Karen Adams NES Margaret Cameron SCQF Partnership.
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Transcript of Karen Adams NES Margaret Cameron SCQF Partnership.
Objectives
• Introduce the RPL Network;
• RPL Toolkit
• RPL Examples – case studies
• Outcome of RPL Event
• Discussion
5. Supporting the implementation of Guidelines
across sectors
4. Consultation and production
of final Guidelines
3. Production of draft Guidelines:Core principlesKey features
2. National Debate :Sector-
basedWorkshopsOct 2004
1. Review of RPL practice and
potential development
2003/04
SCQF National RPL
Guidelines
Informal and Non Formal Learning:
RPL Development
Key Features of RPL
• Benchmark learning to the SCQF
• Identification of learning pathways
• Support for learners in transition from informal to formal learning
• Support for staff that are supporting learners
• Monitoring process for RPL
• Integration within the overall QA systems
Criteria for Assessment
• Acceptability – An appropriate match between the evidence
presented and the learning outcomes
• Sufficiency– Of breadth and depth, including evidence of reflection,
to demonstrate the achievement of the learning outcomes claimed
• Authenticity– The learners own learning
• Currency– Learning current and not out of date
Scottish Skills Strategy
• ..develop a system to ensure that they recognise the value of individuals’ prior learning and wider achievement by building on work already undertaken through the SCQF
• ...move quickly to ensure that the SCQF embraces more learning opportunities by …. encouraging the recognition of informal learning
Feedback
RPL meant different things to different people;
Provision was patchy
Develop a Network
Develop a `Business Case’
--- Why bother?
Recognition of Prior Learning
RPL is the process for recognising learning that has its source in experience and/or previous formal, non-formal and informal contexts.
Formal Learning
Credit Transfer • Learning previously been assessed and credit
rated:– Mainstream Qualifications– Non-traditional credit rated learning
• Can help learners to:– Move between faculties or between universities and
colleges– Move from one qualification to another– Decision is always the receiving institution / awarding
body
Why Bother?
• To assist learners identify their learning;
• Avoids duplication and helps with progression.
• Formative – – for career or personal development
• Summative – – for credit towards a qualification
Examples
SSSC RPL towards SVQ3
NES Pathways to Recognition project
QAA European showcase of Scottish RPL – and the setting up of a European network
SCQF NetworkRPL Toolkit
RPL Event
November 2010 Over 60 delegates
Support required: Training, workshops for organisations; Examples of good practice, case studies
Raise awareness Create a process of recognition
Following on from the event
A spur to action.
For example, NES now tabling discussions with health and education partners to support:
• greater transparency and consistency in – and access to - RPL systems• more effective resourcing of RPL routes into learning• more effective use of RPL as part of learning provided via employers