professor ruth whittaker & marty wright glasgow caledonian university
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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: [email protected] Wright: [email protected] Heather Gibson: [email protected]
http://www.enhancementthemes.ac.uk/flexible-learning/recognition-of-prior-learning