Recognition of Prior Learning Education in Employment Strategic Innovation Fund (SIF) Project

A STRATEGIC INNOVATION FUND PROJECT LED BY:

February 2010 I.Sheridan CIT 1

Recognition of Prior Learning

Education in Employment Strategic Innovation Fund

(SIF) Project



Education in Employment Project Led by CIT – 2007 – 20010 Total value €5.2m 7 Institutes of Technology and 2 Universities Focused on making the third level institution

more relevant to the workplace learner in partnership with the employer through:

Work-based and Blended LearningRecognition of Prior Learning (including NQAI and HETAC)

Progression opportunities for CraftspersonsMigrant workers and third level



Background to RPL

• Long tradition of Mature Student entry to third level based on review of experience (RPL for entry)

• A number of EU projects contributed to developments in the Institute of Technology Sector in mid-1990’s

• Some partner Institutes of Technology involved in developing institute-wide policy and practice from 1996

• A regional (Líonra) project on RPL in 2006



What it means

Useful definition: RPL – A process by which relevant learning which has taken place prior to enrolment on a programme of study is given a value

Notes: Learning encompasses ALL learning – wherever and

however gained – study, work, voluntary experiencesIt is important to note that the learning is recognised only in

the context of a programme of studyThe learning is given a value through an assessment

process



Types of Learning

Formal, Non-formal and InformalFor RPL:Certified: learning for which certification has been

awarded through a Higher Education Provider

Experiential: learning which has not previously been accredited or recognised, can include workplace training activities as well as unintentional learning through work and life experiences



How RPL is generally used

Entry: The learner seeks to gain entry to a programme without the formal pre-requisite qualification. In some cases learners can seek to be admitted to an advanced stage of the programme.

Exemption: The learner seeks exemption from parts of a programme and will provide evidence that the appropriate learning outcomes have been met.

Award: The learner seeks to have their prior learning recognised for a full award on the framework.



Main users of the RPL process Target Groups:

Mature students returning to education Employees with significant experiential learning Those seeking to improve their existing qualification Those seeking to retrain or change careers Those in occupations requiring formal qualification

Levels: Many applications for exemptions from stage 1 or 2 modules at

levels 6 or 7 Progression by craft workers to cognate disciplines at third level,

granting block exemptions from stage 1 modules Applications for entry to level 9 Masters programmes Very few institutions have granted full awards based on RPL – (PhD

by Published Works)



Building Blocks of RPL

Framework of Qualifications Modular Programmes Learning Outcomes Institute-wide Policy Robust quality assurance systems Assessment methodologies – building capability and

capacity Partnerships with Employers Bologna process and learner mobility



The RPL Process for entry

Applicant in consultation with Higher Education provider completes a portfolio of learning providing evidence of relevant learning and ability to complete the programme to which entry is sought

Usually an interview is held Academic Assessor considers evidence and makes

judgement The process can be more or less formal depending

on the system Often this is not recorded as ‘RPL’ within systems



The RPL Process for exemption Applicant in consultation with Higher Education provider

completes a portfolio of learning providing evidence of attainment of the learning outcomes of the module

Academic Mentor assists in the interpretation of the learning outcomes

Academic Assessor considers evidence and makes judgement

Results of the assessment process entered into Quality Assurance and Records processes



Assessment and Validation Considerations If Learning is certified…

to grade or not… If Learning is experiential…

‘new’ learning not previously awarded credits or grades grades or ‘x’ award stage or not assessment capability validation and examination board and records

Limits on Attainable Credits for RPL Implications for classification of award



Other Considerations Cost to learner

Certified or experiential Full-time or part-time (does FT become PT?)

Resource implications within the institution Mentoring Assessment – pay per portfolio? Administration

Timelines in the process Apply prior to semester start? Portfolio preparation time Assessment time – timing of validation boards and response to

student



Various Stakeholders

Government and NQAI, Awards Councils etc. Policy, funding mechanisms

Higher Education Providers Support for learners, assessment capability, robust

quality assurance methods Employers

Support and understanding of the process Learners



Barriers to RPL Costs Time involved in portfolio preparation and assessment Inflexibility of students records systems Academic language and jargon Mistrust

Informed Policy and practice Institutional capability and capacity Identifiable points of contact Visibly robust QA systems

Enablers of RPL



Numbers of Applications Assessed (CIT only)

Academic Year Number of Portfolios*

01/02 8202/03 8503/04 8704/05 14205/06 28406/07 30807/08 33008/09 531

* Mainly applications for exemptions – recording of applications for entry not complete



Developments under EiE Project

• All 9 institutions now have RPL policy in place• Sharing of learner, assessor and mentor

guidelines• Sharing of information on practical issues, costs,

resources etc• Building of network with employers and

organisations • Growing awareness among learners, employers

and Higher Education Institutions



Future Directions for RPL Collaborative approach to development of policy and

practice has yielded benefits Broader knowledge and understanding will increase

demand and alleviate fears Changing economic circumstances will see increased

numbers of experienced workers returning to education on a full or part time basis

Higher Education providers will need to improve engagement with workplaces and workplace learners

Improved visibility and data collection will yield a better understanding of resource requirements and improved QA



Project website www.eine.ie

Practice-focused report on RPL from the project group - available from project website or by request from:

Contact details:Irene Sheridan

Cork Institute of Technology353-21-4326585

[email protected]

http://www.eine.ie/

mailto:[email protected]

Recognition of Prior Learning Education in Employment Strategic Innovation Fund (SIF) Project

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