Higher Education and Training Awards Council HETAC

1. Higher Education and Training Awards CouncilHETAC Recognition of Work Based Learning Karena Maguire Head of Awards Management HETAC 29 November 2007

2. Work Based Learning • Work based learning has been described as learning from a non-academic work based experience which is recognised and validated as part of an overall programme design focused on specific work place knowledge, skills and competencies (learning outcomes) and leading to a qualification (major, minor, special purpose award….) on the National Framework of Qualifications. This learning can be transformed into personal, professional and organisational growth.

3. Benefits of WBL • Widening access to HE • Pilots for expanding & developing RPL systems • Networks/Links with Industry and Business • Organisational Training & Development • Upskilling labour force – group learning • Promoting Individual learning contracts • Cross provider collaboration • ALL underpinned by the Recognition of learning Achievement

4. Recognition of Learning AchievementPolicy Context • National Legislation – enhanced access to awards • National Framework of Qualifications – single point of reference, national entity • Supporting National Policies - articulating responsibilities- ATP – operational guidelines RPL - credit • European Developments • Bologna process – Lifelong learning – London 2007 • EQF for Lifelong Learning • Lisbon Recognition convention/ Diploma Supplement ENIC/NARIC centre. • Common principles • Examples of advanced International Practice - France 20,000 direct awards made since 2002

5. Experience to date • Professional bodies moving towards the framework (CPD) some with RPL responsibilities • New providers with closer links to the workplace and professions • Small number of established providers supporting Institute-wide activities with RPL/APEL tools • Or Existing providers just establishing formal APEL systems • Non traditional curriculum emerging from all providers and the structures such as modularisation & semesterisation • Direct awards from HETAC- Learning achievement assessed for a major award with no programme • A more informed general public – new societal demands and expectations promoted by NFQ etc.

6. Supports for RPL Activity • Explicit published standards • Awards based on learning outcomes • Different types of awards (non major) for WBL • Learner Assessment clearly defined • Promotes alternative forms of assessment • Quality assurance systems & review process • National approach to credit – sectoral credit system • Programme structures – modular approach • Delegated Authority – subsidiarity • Funding Initiatives – SIF projects • Increased transparency – information • Publication/availability of information

7. New Classes of Awards • Minor - multi-purpose awards that recognise attainment of part of a major award • Special Purpose - Special purpose awards meet specific, relatively narrow focused legislative, regulatory, economic, social or personal learning requirements. • Supplemental - Supplemental awards are for learners who have already obtained a major or special purpose award and may require refreshing or updating and continuous education and training with respect to an occupation or profession

8. HETAC - Two Aspects to Recognition • Programme based recognition - ATP Persons seeking entry to programmes or advanced standing through exemptions and/ or credit attainment. 2. Direct application to HETAC for an award Persons making a direct application to the Council for an award based entirely on their learning achievement without reference to a programme of study/structured learning.

9. Programme based recognition • HETAC Responsibilities under Access Transfer and Progression section 23 – 2(d) Act. • Initial NCEA APEL policy published in 1993 due to be replaced • SURVEY - Recent survey of providers and RPL/APEL activity Autumn 2006: • Almost all of the established providers have some RPL policy/process in place. The majority is based on local initiative and small projects. Collaboration LIONRA project • Diverse practice on APEL : ranges from central in strategic plan to no activity. Variety of approaches to structure; scope and range (full to PG or UG only, industry); support systems and dedicated staffing/funding or dealt with in local depts.

10. Policy Approach Provider Interaction • Integrated policy approach • Revised Policy – code of practice/guidelines • Learner Assessment Procedures • HETAC validation process • Delegated Authority - Quality Assurance effectiveness - review – Access transfer and progression - Programmatic review process supporting RPL arrangements • Inter - agency approach • NQAI –supporting the further National Approach – OECD activity • FETAC – common overall policy approach • HEA – links to the National Access Office • FORFAS skills labour analysis

11. Policy Approach Provider Interaction • Seminars, workshops to encourage and support a community of best practice; international expertise on advance achievements • Monitor all activities, disseminate information; link providers when capacity is problematic • Promote inclusion of the social partners; Employers WBL initiatives; professional bodies etc. • Consider sustainable centralised support • Evaluation of RPL initiatives

12. Direct Application to HETAC • All Awards available ‘Recognition Policy, Criteria and Process for a Direct Application to HETAC for a Named Award’ March 2006. • Awards may be based entirely on lifelong learning achievement without reference to a programme • 4 awards conferred to date (PhD/2 Master/1 BA) – 4 applicants in the process of developing evidence to demonstrate achievement – 2 more undergoing assessment. • Published standards and criteria for awards apply as criteria • National and International assessors (min of 3 in total) • Public viva voce mandatory for postgraduate awards • First award based on lifelong learning conferred in June 2005 • First PhD conferred in November 2007

13. Policy Approach - Direct Application • Low key implementation to date • Policy and process evolving • Process of assessment is articulate and intensive • Onus is on the applicant to demonstrate attainment of standard – self assessment process (applicants need to understand concept of learning outcomes, self reflection) • briefing assessors essential • Policy approach is to seek provider assistance on the assessment • Providers to charge applicants • HETAC to monitor and evaluate the process and benchmark fees

14. Looking to the future Open recognition for learning achievement to a standard Programme – based RPL activities Direct Applications Experiential assessment Integrated processes Supports – A package of supports required. Macro – New Policy under development; old policy more proactive; new reporting and monitoring arrangements. ATP & RPL systems and processes integrated in to effectiveness review. Micro – code of practice – best practice nationally and internationally; provider links;

15. HETAC Honorary Conferring – 15 June 2005 Lucius Emerson

16. Further Information www.hetac.ie ‘Recognition Policy, Criteria and Process for a Direct Application to HETAC for a Named Award’ March 2006’ Policy and Criteria for Awards Policy Validation of Taught and Research Programmes Joint awards and collaborative programmes Learner Assessment consultation discussion document