RPL in Scotland: current RPL in Scotland: current practice and the way practice and the way

forward forward `` ``

Ruth WhittakerRuth WhittakerCentre for Research in Lifelong LearningCentre for Research in Lifelong Learning

Glasgow Caledonian UniversityGlasgow Caledonian UniversityScotland Scotland

rgwh@gcal.ac.uk

Context of current practice : Context of current practice : Scottish Credit & Qualifications Scottish Credit & Qualifications

Framework Framework

1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

11 11

12 12

Access 1

Access 2

Access 3

Intermediate 1 SVQ 1

Intermediate 2 SVQ 2

Higher SVQ 3

Advanced Higher HNC / HE Certificate

HND / HE Diploma SVQ 4

Ordinary Degree

Honours Degree

Masters SVQ 5

Doctorate

What do we mean by Credit What do we mean by Credit transfer?transfer?

Credit TransferCredit Transfer gives learners credit for gives learners credit for their their prior formal or ‘certificated’ prior formal or ‘certificated’ learning. learning.

It can enable a learner to transfer credit It can enable a learner to transfer credit gained through one qualification to another gained through one qualification to another qualification or programme of study.qualification or programme of study.

Based on comparability of outcomes of Based on comparability of outcomes of different qualifications/elements of different qualifications/elements of qualifications qualifications

What do we mean by Recognising Prior What do we mean by Recognising Prior informal Learning (RPL)informal Learning (RPL)

Recognition of learning gained through life Recognition of learning gained through life and work experiences and non-formal and work experiences and non-formal learninglearning for purposes of for purposes of:: Confidence-buildingConfidence-building Educational and career guidanceEducational and career guidance Personal and professional development planning and Personal and professional development planning and

processesprocesses Gaining entry to formal programmes Gaining entry to formal programmes Gaining credit within programmes and qualifications Gaining credit within programmes and qualifications

Formative and summative recognitionFormative and summative recognition

Prior and current development Prior and current development since 2001since 2001

Launch of SCQF Launch of SCQF (2001)(2001) National debateNational debate on RPL (2004): on RPL (2004): SCQF RPL GSCQF RPL Guidelinesuidelines (2005): (2005): SCQF RPL SCQF RPL Resource packResource pack (2006): (2006): RPL RPL Resource packs and profiling toolsResource packs and profiling tools for Community Learning for Community Learning

and Development and Social Services sectors (2006-07) and Development and Social Services sectors (2006-07) Flexible Entry (RPL and Credit transfer) Flexible Entry (RPL and Credit transfer) Staff Development and Staff Development and

Resource PacksResource Packs for Scottish HE sector ( 2006) for Scottish HE sector ( 2006) Scottish Executive (SE) Scottish Executive (SE) RPL scoping exerciseRPL scoping exercise (2006): (2006): SCQF consultationSCQF consultation (2008) : form of SCQF support for RPL (2008) : form of SCQF support for RPL

required required QAA Scottish University RPL NetworkQAA Scottish University RPL Network established (2008) established (2008) SCQF RPL network SCQF RPL network to be established (2009)to be established (2009)

Drivers for RPL development in Drivers for RPL development in ScotlandScotland

National levelNational level:: Lifelong Learning, Employability agendas, Skills Strategy for Lifelong Learning, Employability agendas, Skills Strategy for

Scotland Scotland • Social inclusion and social justiceSocial inclusion and social justice• Skilled, flexible & mobile workforceSkilled, flexible & mobile workforce• Improved economic productivity and competitiveness Improved economic productivity and competitiveness

Legislation in some sectors regarding qualified workforceLegislation in some sectors regarding qualified workforce Learning providerLearning provider::

Widening participation and Flexible Delivery agendas:Widening participation and Flexible Delivery agendas:• Demographic change- need to target new student marketsDemographic change- need to target new student markets• Creation of more accessible, responsive and flexible HE systemCreation of more accessible, responsive and flexible HE system• Increased engagement with employers and industryIncreased engagement with employers and industry

Main barriers to RPL activityMain barriers to RPL activity

• Insufficient resourcingInsufficient resourcing of RPL at national and of RPL at national and local levelslocal levels

• The need for The need for more stream-linedmore stream-lined, nationally , nationally recognised RPL tools and processes. recognised RPL tools and processes.

