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At a time when identifying and measuring learning outcomes has become a particular policy concern, this paper provides a useful and accessible synthesis of the understandings of terms such as achievement, outcomes and progression in adult learning. Drawing on policy documents, research and survey findings, it demonstrates that learners, educationalists and policymakers can have very different perceptions of what constitutes learning success and progression. A useful exploration of the current conundrum facing those working in post-16 learning.