as simple evidence gathering tools, follow-up training and schemes of work, have been produced in collaboration with network members. Resources for assessment are revised using feedback from teachers. Resources for teaching, learning and development are shared through the network. To inform learners, teachers, employers and higher education institutions, ASDAN has a library of case studies detailing increased achievement and better employment outcomes for learners who have completed this formal skills-based educational programme.

http://keyconet.eun.org 7 Present stage/phase of implementation:

ASDAN’s Award of Personal Effectiveness was introduced initially only at Level 1, but de- mand from teachers and students led to the introduction of the Award at Levels 2 and 3 too. The Award at Level 3 appears to be particularly attractive to learners intending to enter the labour market rather than those intent on higher education. The higher education institutions in some local areas have explored the integration of the ASDAN methodology into teacher training provision. However this has not, as yet, been embedded in any Initial Teacher Training (ITT) programme. Informal feedback at this stage suggests that this is mainly due to the short timescale and pressure on teacher trainees to reach competency in teaching a formal subject. Consequently there is little time or energy for the ‘optional extra’ of competency in these specific teaching and assessment skills. The other factor holding back progress in this area is the shortage of higher education lecturers with relevant experience in teaching and assessment skills.

Pedagogical issues (issues related to how key competences are being taught to students and how are teachers being prepared to teach them):

According to ASDAN, the most effective approach for pupils and teachers is to begin the process by extending the ‘review’ phase of any classroom activity. This helps learners to recognise how their performance might be improved. This, in turn, helps to develop underpinning qualities required for entrepreneurship such as personal knowledge, resilience and openness to constructive feedback. The second key approach is to move the onus for teaching/learning from the teacher towards the learner. It is important that learners are enabled to make choices and accept responsibility – the resonance with entrepreneurship is obvious. This step is very difficult for teachers who are used to ‘being in control’ and operating in didactic mode, are legally required to be responsible for learning and behaviour within the classroom/teaching situation and, indeed, are assessed according to a set of criteria that could be seen to be in conflict with the facilitation of ‘learning to learn’ ASDAN methodology. A number of teacher ‘Cluster’ members are currently engaged in developing a series of smaller steps to monitor progress towards the achievement of each skill at each level so that teachers using the ASDAN methodology can conform to national school and college inspection requirements. As an organisation, ASDAN is producing a framework to help schools and colleges identify ways in which their use of the ASDAN methodology meets the national inspection criteria.

http://keyconet.eun.org 8 What works well (to identify enablers):

∙∙ Engagement of stakeholders ∙∙ Teachers: through active involvement in the design of curriculum activities and associ- ated classroom resources ∙∙ Learners: through choice of learning challenge activities ∙∙ Employers: through organisations and activities such as the Education and Employer Task Force, Business in the Community and Sector Skills Councils in England ∙∙ Networks: regular face to face events where good practice can be identified and common problems tackled. A collegiate approach is essential. ∙∙ Professional respect: – ASDAN staff, such as the Cluster Leaders, have professional experience of using the methodology in a range of teaching and learning contexts; they use this to offer practical and effective advice.

Challenges and how these are being addressed (to identify obstacles and solutions):

∙∙ The main challenge is that this kind of approach to learning does not fit comfortably within structures of education, which are rigidly subject-based, focus on separate lessons per subject, on specific pre-defined learning outcomes that are often related to content not process, and on formal written testing. Teaching “softer” skills is arguably harder – or at least as hard, since progress and achievement are more difficult to describe and measure. Solutions include: providing ‘maps’ that cross-reference ASDAN skills to subject areas and the development of specific subject-based curricula including the skills (Short Courses); the development of a shared set of descriptors for levels of achievement (Standards); design and revision of materials to capture essential evidence of achievement (recording documents); and, the current initiative to devise a scale of smaller steps to monitor progress (see pedagogical issues, above). ∙∙ Furthermore, the methodology or approach at times not well understood by those who have experience only of a formal, teacher-led academic education. The wider community, including employers, has a limited understanding of the skillset for CoPE. However, national surveys by leading employer bodies in the UK over the last 30 years have sys- tematically and consistently identified these skills (problem solving, improving learning, teamwork, communication, the personal learning and thinking skills etc.) as essential to employability. Solutions include: relating the value of this skillset to success in higher education through endorsements by higher education institutions, promotion of case studies and other evidence of the relationship between the ASDAN methodology and achievement of other key targets (BRILLE research on achievement at GCSE), summarising each of the skills into vocabulary that is more widely understood and promoting this to employers for incorporation into company training and for apprenticeship development.

http://keyconet.eun.org 9 Monitoring & evaluation so far/planned, and which methods are being used (e.g. internal/ external quality assurance, inspection, national assessments, international tests, self-evaluation, formative or summative evaluations):

The qualification outcome for this methodology is subject to the nationally approved quality assurance systems common to all Awarding Organisations and used to monitor standards of assessment and achievement across centres through external moderation by independent assessors. The examinations regulator in England carried out a review of the CoPE qualification in 2011 and the qualification has been renewed for certification to 2018. The impact of the methodology on learners has most recently been evaluated through the BRILLE report 2012 and the research team are currently designing a follow up study to be carried out during 2012-13. This follow up study will investigate any links between levels of learners’ motivation and commitment (key facets of entrepreneurship) and their experience of the ASDAN methodology.

Impact (e.g. any planned impact assessment?):

A recent piece of national research carried out over two years by Bristol Research Into Lifelong Learning and Education (BRILLE) at the University of the West of England (UWE) has demonstrated a clear association between completing the ASDAN Certificate of Per- sonal Effectiveness and improved levels of achievement in the benchmark qualification in English (General Certificate of Secondary Education – GCSE), generally taken at the end of lower secondary education. The study looked at the expected and actual GCSE outcomes for 500,000 learners, including learners who had been identified as performing below expecta- tions at ages 11 and 14. The study showed that those from more deprived backgrounds and those from Black and Minority Ethnic (BME) backgrounds received the greatest benefit from completing CoPE. There was evidence of increased achievement of a good grade (C or above) in GCSE English of comparable learners who struggled to reach attainment targets at age 11 but learned using ASDAN methodology between 14 and 16. 10% more achieved a C grade than students with similar outcomes at age 11 who has not subsequently followed the ASDAN methodology. Amongst students from lower socioeconomic groups, the gain was greater, with 15% more achieving a good grade. This research will be presented at the British Educational Research Association (BERA) con- ference in Autumn 2012. It is being featured on video by the Education and Employers (UK) Taskforce in the context of the development of Enterprise Skills of interest to the government. See: http://www.asdan.org.uk/media/downloads/ASDAN%20summary%20Report.pdf

Communication of the initiative/dissemination of outputs and activities:

Information on the research findings has been circulated to over 5,000 education and training establishments, to the UK parliamentary select committee for education, to local education authorities, to the Pupil Parent Partnership organisation and to other educational groups. The BRILLE research has been evaluated and published by the Centre for Analysis of Youth Transi- tions (CAYT).

http://keyconet.eun.org 10 Next steps/follow-up:

There will be further research involving a small-scale evaluation of the effect of the ASDAN methodology on students’ self-esteem and well-being. There will also be dissemination of the research findings through the Education and Employers Taskforce. Finally, there will also be further research investigating the reasons for higher achievement among students on CoPE programmes.

Additional information:

For further information contact: ∙∙ Kath Grant: [email protected], or ∙∙ Dave Brockington: [email protected]

The KEYCONET project has been funded with support from the Lifelong Learning Programme of the European Commis- sion. Responsibility for this publication lies solely with the author, and the Commission is not responsible for any use which may be made of the information contained therein.

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