RPL and Older Adults: A case study analysis
Graham Smith & Alice MortonCentre for Lifelong Learning
University of Strathclyde
Centre for Lifelong Learning
Located in the City Centre ofGlasgow, the Senior StudiesInstitute, University of Strathclydewas formalised in 1991 as aEuropean centre of excellence forlifelong learning for people over 50.
Today, located within the Centre forLifelong Learning, the Institute has4 Key areas:
1. Learning in Later Life
2. Useful Learning
3. Widening Access
4. Employability
50+ Employability
1. Extensive experience and understanding of the diverse range of issues facing adults in later life.
2. Widely respected across Scotland, the UK, Europe and North America in relation to lifelong learning.
3. Sound knowledge of age management and the associated business impact of an ageing workforce.
Transitions in later life
A range of factors influence capacity for working in later life
Capacity to deal with change and uncertainty varies significantly from person to person
Phillipson, 2002
Encouraging lifelong learning
One of the greatest predictors of participation in learning at a later stage in life is the amount of initial education.
Older adults less likely to participate in lifelong learning activity, particularly those with poor educational backgrounds.
Even less likely to work towards formal qualifications.
Realising Your Potential project
Key objectives of the project are toassist older workers aged 50+ to:
1. Re-engage with learning
2. Update their existing skills and develop new skills
3. Assess current work ability and explore work potential
4. Enhance their future employability
5. Consider working longer and/or postpone retirement
Double Loop learning model
Stage 2Build confidence and motivation for learning. Develop skills such as communication, team working and Information Technology
Stage 3Explore new interests
Stage 1Reflect on prior learning experiences
Stage 4Evaluate current workability
Stage 5Progress onto new learning opportunities
Based on Argyris & Schön, 1978
Emerging issues
Appropriate advice and guidance provision for older adults
Influencing Scottish Government policy on Information, Advice and Guidance (IAG), taking into account the differing needs of older adults
Increasing number of older adults “encouraged” to consider early retirement/redundancy
Individual capacity for dealing with change (transitions) beyond the age of 50 challenging
Potential value of recognition of prior learning
SCQF Partnership RPL Network Event 18th November 2010
Recognition of Prior Learning and Realising Your Potential
Recognition of Prior Learning and Realising Your Potential
www.strath.ac.uk/cll
Centre for Lifelong Learning
50+ Employability – Realising Your Potential50+ Employability – Realising Your Potential
An extrapolation of similarities between Realising Your Potential and Recognition of
Prior Learning
Skills - centre stage for older workers - analysing and profiling tools
Demystifying the SCQF framework for older learners
Characteristics•Learning potential of 50+ Interested in learning and personal developmentMay envisage barriers to learningWorking life may have been for the most part in the same job Interested in education to plan employability/retirementEmployment awarenessPlanning for change/ careerOpen to volunteering and local opportunities
Characteristics•Learner’s potential•Interested in re-entering learning•Contribute towards a programme of learning•People who have been out of education•Adults returning to education•Wanting to re-train or change careers•Volunteering, community activities/projects
LearningEmployment
QualificationsCareer
Pathways
Similar CharacteristicsSimilar Characteristics
Experience and Processing
•Learning (adult learner/learning contexts)•Skills profiling•Reflection•Work•Family•Community, voluntary, hobbies and interests (unstructured learning)•Key experiences and events in life (unstructured learning)•Confidence building•Future planning •Reflective log / evidence
Experience and Processing
•Family life (home- making,caring, domestic organisation)•Work (paid or unpaid)•Community, voluntary or leisure activities•Key experiences and events in life•Confidence building•Goals and what is needed to achieve them•Lifelong learning•Reflective log / evidence
ReflectionConfidence
Goals
Skills Profiling
Skills Analysis and ProfilingSkills Analysis and Profiling
Recognition of Prior Learning: ToolkitRecognition of Prior Learning: Toolkit
RPL toolkit is a resource which can be adapted to support the personal development of older learners when analysing and profiling their skills
Where to Start? – an ‘objective experience’Where to Start? – an ‘objective experience’
Step 1- Analyse a job experience• Reflect on a well known job• Identify skills in use or essential to job• Record these at random• Categorise under headings
Step 2 - Reflect• Additional skills• Transferrable skills
Step 3 - Profile• Organise a personal skills profile for a barperson
Skills ?Skill
s ?
Skills ?
Skills ?
Where to Start? – a ‘subjective experience’Where to Start? – a ‘subjective experience’
• Personal experience ( job or life)
• Describe the experience – what happened?
• Knowledge gained – what do you know now?
• Skills- what skills have been developed?
• Reflections- what skills are in deficit?
• Application – think of a new job/form of engagement in which you could apply these skills
Skills – centre stage Skills – centre stage
• A personal skills profile
• Transferrable skills awareness
• New learning/career pathways
• Signature strengths
• A ‘sparkling’ CV
• A volunteering CV
SCQF FrameworkSCQF Framework
Older learners
1. Indicated no knowledge of the framework
2. Pilot - found it useful
3. Greater understanding of qualifications and progression routes
ObservationsObservations
What are the benefits to the older learner?
What difficulties/challenges were experienced?
What successes have there been?
Thank You
Contact details:
Graham Smith [email protected]
Alice Morton [email protected]
Website: www.strath.ac.uk/cll