Higher Education and Training Awards Council HETAC

1. Higher Education and Training Awards CouncilHETAC National context - Recognition of learning Achievement Presentation to VPL-2 National Seminar Karena Maguire 16 February 2007

2. Recognition of Learning AchievementNational Context • National Legislation – enhanced access to awards (direct & provider) • National Framework of Qualifications – learning outcomes (APE) • National Policies - ATP – operational guidelines RPL • European Developments • Bologna process – Life long learning – London 2007 • EQF for Life long Learning • Lisbon Recognition convention Diploma Supplement ENIC/NARIC center • Common principles • Best International Practice - France 20,000 direct awards made since 2002 Provider Experience to date • Professional bodies moving towards the framework (CPD) • Existing providers establishing formal APEL systems • New providers with close links to the workplace • Established providers supporting Institute-wide activities with APEL tools • Non traditional curriculum emerging from modularisation/semesterisation • Direct awards - Learning achievement assessed for a HETAC award • A more informed general public – new societal demands REMIT - National Policy ATP – Providers - Direct Application – to HETAC

3. Supports for RPL • Explicit published standards • Awards based on learning outcomes • Different types of awards (non major) • Assessment to demonstrate standard is achieved • Quality assurance systems & review process • National approach to credit • Increased transparency – information • Delegated Authority – mature institutions • Publication/availability of information • Alternative forms of assessment

4. HETAC - Two Aspects to Recognition • Provider based recognition Persons seeking entry to programmes or advanced standing through exemptions/credit attainment. 2. Direct application to the Council Persons making a direct application to the Awards Councils for an award based on learning achievement.

5. TWO Aspects of RPL Provider - Access Transfer and Progression processes Direct Applications to the Council New policy evolving Old generic policy Learning achievement without reference to a programme Mainly with reference to a structured programme, some work based learning

6. Provider based recognition • APEL policy in place since 1993 for all providers (aprox 40+) • Recent outline survey of providers and APEL activity • Almost all of the established providers have some RPL in place • Diverse practice on APEL : ranges from central in strategic plan to no activity. Variety of approaches to structure; scope and range (full to PG or UG only, industry); support systems and dedicated staffing/funding or dealt with in local depts. • New draft policy based on current context • Provider experience and success to date is critical • How can HETAC further facilitate and encourage providers from a policy/process research or other perspectives?

7. Direct Application to Council • All Awards available ‘Recognition Policy, Criteria and Process for a Direct Application to HETAC for a Named Award’ March 2006. • Awards may be based entirely on lifelong learning achievement • Without reference to a programme • Two awards conferred to date – four applicants in the process of developing evidence to demonstrate achievement • Council may request providers advice in the assessment process • Published standards and criteria for awards apply as criteria • International assessors (min of 3) • Public viva voce mandatory for postgraduate awards • First PhD based on lifelong learning made in November 2007

8. Direct Application – Current Position • Low key implementation as per demand - no advertisement to date • Policy and process is emerging • Process of assessment is slow, labour intensive • Onus is on the applicant to demonstrate attainment of standard – self assessment process (applicants need to understand concept of learning outcomes) • Training/briefing of international assessors problematic • Long term strategy is to delegate assessment to a more structured and well developed, well equipped provider environment that facilitates recognition of learning achievement.

9. Looking to the future Open recognition for learning achievement to a standard Provider - based RPL activities Direct Applications Experiential assessment Supports – A package of supports required. HETAC is open to all suggestions proposed by providers

10. Suggested Support Mechanisms • Research into all aspects of APEL • Update policy, provide comprehensive guidelines • Promote inclusion of the social partners • Accreditation activities to support RPL • Training initiatives for assessors and other staff • Seminars, workshops on supporting elements • Developing and supporting a community of best practice • Providing international expertise on advance achievements in APEL.(electronic developments) • Monitor activities, OECD project, Lionra

11. HETAC Honorary Conferring – 15 June 2005 Lucius Emerson

12. Further Information www.hetac.ie ‘Recognition Policy, Criteria and Process for a Direct Application to HETAC for a Named Award’ March 2006’ List of current providers Awards Policy Validation of Taught and Research Programmes Joint awards and collaborative programmes