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

2. 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

3. 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’

4. 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

5. 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

6. 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

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

8. 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

9. 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

10. 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

11. 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)

12. 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

13. 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…….)

14. Useful Contacts
Visit the dedicated SCQF RPL

15. 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

16. 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 ?