Making Experience Count

A Case Study in Recognising

Prior Learning (RPL)

Lea McKay, Director,

Lifelong Learning Academy

Genoa November 2011

Scottish Context

Government Commitment to RPL

within the context of the Scottish

Credit and Qualifications Framework

(SCQF).

The SCQF :

Assists people of all ages and

circumstances to access appropriate

education and training over their

lifetime to fulfil their personal, social

and economic potential.

Enables employers, learners and the

public in general to understand the

full range of Scottish qualifications,

how they relate to each other and

how different types of qualifications

can contribute to improving the skills

of the workforce.

Benefits of RPL

For the student

Gain credit and recognition for

learning.

Encourages further learning.

Do not need to repeat learning

experiences for things they

already know.

Enhanced employment

opportunities.

For the Employer

Work based learning and training can

contribute to a recognised qualification.

More efficient use of the training budget

Provides a framework for skills

development and CPD

Benefits of RPL

• Scotland’s largest modern university

• 19,500 students

• over 1500 modules offered

• 4 regional campuses: Ayr, Dumfries,

Hamilton & Paisley

• career focused, designed in

partnership with business and

industry

• £160million investment programme

..now underway to further improve

..our facilities.

Our time is now

We’re an ambitious university and our

students are too. Choose UWS/2010

Benefits of RPL

For Learning Providers

Encourages participation on

learning programmes as students

enter with recognition for learning

they already have.

Widens access to those who

otherwise would/could not

consider further study.

Enhances retention of learners.

BA Management Bridging Programme

Entry into SCQF Level 9

Students made RPL claim for 240 points

Combination of formal and informal

learning

RPL Case Study

-

How did we do

it ?

Reflection

Through interactive workshops

experiences were looked at and those

where significant learning had occurred

were selected.

Clear statements in the form of learning

outcomes were written making sure that :

• Learning was at the right level and

linked to learning outcomes within

the validated programme specification.

• There was a clear link between

theoretical knowledge and practical

application.

Student Centred encouraging

reflection.

Indicators of what is expected of

the student - showing clear links

between learning and

assessment.

Designed to engage students in

the learning process.

Linked to subject benchmark

statements and/or level

descriptors.

Learning Outcomes are:

Evidencing and

Assessing Learning

Outcomes

Written report

Portfolio of evidence

Presentation

Assessment

Quality Assurance

INTERNAL

External Examination

Subject Panels

Programme and Award Boards

Policies and Procedures

EXTERNAL

Quality Assurance Agency

Codes of Practice

SCQF Guidelines

The Student

Experience

“Made me reflect on my working

practices and question why I did

things”

“Gave me the confidence to

suggest different ways of working”

“Made me appreciate what I had

achieved within the workplace”

“My degree is within my grasp”