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

1. RPL in Scotland: current practice and the way forward `` Ruth Whittaker Centre for Research in Lifelong Learning Glasgow Caledonian University Scotland rgwh@gcal.ac.uk

2. 12 12 11 11 10 10 9 9 8 8 7 7 6 6 5 5 4 4 3 3 2 2 1 1 Context of current practice : Scottish Credit & Qualifications Framework Doctorate Masters SVQ 5 Honours Degree Ordinary Degree HND / HE Diploma SVQ 4 Advanced Higher HNC / HE Certificate Higher SVQ 3 Intermediate 2 SVQ 2 Intermediate 1 SVQ 1 Access 3 Access 2 Access 1

3. What do we mean by Credit transfer? • Credit Transfergives 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

4. What do we mean by Recognising Prior informal Learning (RPL) • Recognition of learning gained through life and work experiences and non-formal learning for purposes of: • 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

5. Prior and current development since 2001 • 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)

6. Drivers for RPL development in Scotland • National level: • Lifelong Learning, Employability agendas, Skills Strategy for Scotland • Social inclusion and social justice • Skilled, flexible & mobile workforce • Improved economic productivity and competitiveness • Legislation in some sectors regarding qualified workforce • Learning provider: • 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

7. 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

8. Process of gaining credit for prior learning 3 stages to process of awarding credit for prior learning : • Initial advice and guidance • Support • Recognition/assessment : award of credit

9. 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

10. Process of gaining credit for prior learning RPL Learner support : • Two forms of support • Support for RPL process • Support in subject, vocational, professional area • Support mechanisms: • Written/e-learning resources • Individual tutorials/meetings • Group sessions • Electronic communication • RPL modules

11. Process of gaining credit for prior learning Evidence gathering mechanisms: • Reflective account • Project work • Interview/oral assessment/professional discussion • ‘Assessment on demand’ • Simulation/observation of practice • Mapping of Learning Outcomes • Profiling • Europass CV • Portfolio

12. 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

13. 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)

14. Operational models for RPL within Scottish universities • 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

15. Operational models for RPL within Scottish universities • 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

16. Issues identified by Scottish University RPL Network (QAA) • Credit transfer well-established but more problematic for European (including other UK) and international qualifications • Challenges for RPL : • 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?

17. 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

18. The way forward Capacity-building: • Widening accessibility of RPL process • 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.

19. The way forward • 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

20. Discussion • 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?