Transcript Scottish Executive RPL Scoping Exercise

RPL in Scotland: current
practice and the way
forward ``
Ruth Whittaker
Centre for Research in Lifelong Learning
Glasgow Caledonian University
Scotland
[email protected]
Context of current practice :
Scottish Credit & Qualifications
Framework
12
Doctorate
11
Masters
10
Honours Degree
10
9
Ordinary Degree
9
8
HND / HE Diploma
12
SVQ 5
SVQ 4
11
8
7
Advanced Higher
7
6
Higher
SVQ 3
6
5
Intermediate 2
SVQ 2
5
4
Intermediate 1
SVQ 1
4
3
Access 3
3
2
Access 2
2
HNC / HE Certificate
What do we mean by Credit
transfer?
 Credit
Transfer gives learners credit for
their prior formal or ‘certificated’
learning.
 It can enable a learner to transfer credit
gained through one qualification to another
qualification or programme of study.
 Based on comparability of outcomes of
different qualifications/elements of
qualifications
What do we mean by Recognising Prior
informal Learning (RPL)
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Recognition of learning gained through life
and work experiences and non-formal
learning for purposes of:
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Confidence-building
Educational and career guidance
Personal and professional development planning and
processes
Gaining entry to formal programmes
Gaining credit within programmes and qualifications
Formative and summative recognition
Prior and current development
since 2001
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Launch of SCQF (2001)
National debate on RPL (2004):
SCQF RPL Guidelines (2005):
SCQF RPL Resource pack (2006):
RPL Resource packs and profiling tools for Community Learning
and Development and Social Services sectors (2006-07)
Flexible Entry (RPL and Credit transfer) Staff Development and
Resource Packs for Scottish HE sector ( 2006)
Scottish Executive (SE) RPL scoping exercise (2006):
SCQF consultation (2008) : form of SCQF support for RPL
required
QAA Scottish University RPL Network established (2008)
SCQF RPL network to be established (2009)
Drivers for RPL development in
Scotland
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National level:
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Lifelong Learning, Employability agendas, Skills Strategy for
Scotland
• Social inclusion and social justice
• Skilled, flexible & mobile workforce
• Improved economic productivity and competitiveness
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Legislation in some sectors regarding qualified workforce
Learning provider:
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Widening participation and Flexible Delivery agendas:
• Demographic change- need to target new student markets
• Creation of more accessible, responsive and flexible HE system
• Increased engagement with employers and industry
Main barriers to RPL activity
• Insufficient resourcing of RPL at national and
local levels
• The need for more stream-lined, nationally
recognised RPL tools and processes.
• Resistance to concept and practice of RPL by
some institutions
• Need for staff development in supporting RPL
activity
• Lack of awareness of the benefits to learners,
employees and employing organisations
Process of gaining credit for prior
learning
3 stages to process of awarding
credit for prior learning :
1.
2.
3.
Initial advice and guidance
Support
Recognition/assessment : award of
credit
Process of gaining credit for prior
learning
Key principles of RPL:
 Recognition is given for learning not
experience
 Learning that is recognised should be
transferable and not just context-specific
 Learner is responsible for identifying &
demonstrating their learning
 Credit awarded through RPL is of same
value as credit gained through formal
learning
Process of gaining credit for prior
learning
RPL Learner support :
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Two forms of support
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Support for RPL process
Support in subject, vocational, professional area
Support mechanisms:
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Written/e-learning resources
Individual tutorials/meetings
Group sessions
Electronic communication
RPL modules
Process of gaining credit for prior
learning
Evidence gathering mechanisms:
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Reflective account
Project work
Interview/oral assessment/professional discussion
‘Assessment on demand’
Simulation/observation of practice
Mapping of Learning Outcomes
Profiling
Europass CV
Portfolio
Process of gaining credit for prior
learning
Assessing prior learning
Learner must submit claim in form that
 Makes clear written statements about what
actually learnt i.e. learning outcomes
 Provides supportive evidence
 Appropriate SCQF level
 Demonstrates comparability
 Meets assessment criteria
Process of gaining credit for
prior learning
Ensuring Quality
 All
RPL processes should be quality
assured
 Integrating recognition of prior learning
within programme design and delivery
 Training and support for staff
 Use of SCQF core principles & key
features of RPL : RPL Guidelines
(www.scqf.org.uk)
Operational models for RPL within
Scottish universities
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Devolved model:
University-wide procedures operated at
faculty/school/department/programme level: no
central coordination or support
 Partnership/centralised model:
Central RPL Coordinator or Faculty RPL
Coordinator works in partnership with academic
staff: central point of contact; support for staff
and students; monitors process and outcomes
Operational models for RPL within
Scottish universities
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Credit transfer: part of normal admissions process;
general V specific credit
 RPL : centrally approved quality assurance procedures;
consistent with SCQF guidelines; flexibility in support
and assessment mechanisms
 Claims for modules, or SCQF level and credit
 Credit limits for prior learning within programmes
 No impact on grading or degree classification
 No fees charged for credit transfer, but most institutions
charge fees for RPL- varies across the sector
Issues identified by Scottish
University RPL Network (QAA)
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Credit transfer well-established but more problematic
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for European (including other UK) and international
qualifications
Challenges for RPL :
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Programmes predicated on formal learning model:
Direct match of learning outcomes or broad comparison?
Extent to which all LOs need to be achieved
Difficulty of providing individualised programmes
Difficulties in terms of transition & progression for
learners
Opportunities for degree to HN articulation?
RPL – accessible to all?
The way forward
 RPL
is an important part of broader
strategies: widening participation to
learning; lifelong learning; employability
and workforce development
 Need to address the lack of resources;
improve perception of process; raise
awareness of opportunities it presents
 Employer engagement is vital
The way forward
Capacity-building:
 Widening accessibility of RPL process
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Manageable, more streamlined, flexible approaches
Collaborative learning partnerships/trust between
providers and across sectors
Staff developing and operating RPL
processes need to be supported and resourced
to carry out their role
 Learning providers will only include RPL in
their institutional activity if it can help to achieve
their organisational priorities.
The way forward
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Development of RPL ‘toolkits’ which can be
tailored for different sectors, including profiling
tools
Development of SCQF Recognition Centre for
refugees and migrant workers
Awareness-raising, marketing strategies to
highlight benefits and opportunities presented
by RPL
RPL networks to encourage sharing of
practice and raise awareness of related
developments at sector, national and
international levels
Discussion
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In what ways is the approach to RPL in Scotland similar
or different to your own approaches?
Are the drivers for RPL similar to your own contexts?
Are the challenges and barriers identified relevant to
your own contexts?
What are your plans for future developments?