• Resistance Resistance to concept and practice of RPL by to concept and practice of RPL by some institutions some institutions

• Need for Need for staff developmentstaff development in supporting RPL in supporting RPL activityactivity

• Lack of awarenessLack of awareness of the benefits to learners, of the benefits to learners, employees and employing organisationsemployees and employing organisations

Process of gaining credit for prior Process of gaining credit for prior learninglearning

3 stages to process of awarding 3 stages to process of awarding credit for prior learningcredit for prior learning : :

1.1. Initial advice and guidanceInitial advice and guidance

2.2. Support Support

3.3. Recognition/assessment : award of Recognition/assessment : award of credit credit

Process of gaining credit for prior Process of gaining credit for prior learninglearning

Key principles of RPL:Key principles of RPL: Recognition is given for Recognition is given for learninglearning not not

experienceexperience Learning that is recognised should be Learning that is recognised should be

transferable transferable and not just context-specificand not just context-specific LearnerLearner is responsible for identifying & is responsible for identifying &

demonstrating their learningdemonstrating their learning Credit awarded through RPL is of Credit awarded through RPL is of same same

valuevalue as credit gained through formal as credit gained through formal learninglearning

Process of gaining credit for prior Process of gaining credit for prior learninglearning

RPL Learner supportRPL Learner support : : Two forms of supportTwo forms of support

Support for Support for RPL processRPL process Support in Support in subject, vocational, professionalsubject, vocational, professional area area Support mechanismsSupport mechanisms::

• Written/e-learning resourcesWritten/e-learning resources• Individual tutorials/meetingsIndividual tutorials/meetings• Group sessionsGroup sessions• Electronic communicationElectronic communication• RPL modules RPL modules

Process of gaining credit for prior Process of gaining credit for prior learninglearning

Evidence gathering mechanismsEvidence gathering mechanisms:: Reflective accountReflective account Project workProject work Interview/oral assessment/professional discussionInterview/oral assessment/professional discussion ‘‘Assessment on demand’Assessment on demand’ Simulation/observation of practiceSimulation/observation of practice Mapping of Learning OutcomesMapping of Learning Outcomes ProfilingProfiling Europass CVEuropass CV PortfolioPortfolio

Process of gaining credit for prior Process of gaining credit for prior learninglearning

Assessing prior learningAssessing prior learningLearner must submit claim in form that Learner must submit claim in form that Makes clear written statements about what Makes clear written statements about what

actually learnt i.e. actually learnt i.e. learning outcomeslearning outcomes Provides Provides supportive evidencesupportive evidence Appropriate Appropriate SCQF levelSCQF level Demonstrates Demonstrates comparability comparability Meets Meets assessment criteriaassessment criteria

Process of gaining credit for Process of gaining credit for prior learningprior learning

Ensuring QualityEnsuring Quality All RPL processes should be All RPL processes should be quality quality

assuredassured Integrating Integrating recognition of prior learning recognition of prior learning

within within programme design and deliveryprogramme design and delivery Training and supportTraining and support for staff for staff Use of Use of SCQF core principles & key SCQF core principles & key

features of RPLfeatures of RPL : RPL Guidelines ( : RPL Guidelines (www.scqf.org.uk) )

Operational models for RPL within Operational models for RPL within Scottish universitiesScottish universities

Devolved modelDevolved model::University-wide procedures operated at University-wide procedures operated at

faculty/school/department/programme level: no faculty/school/department/programme level: no central coordination or support central coordination or support

Partnership/centralised modelPartnership/centralised model::

