Professor Ruth Whittaker
& Marty Wright
Glasgow Caledonian University
Recognition of Prior Learning
Scottish Higher Education Network
Designing a National RPL
Framework: Case Study Scotland
Professor Ruth Whittaker
Glasgow Caledonian University
Recognition of Prior Learning
Scottish Higher Education Network
Why is RPL important?
Recognition of Prior Learning
Scottish Higher Education Network
What is the National Framework for RPL and why do we need it?
Part of broader agenda
to develop more
flexible and efficient
learning pathways
While it is a national
RPL framework, it
aims to be flexible
enough to reflect
different
institutional
contexts.
Builds on earlier
work e.g. the
Streamlining RPL
Guidelines
Funded and
supported by QAA
Scotland with the
endorsement of
Universities
Scotland and the
Scottish
Government
Endeavours to
support the HE
sector to address
the issues that make
it difficult for key
stakeholders to
engage with RPL
Enhancing RPL within HE
Recognition of Prior Learning
Scottish Higher Education Network
• Minimum
benchmark for RPL
• strategic/sector
level
guidance/principles
• Raise awareness at
this level
• Guidance &
information
• Resources &
toolkits
• Raise awareness
Strategic
/Sector
Institutional
level
Student
level
Professional,
Statutory and
Regulatory
Body Level
National RPL Framework for HE
• Implementation of
streamlining
guidelines at
institutional level
(including
introductory
guidance)
• Update/refresh
examples of practice
• Develop
understanding
• Guidance on RPL
for PRSBs
• Develop
resources/case
studies
• Raise awareness
What are we trying to
achieve?..
…Transforming processes
Recognition of Prior Learning
Scottish Higher Education Network
Using the National HE Framework for RPL
www.enhancementthemes.ac.uk
Recognition of Prior Learning
Scottish Higher Education Network
Sector level principles
Enabling RPL in institutions
Streamlining and enhancing RPL support and assessment within HEIs require a set of
enablers related to:
• Policy and process that mainstreams and integrates RPL within admissions,
learning, teaching and assessment strategies and quality assurance
mechanisms;
• Curriculum design that explicitly addresses flexible modes of entry,
progression and delivery;
• Clear points of contact for RPL for potential applicants, existing students and
staff;
• Building staff capacity and capability ,linked to the need for CPD
opportunities and the increased visibility of RPL across the institution and in
staff workload;
• Greater use of technology-enhanced RPL provision through VLEs and eportfolios as part of a blended learning approach
• Integration of RPL processes within related developments such as PDP,
employability,WBL and distance learning; and
• Data gathering and analysis to ensure effective monitoring, tracking and
evaluation as part of a process of reviewing and enhancing practice.
Making the National HE Framework for RPL Work:
next steps
Baseline survey
sector level
principles
Development of
RPL toolkit to
support
programme staff
Reviewing role of
RPL network
Supporting and
sharing innovative
institutional
approaches
Institutional approach to RPL
Devolved
Model of RPL
School level coordination
Direct Match versus Broad comparison
Consistency and transparency
Timely
Transition into University for students (support)
Institutional approach: flexible continuum
model
Marty Wright; Academic Head
School for Work Based Education
Scottish Centre for Work Based Learning renamed
• Employees and employers are at centre of
activities
• Learning is accredited (RPL) or is extending
workplace skills and abilities (WBL)
• Learning at work, for work and through work
Experiential and constructivist
ideas of learning : not new
• Effective, valuable and developmental
learning for people in work actively occurs
through the medium of work, through
experience, interaction / engagement with
others (CoP), especially when the learning is
engaged with critically and reflectively
• Dewey 1929 +; Kolb 1984; Schon 1983; Brookfield 1987; Gear et al.1994;
Wenger 1988; Eraut et al, 2000 /2005; Felstead et al, 2005; Eraut & Hirsh,
2007.
WORK BASED EDUCATION
3 strands to the activity
External Accreditation (companies, business,
organisations)
RPL (using external accreditation, other
Formal credit or WBL)
Work Based Curriculum (prescribed
and / or flexible)
We work with partners
All our students are employees
Majority (95%) are undertaking bespoke
university certificate, diploma, degree, honours
or masters level programmes with the support
and financed by employers
Bespoke Programmes / modules / curriculum
designed or agreed by employers
FLEXIBLE EVERYTHING!!!
FLEXIBLE EVERYTHING
Admission criteria
Start date
Start level (Modern apprentices to CEO)
Flow through, 1 or 2 modules at a time, length
of programme
Content / curriculum
Blended Learning for the UK, Dubai, Eire,
South Africa
LEAST Flexible Learning Continuum (1 of 11)
Integrated Work Based
Programme
Integrates other WBL models
and flexible entry e.g. Modern
Apprentices
Prescribed modular content /
theoretical principles then
contextualised in content and
assessments.
SCQF 7, 8,9
Degree,
Diploma
Certificate
awards all
available
May exit at
lowest level,
May include external credit
aspiration to
rated programmes as entry or as highest level
part of the relevant level to
is not always
shorten the programme
feasible
Business / Service Led:
dictating their expectations /
required knowledge and skills
sets of their employees or
managing talent
Recruiting and supporting the
development of staff as well
as business’ vision
Incremental but based on
proven ability capability
Mid point of flexible continuum (6 of 11)
Integrated Work Based
Programme
New service, innovation,
enterprise, change for
individuals in employment
The definition of new / change
will also dictate the academic
level
WBL features as an accredited
component to state standards
expected and evidence / confirm
attainment of standard.
Notional effort attains a number
of credits. Output aligned to
SCQF confirms attainment of
SCQF level
May also have prescribed
modular components or
external credit rated
programmes
SCQF 9,10,11
Ultimate standards are
prescribed by professional
identity, and agreed as
appropriate for the business
(strategic vision)
Selected student is aspiring or
new to role (developmental)
Employer led business
enhancements or evolutionary
staff development to remain
contemporary
MOST Flexible Learning Continuum (11 of 11)
RPL with option to
12 (420
include external credit need to
rated programme to a be 12)
maximum of 240
credits
Executive and Senior
Management Level.
Individual or small
group.
Work based RPL matched to
Professional Doctorate
module content may include
elements of externally
accredited programmes
Executive and Senior
Management Level.
Individual or small
group.
Maximum number of SCQF
11 credits = 80
11/12
(150 at
11)
Developing a flexible learning
continuum
• In addition to the existing ‘aspirationally’ the flexible
continuum will NEED TO CONSIDER AND
INCORPORATE :
• Students moving through the curriculum at their own speed
• Students determining their own curriculum, and how they
want to learn, also how they want to be assessed
• Enhanced by digital & education technology that
personalises and addresses relevancy, time, place, global,
local etc
Recognition of Prior Learning
Scottish Higher Education Network
Thank You
Contact Details:
Ruth Whittaker: R.G.Whittaker@gcu.ac.uk
Marty Wright: M.Wright@gcu.ac.uk
Heather Gibson: h.gibson@qaa.ac.uk
http://www.enhancementthemes.ac.uk/flexible-learning/recognition-of-prior-learning