RPL Process
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GUIDELINES FOR THE STAFF
Updated Aug 8th 2011
IDENTIFYING AND RECOGNIZING PRIOR LEARNING IN DIAK
Principles
The main goal of identifying and recognizing prior learning is to offer a student studying at
Diak a chance to make use of previously achieved learning outcomes regardless of how,
when or where they were achieved. The basis for recognizing prior learning is
equivalence, ie. the student's learning outcomes are compared with objectives for learning
listed in Diak's curriculum.
By this process the student will have the opportunity to demonstrate previously achieved
learning outcomes and diversify his/her expertise with studies which s/he hasn't yet
achieved learning outcomes in. The beneficiaries of the process are the student and Diak.
Identifying and recognizing achieved learning outcomes is possible only for students
registered as present who are undertaking studies aiming for a degree. Identification and
recognition are applied for mainly in the beginning of degree studies when the PSP
(personal study plan) is being confirmed. Any RPL-procedures (recognition of prior
learning) implemented during the studies take place when the PSP is reviewed. In this
case the process should be implemented during the term preceding the time of completion
for the study unit or module planned in the student's PSP, in January for studies
undertaken in the autumn term and in August for spring term studies, unless otherwise
agreed for specific reasons. Starting students (1st year students on their first semester)
may return their RPL applications in September and in February after their PSPs have
been completed.
Students upgrading their qualifications (i.e. students with an earlier vocational college
diploma or a UAS degree from a degree programme) structure their studies according to
Diak's model personal study plans (PSPs). For these college-level studies, the students
need not apply for recognition of prior learning as their education will be noted when their
PSPs are created. For other studies, upgrading students shall follow the usual RPL
procedures.
If a student's proficiency in a language was graded laudatur or eximia in the matriculation
examination or if he/she has completed 2 cr in any institution of higher learning, the
student's learning in this language is considered as demonstrated as required for
Orientation to language Studies. The Student Advisor handles the required markings.
If the student has completed a corresponding amount of language studies in the same field
in a university or polytechnic, the student is considered to have demonstrated his/her
language proficiency for professional studies as well.
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A final thesis cannot be completed using the process for recognizing achieved learning
outcomes (RPL).
Processing the application will take approximately one month, and at least a month should
be reserved for the demonstration of achieved learning outcomes as well.
The recognition of achieved learning outcomes may be applied for with study units or
modules worth 5 or more credits, in principle. Recognition of partial achievements within
study modules may be applied for when the entity is clear-cut (such as food hygiene, first
aid). Sometimes it may be expedient to accept a part of practical training through the RPLprocedure and another part as normal practical training, skills demonstration or another
form of supplementary achievement. The student will not necessarily be able to complete
all parts of the desired study module/study unit through RPL but will need to supplement
his/her studies. The supplementary part of studies will then naturally consist of fewer
credits than the total study module/study unit.
”Credit transfer means accepting studies, training, work experience or learning outcomes
as part of an undertaken degree or course under mandatory or optional studies." (Suomen
yliopistojen rehtorineuvosto & Ammattikorkeakoulujen rehtorineuvosto 2009, Oppimisesta
osaamiseen: Aiemmin hankitun osaamisen tunnustaminen ja tunnistaminen)
Induction
Information concerning the methods for demonstrating achieved learning outcomes is
available on Diak's web pages as well as in the staff intranet. The student can familiarize
him/herself with the RPL-procedures in the applicant's guide, in the study guide and in
Vopa. RPL-guidance is also available from Student Advisors, the teachers responsible for
the study unit / study module and the tutors.
The demonstration of achieved learning outcomes begins at the student's initiative. First,
the student is expected to carefully familiarize him/herself with the competences of his/her
field of study and the content and learning objectives listed in the study guide and the
implementation plan of the study unit or study module. The student is expected to evaluate
and reflect upon his/her achieved learning outcomes from the viewpoints of knowledge,
skills and competence.
By the definitions of EQF (the European Qualifications Framework):
- Knowledge means the learning results achieved through the assimilation of
information and through critical learning. Knowledge is the body of facts, principles,
theories and practices that is related to a field of study or work. In the context of
EQF, knowledge can be described as theoretical or factual. The holder of a
Bachelor's degree should have advanced knowledge of the field of study and critical
understanding of the theories and principles of the field.
