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SCQF RPL Project Ruth Whittaker SCQF RPL Consultant Recognising Prior Informal Learning (RPL) within the Scottish Credit & Qualifications Framework (SCQF)

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Presentation on theme: "SCQF RPL Project Ruth Whittaker SCQF RPL Consultant Recognising Prior Informal Learning (RPL) within the Scottish Credit & Qualifications Framework (SCQF)"— Presentation transcript:

1 SCQF RPL Project Ruth Whittaker SCQF RPL Consultant Recognising Prior Informal Learning (RPL) within the Scottish Credit & Qualifications Framework (SCQF)

2 Project aims National debate on RPL Production of SCQF guidelines on RPL for post-16 education and training sectors in Scotland

3 Definition of RPL A process that involves a learner reflecting on experiences; identifying learning and providing evidence of that learning Role of learning provider to provide effective support and manage process of recognition

4 Definition of RPL Can form part of activities associated with personal/career development; educational and career guidance and confidence building as well as assessment and credit-rating Prospective/diagnostic function Recognition broader scope than accreditation

5 Project Activities Phase 1 - October 2003 to April 2004 Review current range and potential development of RPL across different sectors. Phase 2 - April 2004 to November 2004 National debate on RPL and production of draft guidelines Phase 3 - November 2004-March 2005 Consultation and production of working guidelines Phase 4 – April 2005-March 2006 Publication of guidelines and supporting implementation

6 Links to REFINE Project framework that will promote the use of common tools by different sectors for different purposes with a common understanding of the principles and procedures to guarantee quality and legitimacy of the outcomes of recognition (TRANSFINE recommendation) Collaborative, cross-sectoral approach to development Embraced principles, approaches and tools for recognising prior informal learning at a European level

7 Purpose of guidelines Guidance to learning providers on managing process of RPL within context of SCQF Set of core principles and key features Support more widespread practice of recognising prior learning as part of LLL agenda in Scotland

8 Scope of guidelines Learner-centred - recognises continuum of learner needs Core Principles : to ensure good practice Key Features: guidance in development and operation of RPL processes Use of RPL within the context of the SCQF

9 RPL for personal/career development : formative recognition RPL for credit :summative recognition Links between the two forms of recognition Recognising equivalence between the outcomes of informal and formal learning

10 Core Principles Learner-focussed Accessibility Flexibility Reliability, transparency & consistency Clarity of role definition Quality Encouragement of collaboration

11 RPL for Personal/Career Development: Purpose Recognition and confidence-building within context of educational guidance. Possible outcomes: Recognition of value of strengths and skills gained through prior informal learning- by self and others Notional levelling of this learning within context of SCQF to help identify possible progression routes Planning of individual learning pathway, or personal/career development plan Preparation of RPL claim for credit in order to gain entry to, or credit within, a formal programme of study

12 RPL for Personal/Career Development: Context Access programmes Community based learning provision Adult Literacy and Numeracy learning provision Workplace learning and training programmes CPD Educational and career guidance

13 RPL for credit : purpose Assessment and formal recognition of any non-assessed, non-credit-rated learning. Possible outcomes: Entry to first level of programme at college or HEI General SCQF credit Specific credit within formal programme

14 RPL for credit: Context Organisations which deliver SCQF credit-rated provision: Colleges, through SQA Other SQA-approved centres Higher Education Institutions All organisations which deliver SCQF credit-rated provision can award a general credit-rating. The receiving institution determines the amount of specific credit a learner can be awarded within a particular programme within that institution or organisation

15 RPL : Key features Initial guidance Supporting learners Mechanisms for gathering and presenting evidence of learning Recognition process Notional levelling/mapping on SCQF to identify learning plan/pathway (RPL for Personal/Career Development) Assessment; credit limits; fee process (RPL for Credit) Monitoring process Support for staff Quality assurance

16 Supporting Implementation of RPL 05/06 Development of SCQF RPL Resource Pack Supporting collaborative RPL development Awareness -raising

17 Useful Contacts Visit the dedicated SCQF RPL


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