Karen AdamsNES

Margaret CameronSCQF Partnership

Objectives

• Introduce the RPL Network;

• RPL Toolkit

• RPL Examples – case studies

• Outcome of RPL Event

• Discussion

5. Supporting the implementation of Guidelines

across sectors

4. Consultation and production

of final Guidelines

3. Production of draft Guidelines:Core principlesKey features

2. National Debate :Sector-

basedWorkshopsOct 2004

1. Review of RPL practice and

potential development

2003/04

SCQF National RPL

Guidelines

Informal and Non Formal Learning:

RPL Development

Key Features of RPL

• Benchmark learning to the SCQF

• Identification of learning pathways

• Support for learners in transition from informal to formal learning

• Support for staff that are supporting learners

• Monitoring process for RPL

• Integration within the overall QA systems

Criteria for Assessment

• Acceptability – An appropriate match between the evidence

presented and the learning outcomes

• Sufficiency– Of breadth and depth, including evidence of reflection,

to demonstrate the achievement of the learning outcomes claimed

• Authenticity– The learners own learning

• Currency– Learning current and not out of date

Scottish Skills Strategy

• ..develop a system to ensure that they recognise the value of individuals’ prior learning and wider achievement by building on work already undertaken through the SCQF

• ...move quickly to ensure that the SCQF embraces more learning opportunities by …. encouraging the recognition of informal learning

RPL Network

April 2008

Feedback

RPL meant different things to different people;

Provision was patchy

Develop a Network

Develop a `Business Case’

--- Why bother?

Recognition of Prior Learning

RPL is the process for recognising learning that has its source in experience and/or previous formal, non-formal and informal contexts.

Formal Learning

Credit Transfer • Learning previously been assessed and credit

rated:– Mainstream Qualifications– Non-traditional credit rated learning

• Can help learners to:– Move between faculties or between universities and

colleges– Move from one qualification to another– Decision is always the receiving institution / awarding

body

Why Bother?

• To assist learners identify their learning;

• Avoids duplication and helps with progression.

• Formative – – for career or personal development

• Summative – – for credit towards a qualification

Examples

SSSC RPL towards SVQ3

NES Pathways to Recognition project

QAA European showcase of Scottish RPL – and the setting up of a European network

SCQF NetworkRPL Toolkit

RPL Event

November 2010 Over 60 delegates

Support required: Training, workshops for organisations; Examples of good practice, case studies

Raise awareness Create a process of recognition

Following on from the event

A spur to action.

For example, NES now tabling discussions with health and education partners to support:

• greater transparency and consistency in – and access to - RPL systems• more effective resourcing of RPL routes into learning• more effective use of RPL as part of learning provided via employers

Discussion

How do you – or could you – make use of

RPL?

What are your drivers for

RPL?

How can the SCQF RPL Network help you

make the most of RPL?

What challenges are there to your making best use

of RPL? And how can they be

overcome?