- Skills means the ability to apply knowledge and use acquired know-how to complete
tasks or solve problems. In the context of EQF, skills can be described as cognitive
(involving the use of logical, intuitive and creative thinking) or practical (involving
manual dexterity and the use of methods, materials, tools and instruments). The
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holder of a Bachelor's degree should have innovative mastery of the advanced skills
required by the field of study. S/he should be able to solve complex and
unprecedented problems in his/her field of specialization.
- Competence means the proven ability to use knowledge, skills and personal, social
and/or methodological abilities in work or study situations and in professional and/or
personal development. In the context of EQF, competence is described as the
ability to operate responsibly and autonomously. The holder of a Bachelor's degree
should be able to handle complex technical and professional operations or projects
and be responsible for decision-making also in unprecedented study or work
situations. Additionally, s/he should be able to be responsible for the professional
development of work units and groups.
The student is expected to assemble, present and evaluate his/her achieved learning
outcomes (knowledge, skills, competence) for the studies in question. Demonstrating
achieved learning outcomes involves the ways in which the student displays his/her
knowledge and skills in relation to the learning objectives of study units or study modules.
Applying, Assessment of Learning Outcomes and Decision-making
The student should be guided when he/she is having his/her previous learning identified
and recognized. From the point of view of the student's study path, the recognition of the
prior learning means personalising the studies, which is an essential aspect of personal
study planning.
Learning outcomes achieved by formal education
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The recognition of learning outcomes achieved by formal education always requires
studies of corresponding content, objectives and scope.
When learning outcomes achieved by formal education are recognised as a part of
elective studies, the completed studies are registered in the student's PSP.
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The student is expected to deliver an application containing the Portfolio of Learning
Outcomes and relevant appendices (documents, certificates and, if needed, the
descriptions of objectives and content for completed studies) to the Student Advisor
either for the PSP discussion at the start of studies or in January for studies
undertaken in the autumn term or in August for spring term studies, unless
otherwise agreed for a specific purpose. Beginning students (1 st year students on
their first semester) may return their RPL applications in September and in February
after their PSPs have been completed. The application form is a part of the Portfolio
of Learning Outcomes (template can be found at www.vopa.diak.fi)
The Student Advisor will make the decision concerning the recognition of learning
outcomes achieved by formal education by accepting or rejecting the application or
by requiring that the learning outcomes be supplemented. If the student is required
to supplement his/her skills, the Student Advisor will determine the appropriate way
to do so and, if needed, the extent of the supplementary part in credits. The student
completes the supplementary studies, choosing them from the supply of Diak's
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study modules. The teacher responsible for the study unit may participate in the
definition and assessment of a potential supplementary assignment if needed.
Processing the applications must take no longer than one month.
Learning outcomes achieved by other than formal education
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The student is expected to deliver an application containing the Portfolio of Learning
Outcomes and relevant appendices (description of achieved learning outcomes,
documentation, certificates and copies of completed written tasks, products or
media material) to the teacher responsible for the study unit or study module in
question either in January for studies undertaken in the autumn term or in August
for spring term studies, unless otherwise agreed for a specific purpose. Beginning
students (1st year students on their first semester) may return their RPL applications
in September and in February after their PSPs have been completed. The
application form is a part of the Portfolio of Learning Outcomes (template can be
found at vopa.diak.fi and vss.diak.fi).
Should the application for recognizing achieved learning outcomes be rejected due
to the portfolio, the student is expected to complete the study unit or module is
question normally.
Should the portfolio show a need for the student to supplement the learning
outcomes demonstrated therein, the teacher responsible for the study unit will
define a suitable way for the student to supplement the learning outcomes, defining
the extent of the supplement in credits. In the definition of supplementary tasks, it is
important for the educators to work as a team.
The teacher responsible for the study unit or study module will make the decision
concerning the recognition of learning outcomes achieved by other than formal
education by accepting or rejecting the application or by requiring that the learning
outcomes be supplemented.
Processing the applications must take no longer than one month.
The teacher responsible for the study module or study unit will inform the student by
email about the decision, possibly including the credits awarded for the extent of the
recognised studies and for the contents and extents of the provided supplements.
The teacher will record the date of the delivery of the decision on the decision form.
