1. RPL in Scotland: current practice and the way forward `` Ruth Whittaker Centre for Research in Lifelong Learning Glasgow Caledonian University Scotland rgwh@gcal.ac.uk

2. Context of current practice : Scottish Credit & Qualifications Framework 11223344 556677889910 11 12 Access 1 Access 2 Access 3 Intermediate 1SVQ 1 Intermediate 2SVQ 2 HigherSVQ 3 Advanced HigherHNC / HE Certificate HND / HE DiplomaSVQ 4 Ordinary Degree Honours Degree MastersSVQ 5 Doctorate

3. What do we mean by Credit transfer?  Credit Transfer gives learners credit for their prior formal or ‘certificated’ learning.  It can enable a learner to transfer credit gained through one qualification to another qualification or programme of study.  Based on comparability of outcomes of different qualifications/elements of qualifications

4. What do we mean by Recognising Prior informal Learning (RPL)  Recognition of learning gained through life and work experiences and non-formal learning for purposes of: Confidence-building Confidence-building Educational and career guidance Educational and career guidance Personal and professional development planning and processes Personal and professional development planning and processes Gaining entry to formal programmes Gaining entry to formal programmes Gaining credit within programmes and qualifications Gaining credit within programmes and qualifications  Formative and summative recognition

5. Prior and current development since 2001 Prior and current development since 2001  Launch of SCQF (2001)  National debate on RPL (2004):  SCQF RPL Guidelines (2005):  SCQF RPL Resource pack (2006):  RPL Resource packs and profiling tools for Community Learning and Development and Social Services sectors (2006-07)  Flexible Entry (RPL and Credit transfer) Staff Development and Resource Packs for Scottish HE sector ( 2006)  Scottish Executive (SE) RPL scoping exercise (2006):  SCQF consultation (2008) : form of SCQF support for RPL required  QAA Scottish University RPL Network established (2008)  SCQF RPL network to be established (2009)

6. Drivers for RPL development in Scotland  National level: Lifelong Learning, Employability agendas, Skills Strategy for Scotland Lifelong Learning, Employability agendas, Skills Strategy for Scotland Social inclusion and social justiceSocial inclusion and social justice Skilled, flexible & mobile workforceSkilled, flexible & mobile workforce Improved economic productivity and competitivenessImproved economic productivity and competitiveness Legislation in some sectors regarding qualified workforce Legislation in some sectors regarding qualified workforce  Learning provider: Widening participation and Flexible Delivery agendas: Widening participation and Flexible Delivery agendas: Demographic change- need to target new student marketsDemographic change- need to target new student markets Creation of more accessible, responsive and flexible HE systemCreation of more accessible, responsive and flexible HE system Increased engagement with employers and industryIncreased engagement with employers and industry

7. Main barriers to RPL activity Insufficient resourcing of RPL at national and local levelsInsufficient resourcing of RPL at national and local levels The need for more stream-lined, nationally recognised RPL tools and processes.The need for more stream-lined, nationally recognised RPL tools and processes. Resistance to concept and practice of RPL by some institutionsResistance to concept and practice of RPL by some institutions Need for staff development in supporting RPL activityNeed for staff development in supporting RPL activity Lack of awareness of the benefits to learners, employees and employing organisationsLack of awareness of the benefits to learners, employees and employing organisations

8. Process of gaining credit for prior learning 3 stages to process of awarding credit for prior learning : 1. Initial advice and guidance 2. Support 3. Recognition/assessment : award of credit

9. Process of gaining credit for prior learning Key principles of RPL:  Recognition is given for learning not experience  Learning that is recognised should be transferable and not just context-specific  Learner is responsible for identifying & demonstrating their learning  Credit awarded through RPL is of same value as credit gained through formal learning

