professor ruth whittaker & marty wright glasgow caledonian university

Professor Ruth Whittaker & Marty Wright

Glasgow Caledonian University

Designing a National RPL Framework: Case Study Scotland

Professor Ruth Whittaker Glasgow Caledonian University

Recognition of Prior LearningScottish Higher Education Network

Why is RPL important?

Recognition of Prior LearningScottish Higher Education Network

Recognition of Prior LearningScottish Higher Education Network

What is the National Framework for RPL and why do we need it?

Enhancing RPL within HE

Recognition of Prior LearningScottish Higher Education Network

National RPL Framework for HE

What are we trying to achieve?..

…Transforming processes

Recognition of Prior LearningScottish Higher Education Network

Using the National HE Framework for RPL

www.enhancementthemes.ac.uk

Recognition of Prior LearningScottish Higher Education Network

Sector level principles

Enabling RPL in institutions

Making the National HE Framework for RPL Work: next steps

Institutional approach to RPL

School level coordination

Direct Match versus Broad comparison

Consistency and transparency

Timely

Transition into University for students (support)

Devolved Model of RPL

Institutional approach: flexible continuum model

Marty Wright; Academic HeadSchool for Work Based EducationScottish 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 EDUCATION3 strands to the activity External Accreditation (companies, business, organisations)

RPL (using external accreditation, otherFormal 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 dateStart level (Modern apprentices to CEO)Flow through, 1 or 2 modules at a time, length of

programmeContent / curriculumBlended 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.

May include external credit rated programmes as entry or as part of the relevant level to shorten the programme

SCQF 7, 8,9

Degree, Diploma Certificate awards all available

May exit at lowest level, aspiration to highest level is not always 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 include external credit rated programme to a maximum of 240 credits

12 (420 need to be 12)

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

Maximum number of SCQF 11 credits = 80

11/12

(150 at 11)

Executive and Senior Management Level. Individual or small group.

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 LearningScottish Higher Education Network

Thank YouContact Details:

Ruth Whittaker: R.G.Whittaker@gcu.ac.ukMarty Wright: M.Wright@gcu.ac.uk Heather Gibson: h.gibson@qaa.ac.uk

http://www.enhancementthemes.ac.uk/flexible-learning/recognition-of-prior-learning