Entering the decisions into the study register and signing in the study card
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The teacher responsible for the study module will take the decision form to the
student affairs office for recording and archiving. The student advisor will record all
recognition decisions made in connection with PSP's into the study register.
- If the whole study unit or module has been recognized with learning outcomes
achieved by formal education, the institution, the time and the grade of the
original completion will be marked into the study register. If no grade has been
given for the previous education or if the learning outcomes are formulated by
several units, it will be marked into the study register S (suoritettu).
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Learning outcomes achieved by other than formal education will be marked into the
study register as awarded credits and the mark of completion 'S'.
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Appellate procedure
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A student who is not satisfied with the decision may appeal for rectification from the
Student Advisor who made the decision or the teacher responsible for the study unit
either orally or in a written form. The request for rectification must be made in the
course of 14 days following the decision.
A student who is not satisfied with the rectification made by the Student Advisor or
the teacher responsible for the study unit may appeal for a new rectification from
the board of examiners within 14 days following the decision.
Documenting the decisions
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The decisions will be documented and archived at the student affairs' office along with
the rest of the student's documentation.
The student affairs office archives the portfolios in the electronic format as supplied by
the student. The student is required to compile one pdf-file to produce the electronic
version of the material. Paper versions will not be archived. The student is required to
keep a copy of the portfolio for the duration of his/her studies. If the portfolio contains
parts that cannot be stored in the electronic format, the student is responsible for
storing these parts of the material safely throughout his/her studies. After making the
RPL decision, the teacher will take the material to the student affairs office for the
student to obtain within one month of receiving the decision.
Appendix 1
Demonstrating Learning Outcomes in Diak
1) PORTFOLIO OF LEARNING OUTCOMES
Demonstrating the learning outcomes of education
- A certificate of the completion of studies. The certificate must clearly state
the credits awarded and content (e.g. topics for lectures, read literature) in
those subjects/courses/study modules that are relevant for the study module
or unit.
- Documentation of work practice done during the education
- Those tasks done during the education, which correspond with the content
and objectives of the study module
- The student's own assessment of his/her learning process as relates to the
content and objectives of the study module or unit
- The student's own assessment of his/her needs for development
- Separate tasks to demonstrate the learning outcomes given out by the
lecturer responsible for the study unit, if the documentation mentioned above
is deemed insufficient (e.g. an essay, where the student demonstrates how
his/her previously achieved learning outcomes correlate with the theoretical
basis of the study module or unit)
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Demonstrating the learning outcomes achieved via work or leisure activities and
through life experience
- Documentation of the materials the student wishes to use in the
demonstration of his/her achieved learning outcomes
- Work certificates, statements provided by the employer, certificates and
statements of leisure activities
- Copies of the completed written tasks demonstrating the learning outcomes
listed in the objectives of the study module/unit in question (memoirs,
reports, publications etc.)
- Copies/records of select journalistic products or other material related to the
media listed in the objectives of the study module/unit in question (clippings,
photographs, videos, tv/radio shows etc.)
- Discussions or a written report may be required to prove the authenticity of
the documentation.
- The student's own description and evaluation of his/her achieved learning
outcomes
- The student's description and evaluation of what s/he has learned in leisure
activities and through life experience
- The correlation between the learning outcomes achieved through work
assignments / leisure activities and life experience and the content and
objectives of target study unit
- The student's own evaluation of his/her needs for development
Instead of or in addition to written text, the portfolio may contain video or audio. Written
output may be supplemented with different types of visual materials, photos, work
process descriptions, or video or audio clips. Many of the methods to demonstrate
learning, described below, can be integrated into the portfolio.
2) DIARY OF LEARNING OUTCOMES
- The diary of learning outcomes is the student's tool for personal reflective thought
- In the diary of learning outcomes the student compares his/her achieved learning
outcomes to the content and objectives of the study module/unit (defined on the
level of the implementation plan or 'TOTS')
- Observations and experiences about knowledge, skills and competences can be
gathered in the diary of learning outcomes.
- A diary of learning outcomes may also contain descriptions about practical
situations in which the learning can be demonstrated. It may also be a recording or
a video.
- The diary of learning outcomes is a personal work, which can be used as a tool for
self-evaluation, and parts thereof can be attached to the portfolio.
- Verification of facts is required.
