The different views regarding what constitutes learning success and progression in England's post-16 learning sector and the problem of meeting current policy and funding priorities stressing tangible and measurable outcomes while simultaneously responding to learners' needs and preferences were examined in a discussion that drew upon policy documents, research, and survey findings. The discussion focused on the following topics: recent history and changing priorities; identifying achievement in nonaccredited provision; the different types of progression; soft outcomes and the value placed on them; long-term versus short-term effects; quality versus quantity; and adult learners' perspectives. It was concluded that it is vital to support initiatives and programs that enhance personal and social growth as well as educational and economic progression, as the Learning and Skills Council is attempting by seeking "robust" data on development, added value, and "distance traveled" in nonaccredited adult learning programs. The arguments and examples of best practice outlined in the growing literature on learning outcomes should be heeded when pursuing this objective. Otherwise, some key dimensions of learning might get lost in favor of technical mechanisms for measuring outcomes and progression and the values that tended to distort the post-16 system in the past may be perpetuated. (Contains 8 questions for discussion and 70 references.) (MN)