1 / 11

Recognition of Prior Learning Experience the Accreditation Process

Recognition of Prior Learning Experience the Accreditation Process. What is RPL?. APL refers to certificated learning for which a general credit rating had been agreed e.g. RGN, RM, HNC, HND, degree courses,.

naida
Download Presentation

Recognition of Prior Learning Experience the Accreditation Process

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Recognition of Prior Learning Experience the Accreditation Process

  2. What is RPL? APL refers to certificated learning for which a general credit rating had been agreed e.g. RGN, RM, HNC, HND, degree courses, APEL is learning which does not have a general credit rating but has been acquired through an individual’s experience e.g. Work-based, community based learning Choose UWS/2009

  3. What is Academic Credit? • Two types of credit may be awarded, General Credit and Specific Credit. • General Credit is arrived at through agreements between awarding bodies and Higher Education Institutions. The amount of General Credit is determined by the qualification held. • Specific Credit is credit which the University awards towards a specific programme of study. This time it is determined by subject choice. It follows that General Credit cannot be applied on a blanket basis to individual study programmes, the amount of Specific Credit, depends on how closely prior learning ties in with a proposed programme of study.

  4. Benefits of RPL • For the student • Gain credit and recognition for learning; boosting confidence, motivation and self esteem • Encourages further learning • Do not need to repeat learning experiences for things they already know and for which they can provide suitable evidence • Boost employment opportunities by gaining a recognised qualification more quickly saving time and money

  5. Benefits of RPL • For the Employer • Work based learning and training can contribute to a recognised qualification saving time and money • More efficient use of the training budget avoiding duplication of learning and identifying the best way to meet skills gaps • Provides a framework for skills development and CPD enabling employers to: • Show a commitment to workforce development • Improve staff retention

  6. Benefits to Learning Providers • Encourages participation on learning programmes as students are coming with recognition for learning they already have • Widens access to those who would/could otherwise not consider further study • Enhances retention of learners • Scotland’s largest modern university • 19,500 students • over 1500 modules offered • 4 regional campuses: Ayr, Dumfries, • Hamilton & Paisley • career focused, designed in partnership with business and industry • £160million investment programme ..now underway to further improve ..our facilities. Our time is now We’re an ambitious university and our students are too. Choose UWS/2010

  7. BA Management Bridging Programme • Entry into Level 9 • Students made RPL claim for 240 points • Combination of APL and APEL • Workshops/Supervision/Assessment RPL Case Study

  8. Principles of APEL • The student makes the claim to have acquired knowledge and skills. • The responsibility of supporting this claim with evidence rests with the student. • It is learning not experience that is important. Experience is only significant as a source of learning. If learning cannot be extracted from experience there is nothing to assess and a claim cannot be made.

  9. Identification of Learning • 4 stages. • Experiences were looked at and those where significant learning had occurred were selected. • Clear statements in the form of learning outcomes were written making sure that: • Learning was at the right level. • There was a clear link between theoretical knowledge and practical application • Learning had been kept up to date. • Evidence in support of the claim to learning was collected and collated this took the form of a written report accompanied by a portfolio of evidence • Presentation and Assessment

  10. The Students’ Experience • The “Lows” • Difficult to tease out learning from experience • Challenge of writing learning outcomes • Finding the time • Fear of failure

  11. The Student’s Experience • The “Highs” • Made me reflect on my working practices and question why I did things. • Gave me the confidence to suggest different ways of working. • Made me appreciate what I had achieved within the workplace. • My degree is within my grasp.

More Related