Recognition of Prior Learning Education in Employment Strategic Innovation Fund (SIF) Project

1. Recognition of Prior Learning Education in EmploymentStrategic Innovation Fund (SIF) Project I.Sheridan CIT

2. I.Sheridan CIT

3. Education in Employment Project • Led by CIT – 2007 – 20010 Total value €5.2m • 7 Institutes of Technology and 2 Universities • Focused on making the third level institution more relevant to the workplace learner in partnership with the employer through: • Work-based and Blended Learning • Recognition of Prior Learning (including NQAI and HETAC) • Progression opportunities for Craftspersons • Migrant workers and third level I.Sheridan CIT

4. I.Sheridan CIT

5. Background to RPL • Long tradition of Mature Student entry to third level based on review of experience (RPL for entry) • A number of EU projects contributed to developments in the Institute of Technology Sector in mid-1990’s • Some partner Institutes of Technology involved in developing institute-wide policy and practice from 1996 • A regional (Líonra) project on RPL in 2006 I.Sheridan CIT

6. What it means Useful definition: RPL – A process by which relevant learning which has taken place prior to enrolment on a programme of study is given a value Notes: Learning encompasses ALL learning – wherever and however gained – study, work, voluntary experiences It is important to note that the learning is recognised only in the context of a programme of study The learning is given a value through an assessment process I.Sheridan CIT

7. Types of Learning Formal, Non-formal and Informal For RPL: Certified: learning for which certification has been awarded through a Higher Education Provider Experiential: learning which has not previously been accredited or recognised, can include workplace training activities as well as unintentional learning through work and life experiences I.Sheridan CIT

8. How RPL is generally used Entry: The learner seeks to gain entry to a programme without the formal pre-requisite qualification. In some cases learners can seek to be admitted to an advanced stage of the programme. Exemption: The learner seeks exemption from parts of a programme and will provide evidence that the appropriate learning outcomes have been met. Award: The learner seeks to have their prior learning recognised for a full award on the framework. I.Sheridan CIT

9. Main users of the RPL process Target Groups: • Mature students returning to education • Employees with significant experiential learning • Those seeking to improve their existing qualification • Those seeking to retrain or change careers • Those in occupations requiring formal qualification Levels: • Many applications for exemptions from stage 1 or 2 modules at levels 6 or 7 • Progression by craft workers to cognate disciplines at third level, granting block exemptions from stage 1 modules • Applications for entry to level 9 Masters programmes • Very few institutions have granted full awards based on RPL – (PhD by Published Works) I.Sheridan CIT

10. Building Blocks of RPL • Framework of Qualifications • Modular Programmes • Learning Outcomes • Institute-wide Policy • Robust quality assurance systems • Assessment methodologies – building capability and capacity • Partnerships with Employers • Bologna process and learner mobility I.Sheridan CIT

11. The RPL Process for entry • Applicant in consultation with Higher Education provider completes a portfolio of learning providing evidence of relevant learning and ability to complete the programme to which entry is sought • Usually an interview is held • Academic Assessor considers evidence and makes judgement • The process can be more or less formal depending on the system • Often this is not recorded as ‘RPL’ within systems I.Sheridan CIT

12. The RPL Process for exemption • Applicant in consultation with Higher Education provider completes a portfolio of learning providing evidence of attainment of the learning outcomes of the module • Academic Mentor assists in the interpretation of the learning outcomes • Academic Assessor considers evidence and makes judgement • Results of the assessment process entered into Quality Assurance and Records processes I.Sheridan CIT

13. Assessment and Validation Considerations • If Learning is certified… • to grade or not… • If Learning is experiential… • ‘new’ learning • not previously awarded credits or grades • grades or ‘x’ • award stage or not • assessment capability • validation and examination board and records • Limits on Attainable Credits for RPL • Implications for classification of award I.Sheridan CIT

14. Other Considerations • Cost to learner • Certified or experiential • Full-time or part-time (does FT become PT?) • Resource implications within the institution • Mentoring • Assessment – pay per portfolio? • Administration • Timelines in the process • Apply prior to semester start? • Portfolio preparation time • Assessment time – timing of validation boards and response to student I.Sheridan CIT

15. Various Stakeholders • Government and NQAI, Awards Councils etc. • Policy, funding mechanisms • Higher Education Providers • Support for learners, assessment capability, robust quality assurance methods • Employers • Support and understanding of the process • Learners I.Sheridan CIT

16. Barriers to RPL • Costs • Time involved in portfolio preparation and assessment • Inflexibility of students records systems • Academic language and jargon • Mistrust • Informed Policy and practice • Institutional capability and capacity • Identifiable points of contact • Visibly robust QA systems Enablers of RPL I.Sheridan CIT

17. Numbers of Applications Assessed (CIT only) * Mainly applications for exemptions – recording of applications for entry not complete I.Sheridan CIT

18. Developments under EiE Project • All 9 institutions now have RPL policy in place • Sharing of learner, assessor and mentor guidelines • Sharing of information on practical issues, costs, resources etc • Building of network with employers and organisations • Growing awareness among learners, employers and Higher Education Institutions I.Sheridan CIT

19. Future Directions for RPL • Collaborative approach to development of policy and practice has yielded benefits • Broader knowledge and understanding will increase demand and alleviate fears • Changing economic circumstances will see increased numbers of experienced workers returning to education on a full or part time basis • Higher Education providers will need to improve engagement with workplaces and workplace learners • Improved visibility and data collection will yield a better understanding of resource requirements and improved QA I.Sheridan CIT

20. Project website www.eine.ie Practice-focused report on RPL from the project group - available from project website or by request from: Contact details: Irene Sheridan Cork Institute of Technology 353-21-4326585 irene.sheridan@cit.ie I.Sheridan CIT