30
3.3.3 RPL and National Qualification Frameworks
As mentioned previously, a national qualifications framework NQF is a set of nationally agreed standards, developed by competent authorities, which recognize learning outcomes and competences
for all forms of learning [UNESCO 2012]. This requires that each type of qualification is defined at a national level by a set of criteria and then classified in relation to other qualifications according to levels
of complexity and volume of learning. The NQF thereby allows for the comparison of qualifications across the education and training sectors.
RPL systems are best served when levels of qualifications are clearly articulated in an outcomes-based NQF, with specific competencies articulated for particular economic areas and occupations. Prior
learning can then be mapped against the NQF to produce a form of recognition that can be interpreted by training providers, employers and the learner. Internationally, the link between RPL systems and
NQFs may vary in terms of a countrys approach to national reference points; national policy and legislation; the conceptualization of RPL for social inclusion; stakeholder involvement; and specific
features of the recognition processes [UNESCO 2013:13]. Currently, RPL systems are ’being developed with an eye to a future in which outcomes-based NQFs will support the necessary reforms in education
and training, and facilitate nationally standardized and internationally comparable qualifications [UNESCO 2013:14].
NQFs and RPL [UNESCO 2013]
Bjørnåvold [cited in UNESCO 2013:18-19 identifies four ways in which NQFs are complementary to RPL:
a NQFs focused on the development of explicit outcome-based standards can accommodate non-formal and informal learning;
b Recognition of non-formal and informal learning can open up qualifications to a broader group of users – from the domains of work, adult education and the voluntary sector;
c NQFs and recognition practices can enable people to progress both vertically and horizontally on the basis of their competences rather than on the basis of specific learning;
and
d
Transparent quality assurance processes must be developed, if non-formal and informal learning are to be accorded the same quality requirements as formal learning
.
For non-formal learning, the standard of learning outcomes defined in NQFs typically need to be more flexible than in the formal education system. Some authors, such as Downes [2011], suggest that
standardization may give rise to a loss of identity for the educational sector while also undermining learners from marginalized backgrounds who were previously alienated from the formal education
system. To address these concerns, some countries utilize competence-based frameworks for adults that allow for assessment of non-formal and informal learning outcomes. Regardless of the variations in
methodology, it is internationally recognized that to establish trust and credibility in qualifications among all stakeholders – including graduates, the labor market and wider society - the qualifications
framework must be situated within a qualifications system that can be accepted nationally and translated internationally.
In the UK and Ireland, each stage within the qualifications framework is referred to as a level, which is a measure of increasing depth, complexity and difficulty of knowledge and competence. National systems
vary in the number of levels used. The Irish National Framework of Qualifications, for example, is a ten- level system which gives an academic or vocational value to all qualifications that may be obtained
through school, vocational, and further and higher education. Across the 10 levels, there are 16 major qualifications awards including eight training and higher education qualifications, from levels 6 to 10.
Academic value is expressed in terms of the credits, a measure of volume or years completed, attained at a particular level.
31 In addition to levels, for RPL it is also important to have a shared understanding of the volume of the
knowledge and competence required. In Europe, for example, the volume associated with academic credits and qualifications is expressed in terms of the allocation of European Credit Transfer and
Accumulation System ECTS. The equivalent in the vocational sector is the European Credit Transfer System for Vocational Education and Training ECVET. By making the learning outcomes of programs
across Europe comparable, ECTS and ECVET aim to support the transfer of learning between institutions and the creation of flexible entry and exit points for students pursuing qualifications.
As an illustration, Table-10 outlines the levels in the Irish National Framework of Qualifications in terms of the major qualifications awards, their associated ECTS credits, and their alignment to the European
Qualifications Framework EQF and to the EHEA Bologna Framework, which defines the learning outcomes of programs against three higher education cycles.
The EQF is a ladder in the sense that from level 1 to level 8 the associated learning becomes more complex and makes greater demands on the learner or worker. Increases in level 1 to 8 relate to
different factors such as: the complexity and depth of knowledge and understanding; the degree of necessary support or instruction; the degree of integration, independence and creativity required; the
range and complexity of applicationpractice; and the degree of transparency and dynamics of situations [EC 2008].
INQF level
Comparable award ECTS
credits EQF
level EHEA Framework Bologna
1 Level 1 certificate
1 2
Level 2 certificate
3 Level 3 certificate
2
Junior certificate
4 Level 3 certificate
3
Leaving certificate
5 Level 5 certificate
4
Leaving certificate
6 Advanced certificate
5
Higher certificate 120
Short cycle within first cycle
7 Ordinary Bachelor degree
180
6 First cycle
8 Honours Bachelor degree
180-240 Higher diploma
60
9 Masters degree
60-120
7 Second cycle
Postgraduate degree 60
10 Doctoral degree
8
Third cycle
Table-10: Example mapping of a national framework onto a regional framework: The Irish qualifications system in a European context
While this list offers a useful guide, it is not comprehensive as it neglects many relevant dimensions of learning. Nevertheless, a key feature of a qualifications framework is the shift to qualifications that are
based on learning outcomes whereby the learning outcomes agreed by a nation will apply to the learning outcome descriptions for both the levels and qualification types. This allows for different
pathways to achieving a qualification which may not be based on formal learning.
One interesting innovations in the Irish system is that it builds in different categories of qualifications within each level. Thus, in addition to the major qualification types listed in Table-10, the system utilizes
minor awards where the learner has achieved a range of learning outcomes but not the necessary combination for granting a major award; special-purpose awards such as a specific award with the
32 category of driving skills; and supplemental awards which recognize learning that is additional to
previous awards such as an upgraded skill. In practice, this means that learners have the opportunity to work for awards at their own pace and in a manner that suits their needs
.
3.3.4 RPL in practice