10. Process of gaining credit for prior learning RPL Learner support :  Two forms of support Support for RPL process Support for RPL process Support in subject, vocational, professional area Support in subject, vocational, professional area Support mechanisms: Support mechanisms: Written/e-learning resourcesWritten/e-learning resources Individual tutorials/meetingsIndividual tutorials/meetings Group sessionsGroup sessions Electronic communicationElectronic communication RPL modulesRPL modules

11. Process of gaining credit for prior learning Evidence gathering mechanisms :  Reflective account  Project work  Interview/oral assessment/professional discussion  ‘Assessment on demand’  Simulation/observation of practice  Mapping of Learning Outcomes  Profiling  Europass CV  Portfolio

12. Process of gaining credit for prior learning Assessing prior learning Learner must submit claim in form that  Makes clear written statements about what actually learnt i.e. learning outcomes  Provides supportive evidence  Appropriate SCQF level  Demonstrates comparability  Meets assessment criteria

13. Process of gaining credit for prior learning Ensuring Quality  All RPL processes should be quality assured  Integrating recognition of prior learning within programme design and delivery  Training and support for staff  Use of SCQF core principles & key features of RPL : RPL Guidelines (www.scqf.org.uk) www.scqf.org.uk

14. Operational models for RPL within Scottish universities  Devolved model: University-wide procedures operated at faculty/school/department/programme level: no central coordination or support  Partnership/centralised model: Central RPL Coordinator or Faculty RPL Coordinator works in partnership with academic staff: central point of contact; support for staff and students; monitors process and outcomes

15. Operational models for RPL within Scottish universities  Credit transfer: part of normal admissions process; general V specific credit  RPL : centrally approved quality assurance procedures; consistent with SCQF guidelines; flexibility in support and assessment mechanisms  Claims for modules, or SCQF level and credit  Credit limits for prior learning within programmes  No impact on grading or degree classification  No fees charged for credit transfer, but most institutions charge fees for RPL- varies across the sector

16. Issues identified by Scottish University RPL Network (QAA)  Credit transfer well-established but more problematic for European (including other UK) and international qualifications  Challenges for RPL : Programmes predicated on formal learning model: Programmes predicated on formal learning model: Direct match of learning outcomes or broad comparison? Direct match of learning outcomes or broad comparison? Extent to which all LOs need to be achieved Extent to which all LOs need to be achieved Difficulty of providing individualised programmes Difficulty of providing individualised programmes  Difficulties in terms of transition & progression for learners  Opportunities for degree to HN articulation?  RPL – accessible to all?

17. The way forward  RPL is an important part of broader strategies: widening participation to learning; lifelong learning; employability and workforce development  Need to address the lack of resources; improve perception of process; raise awareness of opportunities it presents  Employer engagement is vital

18. The way forward Capacity-building:  Widening accessibility of RPL process Manageable, more streamlined, flexible approaches Manageable, more streamlined, flexible approaches Collaborative learning partnerships/trust between providers and across sectors Collaborative learning partnerships/trust between providers and across sectors  Staff developing and operating RPL processes need to be supported and resourced to carry out their role  Learning providers will only include RPL in their institutional activity if it can help to achieve their organisational priorities.

19. The way forward Development of RPL ‘toolkits’ which can be tailored for different sectors, including profiling tools Development of RPL ‘toolkits’ which can be tailored for different sectors, including profiling tools Development of SCQF Recognition Centre for refugees and migrant workers Development of SCQF Recognition Centre for refugees and migrant workers Awareness-raising, marketing strategies to highlight benefits and opportunities presented by RPL Awareness-raising, marketing strategies to highlight benefits and opportunities presented by RPL RPL networks to encourage sharing of practice and raise awareness of related developments at sector, national and international levels RPL networks to encourage sharing of practice and raise awareness of related developments at sector, national and international levels

20. Discussion  In what ways is the approach to RPL in Scotland similar or different to your own approaches?  Are the drivers for RPL similar to your own contexts?  Are the challenges and barriers identified relevant to your own contexts?  What are your plans for future developments?