Working with RPL Facilicode Teacher Training March 2009 University of Aalborg Anne Murphy

Session content – not linear! RPL: Terms and meanings Contexts: - VET or HE... what differences? - In the workplace? Forms of knowledge – own positionality? Policy matters: EQF, national frameworks, professional bodies, occupational standards, own organisation Mentoring in the workplace for RPL: how? Relationship with own VET or HE activities? Learning Outcomes

Terms and meanings RPL APEL APCL Formal learning Non-formal learning Informal learning Experiential learning Work-based learning Occupational standards Professional standards Levels of learning National Frameworks European Qualifications Framework EQF Dublin Descriptors ‘Graduateness’ Europass Diploma Supplement

Contexts Your own work context - How is RPL used? -Do you have a local RPL Policy? -Have you ever used RPL? Your partner company -Have they used RPL? -What do they expect? -Will you have to mentor worker-learners? -Will your VET/HE organisation co-operate? -

What will you use RPL for in Facilicode? 1.To find out the extent and level of learning? profiling 2. To plan a new stage of training/learning? formative 3. To assess learning for the purpose of an award or qualification? summative

‘College Knowledge’ or ‘Learning from Experience’ How do you understand the nature of learning from formal training/courses and learning from the naturally occurring demands of the workplace? Codified knowledge Tacit knowledge Collective knowledge Distributed knowledge. Mode 1 Mode 2 Mode 3? What rubrics/tools will you use to compare types of knowledge?

Using Qualifications Frameworks Will you use RPL in the project in relation to vocational or university awards? Or for helping workers plan for new awards? Or for enhancing skills and knowledge in the workplace?

Learning Outcomes? How will you use them? How would you relate learning from experience to a module you teach? What might an RPL process look like for a worker-learner?