Leading the way in Europe Recognising Prior Informal Learning (RPL) within the Scottish Credit & Qualifications Framework (SCQF) Ruth Whittaker SCQF RPL Consultant

What do we mean by ‘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

What do we mean by ‘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’

Purpose of SCQF RPL 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

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

Use of RPL within the context of the SCQF 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

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

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

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

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

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 Implementation of RPL will truly deliver the Framework to the Scottish public At present, most of the work has been with academia (through necessity). This momentum now has to be taken forward with the employers and general public Huge amount of work taking place in Europe to develop and implement learning frameworks (next slide)

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

Supporting Implementation of RPL 05/06 Identification and collation of examples of existing practice Supporting collaborative RPL development Awareness -raising Eng essentially has 2 frameworks – one for the actual qualifications, and the other for the credit that the learner has achieved. NIre stopped its work to ensure synergy with Eng, given that the same qualifications are offered. Wales fwk very similar to SCQF. Only contains FE/HE at present How do they all relate to each other (well…….)

Useful Contacts email:rplproject@scqf.org.uk Visit the dedicated SCQF RPL website @ www.scqf.org.uk/rpl

Developing an RPL approach: SVQ Social Care L2 and 3 Pilot Aim: To develop a process of formative recognition which will engage social care workers who lack confidence as learners and/or are reluctant to undertake formal learning, such as Scottish Vocational qualifications (SVQs) To accelerate the process of the recognition of prior learning (RPL) for credit towards SVQs in Social Care in the private and voluntary sector

Developing an RPL approach: SVQ Social Care Pilot Organisations:Church of Scotland and ORCHA RPL approach: Formative stage: confidence-building RPL Profile tool Scenario-based professional discussion Workshop discussion: challenges/key issues ?