1. Recognition of Prior Learning – the Scottish context
Sheila Dunn
Head of Quality and International Development
Scottish Credit and Qualifications Framework Partnership

2. The Partnership and Framework RPL in Scotland
Government Support
Current policy links
SCQF Resources
Online Toolkit
My Skills, My Future
Case Studies
Benefits and Challenges

3. Scotland - Overview Population 5,373,000 (June 2015)
17% under age 16
63% working age
20% pensioners
40% of population in Central Belt
Employment rate 74% (Oct 2016)
Number of institutions
HEIs (215,000 students)
Colleges 26 – in 13 regions
(350,000 students)
Schools (285,000 pupils)
Use this slide to compare with size of visiting country
Three of our Universities are in the Top 100 Globally which places them in the top 1% of universities.
In colleges 347,336 students undertaking courses, mostly part time.
Schools: Primary 2,153 Secondary 376 Special 193 Total 2,722

4. SCQF Partnership SCQF Partnership SCQFP Chair
QAA Scotland
College Development Network
Scottish Qualifications Authority
Universities Scotland
Co-opted Director representing employers
SCQFP Chair
Rob Wallen, Principal, North East Scotland College
Framework launched 2001
SCQFP Established November 2006
Company Ltd by Guarantee
Registered Charity in Scotland
Executive Team – 10 members
The SCQF was created and named in 2001 by a steering group comprising members of the Scottish Government, SQA and QAA.
First implementation plan followed for
Company established in 2006.
The Partnership then produced the First strategic and operational plans in 2007.
The Partnership has a Board of Directors which comprises nominees of:
College Development Network, Quality Assurance Agency for HE, SQA, Universities Scotland
In addition, the Board has a co-opted Director representing the interests of employers. And an independent Chair, Rob Wallen
We believe we have a formidable force with this Board. All of the bodies represented have a significant interest, involvement and influence on, learning in Scotland and they also work closely with a wide range of stakeholders to help the company to achieve its goals. 4

5. Over 11,000 learning programmes on the Framework
All mainstream qualifications represented at all levels and in all sectors
Over 11,000 learning programmes on the Framework
Increasing number of employer and work based qualifications
Ministerial endorsement as a “national language”
Embedded within all education and training policy
Not just about levels and credits
Introduce framework – explain levels, credits, etc
Explain how quals compare – doesn’t matter where the learning takes place, etc
Microsoft example – An international organisation wanted to level their training programmes credit rated and chose SCQF to do so first.
We are also regularly updating and producing new case studies to reflect employers use of the Framework.
Over 500 quals from employers, private training providers and other ‘non mainstream’ quals

6. Aims of the SCQF
helping people of all ages and circumstances to understand how to progress through appropriate education and training over their lifetime, so as to fulfil their personal, social and economic potential;
 enabling employers, learners and the public in general to understand:
the full range of Scottish qualifications;
how qualifications relate to each other and to other forms of assessed learning;
how different types of qualification can contribute to improving the development, and utilisation, of the skills of the workforce;
how Scottish qualifications relate to qualifications in other countries;
how using level descriptors can assist with qualifications development and benchmarking skills and experience in all sectors.
providing a Framework which can support the aims of fair work and social justice by ensuring that it provides tools and resources which can recognise prior learning, support progression and improve social inclusion

7. RPL: A Definition
The Recognition of Prior Learning is the process for recognising learning that has its source in experience and/or previous formal, non-formal and informal learning contexts.

8. Government Support Skills for Scotland (2007)
Challenging employers, learning providers, awarding bodies and others to use the Scottish Credit and Qualifications Framework (SCQF) as a tool to support learning, specifically to facilitate the recognition of learning and for enabling individuals to move smoothly through learning environments, getting credit for learning they have already achieved.
Putting Learners at the Centre – Delivering our Ambitions for Post-16 Education (2011)
There is some excellent practice in recognising prior learning. We want to ensure such practice is adopted as a minimum benchmark across the sector, ensuring that entry to courses happens at Scottish Credit and Qualification Framework (SCQF) levels which properly reflect people’s academic and wider experience.”

9. Current Government Policies
RPL supports current Scottish Government Policies:
Developing the Young Workforce (DYW)
Closing the Gap
Commission on Widening Access (CoWA)
Excellence and Equity in Education
Fair Work Framework

10. Learners must be given full recognition for their prior attainment as they progress between institutions without unnecessary repetition of any Scottish Credit and Qualifications Framework (SCQF) Level unless it is in the interest of the learner.
Colleges Scotland 2016

11. RPL: Benefits Enhances employability and career development
Can help prevent skills gaps
Saves time and money for learners, employers and the Scottish economy
Can improve confidence and self-esteem
Can support the increase of skills utilisation

12. SCQFP RPL activities and Resources
RPL Toolkit online resource
My Skills, My Future toolkit and workshops
links with HE RPL Network
RPL workshops
Sector Specific events
Case studies

13. Online RPL Resource
designed to signpost users to a range of information relevant to their needs or interests in RPL. It highlights the different ways in which RPL can be utilised and attempts to clarify some of the jargon which is sometimes used.
Supports learners who may be interested in using RPL and providers of RPL such as colleges, universities, employers, sector skills bodies, awarding bodies or others involved in providing learning.
By clarifying some of the terms and uses for RPL it attempts to build a shared understanding of the common features, approaches and issues around RPL. For RPL providers it attempts to offer some guidance and examples on the implementation of RPL processes.

14. The Online RPL Toolkit

15. My Skills My Future

16. Aim of My Skills My Future
To help individuals understand their skills and strengths gained through experiential learning and benchmark this to the SCQF

17. Benefits Better understanding of skills
Aids planning future career or further training
Builds self-confidence and raises aspirations
Benchmarked against the Career Education Standards
Can generate evidence towards certain SQA awards

18. Challenges Producing tools doesn’t mean people will use them
Need for tailored information
Need for capacity building
No consistent approach to RPL across sectors
Some sectors don’t recognise what they do as RPL
Very few sectors “market” RPL to learners
Limited definition of articulation
Regional outcome agreements
Student funding structure

19. Case Studies and Workshops
Workshops for those supporting learners and setting up systems
Sector Specific Events – Creative Industries, Care and School Leadership
Bespoke Workshops
Case Studies
Videos of learner journeys

20. Some questions for discussion?
What challenges are there in promoting the value of RPL?
What benefits are to be gained from a national framework/policy for RPL?
What barriers are there to implementing RPL?

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