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Karen Adams NES Margaret Cameron SCQF Partnership

Karen Adams NES Margaret Cameron SCQF Partnership. Objectives. Introduce the RPL Network; RPL Toolkit RPL Examples – case studies Outcome of RPL Event Discussion. Informal and Non Formal Learning: RPL Development. Key Features of RPL.

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Karen Adams NES Margaret Cameron SCQF Partnership

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  1. Karen AdamsNESMargaret CameronSCQF Partnership

  2. Objectives • Introduce the RPL Network; • RPL Toolkit • RPL Examples – case studies • Outcome of RPL Event • Discussion

  3. Informal and Non Formal Learning: RPL Development

  4. 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

  5. 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of the learning outcomes claimed • Authenticity • The learners own learning • Currency • Learning current and not out of date

  6. 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

  7. April 2008 RPL Network

  8. RPL meant different things to different people; Provision was patchy Develop a Network Develop a `Business Case’ --- Why bother? Feedback

  9. 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.

  10. 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 Formal Learning

  11. 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

  12. 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 Network RPL Toolkit

  13. November 2010 Over 60 delegates Support required: Training, workshops for organisations; Examples of good practice, case studies Raise awareness Create a process of recognition RPL Event

  14. 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 Following on from the event

  15. Discussion How do you – or could you – make use of RPL? What are your drivers for RPL? What challenges are there to your making best use of RPL? And how can they be overcome? How can the SCQF RPL Network help you make the most of RPL?

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