3) LEARNING CHART
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- Supplements and provides structure for selected parts or entities in the portfolio, or
may function as an autonomous section
- Provides structure for dialogue during counselling
4) CV
- Learning-based, gives a good structure for the RPL-process. Suitable as the
structuring tool (as a part of the portfolio, for example) to be enlarged upon with
other documents or skills demonstrations.
- The assumption is that the student receives instructions to write the CV in a way
that demonstrates his/her learning.
5) ESSAY
- The essay can be a demonstration of learning outcomes and supplement other
such demonstrations (e.g. a certificate presented by the student)
- Is especially suited for assessing knowledge and demonstrating how the previously
achieved learning outcome is connected to the theoretical basis required by the
UAS.
- Can be data-based; if so, it will be suited for the extension of the student's
knowledge base.
6) REFLECTIVE WRITING PROCESS
- A workable tool to develop the professional identity of the student. Focuses
attention on the student personally, his/her experiences and evaluations, and
guides him/her towards reflective professionalism.
- It is important to pose questions to guide the selection of objects of reflection so that
the work will not remain internal to the writer's mind only.
- Suited to the description of the entire process of the student's professional identity
developing, growing and being reflected upon.
7) REFLECTIVE REPORTS
- Suited to demonstrate learning achieved in a prior job. The reflection is
retrospective in character and can be guided by questions essential to the
development of a professional identity.
- Suited to recognising practical training.
- Can be used even when the student supplements his/her practical training RPL by
completing a part of the training and writing a reflective report on it.
8) WORK ASSIGNMENT -SPECIFIC EXAMS (WORK EXAMS)
- Enable the functional assessment of technical and practical skills (e.g. laborations,
skills in instrument use)
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- Require that the student is able to rationalize the choices s/he makes in an oral or
written form.
- Can also be used to supplement a written demonstration of learning outcomes
9) WRITTEN EXAMS
- Complement other methods of assessment
- Are suited for the assessment of knowledge and surveying various clear-cut areas
of learning (such as language proficiency tests).
- Exams requiring application of knowledge are suitable for deepening knowledge
and reflection.
- Demonstrate the essential and important factors in the respondent's thinking
- Also measure the skill of written presentation
- Implemented in groups, also show the student's cooperation skills, sense of
responsibility etc. Are also suited to assessing and developing interaction and
cooperation skills.
10) ORAL EXAMS
- Enable instant clarification of the rationalization behind choices made ('why'questions)
- Often shed light on the commitment and motivation of the respondent
- Are easier to answer to than e.g. written exams
- Require short, clear and unambiguous questions
11) GROUP DISCUSSIONS
- In addition to content-related learning, also show cooperation skills
- Discussions make visible other modes of learning also, not only writing
- Suited to many situations either in a supplementary role or as a skills demonstration
12) ACTING AS A TRAINER/SHARING ONE'S OWN KNOWLEDGE
- Can be arranged so that the student sets up a workshop or training session for
other students.
- Helps the student to structure his/her learning and develops his/her abilities relating
to self-expression, creativity and visualisation of the phenomena under study.
- The student experiences his/her learning as valued by others and learns how to
function as an expert. However, care must be taken that this does not change into
exploitation of any student but remains an honest demonstration of learning.
- During preparation, prompt the student to present extensive application
opportunities and significance in the student's own life.
- Suited for experienced students with special skills and varied educational
backgrounds to demonstrate their special skills.
13) INTERVIEW
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- Is used as a complementary method along with other ways of demonstrating
achieved learning outcomes
- May support the student's own recognition process
- PSP-discussion
- Works especially in the early phase and in phases involving selection.
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14) VIDEO
- Depending upon the environment, videos can involve either simulated or real
situations. The student should handle the videoing himself/herself.
- Permits and ethical questions form a challenge. The feasibility must be considered
also from the point of view of time management.
15) COLLEAGUE, SUPERIOR OR CUSTOMER FEEDBACK
- As a supplementary demonstration of achieved learning outcomes, the student may
be required to provide colleague, superior or customer feedback. With it the student
will be able to verify a reported learning outcome. The student requests the
feedback himself/herself and includes it in his/her portfolio.
- Works well as a recognition tool to identify cooperation skills, interaction skills and
work structuring skills.
- Issues related to ethics and the protection of privacy must be noted.
16) OTHER METHODS
- Also other appropriate methods can be applied when the resources of a study unit
permit it.
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