Karen AdamsNES
Margaret CameronSCQF Partnership
Objectives
• Introduce the RPL Network;
• RPL Toolkit
• RPL Examples – case studies
• Outcome of RPL Event
• Discussion
5. Supporting the implementation of Guidelines
across sectors
4. Consultation and production
of final Guidelines
3. Production of draft Guidelines:Core principlesKey features
2. National Debate :Sector-
basedWorkshopsOct 2004
1. Review of RPL practice and
potential development
2003/04
SCQF National RPL
Guidelines
Informal and Non Formal Learning:
RPL Development
Key Features of RPL
• Benchmark learning to the SCQF
• Identification of learning pathways
• Support for learners in transition from informal to formal learning
• Support for staff that are supporting learners
• Monitoring process for RPL
• Integration within the overall QA systems
Criteria for Assessment
• Acceptability – An appropriate match between the evidence
presented and the learning outcomes
• Sufficiency– Of breadth and depth, including evidence of reflection,
to demonstrate the achievement of the learning outcomes claimed
• Authenticity– The learners own learning
• Currency– Learning current and not out of date
Scottish Skills Strategy
• ..develop a system to ensure that they recognise the value of individuals’ prior learning and wider achievement by building on work already undertaken through the SCQF
• ...move quickly to ensure that the SCQF embraces more learning opportunities by …. encouraging the recognition of informal learning
RPL Network
April 2008
Feedback
RPL meant different things to different people;
Provision was patchy
Develop a Network
Develop a `Business Case’
--- Why bother?
Recognition of Prior Learning
RPL is the process for recognising learning that has its source in experience and/or previous formal, non-formal and informal contexts.
Formal Learning
Credit Transfer • Learning previously been assessed and credit
rated:– Mainstream Qualifications– Non-traditional credit rated learning
• Can help learners to:– Move between faculties or between universities and
colleges– Move from one qualification to another– Decision is always the receiving institution / awarding
body
Why Bother?
• To assist learners identify their learning;
• Avoids duplication and helps with progression.
• Formative – – for career or personal development
• Summative – – for credit towards a qualification
Examples
SSSC RPL towards SVQ3
NES Pathways to Recognition project
QAA European showcase of Scottish RPL – and the setting up of a European network
SCQF NetworkRPL Toolkit
RPL Event
November 2010 Over 60 delegates
Support required: Training, workshops for organisations; Examples of good practice, case studies
Raise awareness Create a process of recognition
Following on from the event
A spur to action.
For example, NES now tabling discussions with health and education partners to support:
• greater transparency and consistency in – and access to - RPL systems• more effective resourcing of RPL routes into learning• more effective use of RPL as part of learning provided via employers
Discussion
How do you – or could you – make use of
RPL?
What are your drivers for
RPL?
How can the SCQF RPL Network help you
make the most of RPL?
What challenges are there to your making best use
of RPL? And how can they be
overcome?