Central RPL Coordinator or Faculty RPL Central RPL Coordinator or Faculty RPL Coordinator works in partnership with academic Coordinator works in partnership with academic staff: central point of contact; support for staff staff: central point of contact; support for staff and students; monitors process and outcomesand students; monitors process and outcomes

Operational models for RPL within Operational models for RPL within Scottish universitiesScottish universities

Credit transferCredit transfer: : part of normal admissions processpart of normal admissions process; ; general V specific credit general V specific credit

RPLRPL : centrally approved quality assurance procedures; : centrally approved quality assurance procedures; consistent with SCQF guidelines; flexibility in support consistent with SCQF guidelines; flexibility in support and assessment mechanismsand assessment mechanisms

Claims Claims for modules, or SCQF level and creditfor modules, or SCQF level and credit Credit limitsCredit limits for prior learning within programmes for prior learning within programmes No impact on grading or No impact on grading or degree classificationdegree classification No No feesfees charged for credit transfer, but most institutions charged for credit transfer, but most institutions

charge fees for RPL- varies across the sector charge fees for RPL- varies across the sector

Issues identified by Scottish Issues identified by Scottish University RPL Network (QAA)University RPL Network (QAA)

Credit transferCredit transfer well-established but more problematic well-established but more problematic for European (including other UK) and international for European (including other UK) and international qualificationsqualifications

Challenges for RPLChallenges for RPL : : Programmes predicated on Programmes predicated on formal learningformal learning model: model: Direct match Direct match of learning outcomes or broad comparison?of learning outcomes or broad comparison? Extent to which Extent to which all all LOs need to be achievedLOs need to be achieved Difficulty of providing Difficulty of providing individualised programmesindividualised programmes

Difficulties in terms of Difficulties in terms of transition & progressiontransition & progression for for learnerslearners

Opportunities for Opportunities for degree to HN articulation?degree to HN articulation? RPL – accessible to all?RPL – accessible to all?

The way forwardThe way forward

RPL is an important part of broader RPL is an important part of broader strategiesstrategies: widening participation to : widening participation to learning; lifelong learning; employability learning; lifelong learning; employability and workforce developmentand workforce development

Need to address the lack of Need to address the lack of resourcesresources; ; improve improve perceptionperception of process; raise of process; raise awareness of awareness of opportunitiesopportunities it presents it presents

Employer engagementEmployer engagement is vital is vital

The way forward The way forward

Capacity-building: Capacity-building: Widening accessibility of RPL processWidening accessibility of RPL process

Manageable, more streamlined, flexible approachesManageable, more streamlined, flexible approaches Collaborative learning partnerships/trust between Collaborative learning partnerships/trust between

providers and across sectors providers and across sectors Staff developing and operating RPL Staff developing and operating RPL

processesprocesses need to be supported and resourced need to be supported and resourced to carry out their roleto carry out their role

Learning providersLearning providers will only include RPL in will only include RPL in their institutional activity if it can help to achieve their institutional activity if it can help to achieve their organisational priorities.their organisational priorities.

The way forwardThe way forward

Development of RPL ‘toolkits’Development of RPL ‘toolkits’ which can be which can be tailored for different sectors, including profiling tailored for different sectors, including profiling toolstools

Development of Development of SCQF Recognition CentreSCQF Recognition Centre for for refugees and migrant workersrefugees and migrant workers

Awareness-raising, marketing strategiesAwareness-raising, marketing strategies to to highlight benefits and opportunities presented highlight benefits and opportunities presented by RPLby RPL

RPL networksRPL networks to encourage sharing of practice to encourage sharing of practice and raise awareness of related developments and raise awareness of related developments at sector, national and international levels at sector, national and international levels

Discussion Discussion

In what ways is the approach to RPL in Scotland similar In what ways is the approach to RPL in Scotland similar or different to your own approaches?or different to your own approaches?

Are the drivers for RPL similar to your own contexts?Are the drivers for RPL similar to your own contexts? Are the challenges and barriers identified relevant to Are the challenges and barriers identified relevant to

your own contexts?your own contexts? What are your plans for future developments?What are your plans for future developments?