Bologna Promoter Conference Recognition of Prior Learning The Students‘ Perspective Colin Tück 9. November 2006 – Milano

Outline  The need for Recognition of Prior Learning (RPL)  The system perspective  The student perspective  RPL in the Bologna Process  RPL and Qualifications Frameworks  Key demands to RPL-systems

Why Recognition of Prior Learning? Social make of of the student body Source: EUROSTUDENT 2005

Why Recognition of Prior Learning? Non-traditional entry-routes to HE Source: EUROSTUDENT 2005

Why Recognition of Prior Learning? Work experience before entry to HE Source: EUROSTUDENT 2005

Why Recognition of Prior Learning?  Low participation of students from a non- academic family in higher education  Low rate of entrance to higher education on a non-traditional route  Previous work experience significantly higher for students from a non-academic background  RPL can empower socially or economically disadvantaged groups to enter higher education

Why Recognition of Prior Learning? The individual perspective:  Nobody wants to do things twice  Ability to plan individual learning paths and biographies  People want to see their activities and competencies valued, e.g. work experiences  Students do not see the need for strict barriers between educational sectors

RPL in the Bologna Process Bergen Communiqué (2005):  „We […] renew our commitment to making quality higher education equally accessible to all“  „We will work with higher education institutions and others to improve recognition of prior learning including, where possible, non-formal and informal learning for access to, and as elements in, higher education programmes.“  „In particular, we shall look for progress in: […] creating opportunities for flexible learning paths in higher education, including procedures for the recognition of prior learning.“ (Stocktaking)

RPL and Qualifications Frameworks  European Qualifications Framework for Lifelong Learning (EQF-LLL):  8 levels  All types of education: HE, Vocational E&T, …  Learning outcomes  Recognition of Prior Learning:  Supporting instrument to EQF-LLL  Full success of EQF-LLL only with RPL

Key demands to RPL systems  Unbureaucratic and easy accessible  Allow application in several languages  Provide electronic submission of application and/or supporting material  No exploitation with fees  Provide RPL at all levels  Apply Quality Assurance mechanisms to RPL  Allow for appeal against decisions  Equality of RPL- and traditional qualifications

Thank you for your attention!