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
As mentioned previously, RPL is implemented for different purposes and at different levels and precise mechanisms vary across international experience. To integrate RPL into existing formal systems,
UNESCO [2012:5] recommends the following:
• develop a mechanism for the formal education and training system that pays more attention to the quality of learning outcomes;
• create awareness and acceptance in formal education and training systems of the learning outcomes gained in non-traditional settings;
• use RVA to build bridges between the different education and training sectors and to promote the integration of the outcomes of formal, non-formal and informal learning; and
• develop approaches to increase interaction between educational institutions, enterprises and voluntary organizations to translate learning outcomes from working and life experiences into
credits andor qualifications [UNESCO 2012:5]. In many countries with a long tradition of RPL, practices, approaches and methodologies have changed
significantly over the years. Taking the perspective of the European experience, examples of good practice from Ireland and the UK are highlighted. There is considerable documentation regarding the
current practice of RPL in Ireland including country reports from the OECD [2008] and the European Inventory on Validation of Non-formal and Informal Learning [2012] as well as a report for the national
Expert Group on Future Skills Needs
[2011]. Led by the Cork Institute of Technology, a working group established under the HEAs Strategic
Innovation Fund SIF reviewed RPL practices in eight Irish higher education institutions. The resulting document [Sheridan Lenihan 2009] explores details of current practices and offers recommendations
for further development of RPL. Additional examples of good practice are drawn from the UK experience, in particular from the Scottish Credit and Qualifications Framework, and from the European
Guidelines for Validating Non-Formal and Informal Learning [Cedefop 2009].
The following section outlines general stages in the RPL process; roles in the RPL process; methods to identify skills; and assessment methods
.
33
INITIAL INQUIRY
LEARNER ADMINISTRATOR
MENTOR ASSESSOR
EXAM BOARD DATA RECORD
REVIEW AND ASSESS
APPLICATION EXPLAIN RPL
AND ADVICE RELEVANT
HoD HOLD
INTERVIEW AS NECESSARY
ADVICE ON DECISION
SIGN REGISTRATION
FORM DEVELOP
EXTENDED CV AS
APPLICATION ENTER
DECISION ON RPL DBASE
STUDENT REGISTRATION ON
SYSTEM AT APPRORIATE STAGE
Figure-7: RPL for Entry [Sheridan Linehan2009:25]
Stages in the RPL process :
RPL processes vary depending on the type of recognition that is sought. Consequently, the stages of the processes and the requirements placed on different RPL personnel in
each stage vary also. In their review of RPL in Ireland, Sheridan and Linehans [2009] provide the following process maps as a general guide to the stages and activities involved in RPL for entryaccess
Figure-7 and RPL for credit-exemption Figure-8.
LOG APPLICATION
ON RPL DBASE
LEARNER ADMINISTRATOR
MENTOR ASSESSOR
EXAM BOARD DATA RECORD
DETERMINE IF LEARNING
OUTCOMES ARE MET
ADVICE ON DECISION
ACCEPT PORTFOLIO
AND PASS FOR ASSESSMENT
CONSIDER PROGRAM
MODULE LEARNING
OUTCOMES
EXPLAIN RPL
PROCESS INITIAL
ENQUIRY
CONSIDER OVERALL
LEARNING PLAN
DEVELOP PORTFOLIO
OR EVIDENCE ON CERTIFIED
LEARNING ADVICE ON STEPS
FOR PORTFOLIO DEVELOPMENT OR
CERTIFIED LEARNING
EVIDENCE
ENTER DECISION ON
RPL DBASE PRESENT
OUTCOME TO EXAM BOARD
Figure-8: RPL for Exemption [Sheridan Linehan 2009:24]
34 A more detailed practical example of the stages in this process is outlined in the box below in reference
to an application for credit recognition within the School of Nursing and Midwifery in the National University of Ireland, Galway [FIN 2011
:41]. While many higher education institutions utilize websites to efficiently provide information and
guidance about RPL, a UK E-APEL, funded by the Joint Information Systems Committee, has explored the possibility of using electronic tools to automate aspects of the process and to make it more integrative
and partner friendly [see Haldane et al. 2007]. More broadly, the Global Learning Alliance [2004] reviews avenues to incorporate technological tools to support learning and training.
Application Process for Credit Recognition in the School of Nursing and Midwifery National University of Ireland, Galway [FIN2011]
Applicants are made aware, on the application form for admission, of the option of applying for a module exemption through an RPL process. The form states that learners must make a case setting
out evidence as to why they should be exempted from a specific module. Applicants must i demonstrate that they have attained the necessary learning out comes through
some other form of learning; ii provide evidence of the assessment of this learning; and iii provide evidence of the credit given for this learning.
The onus is placed on the applicant to provide this information; they may often need to contact institutions they have previously attended to source information for inclusion in their application.
The application is then sent to the program director who will in turn identify the relevant module leader to assess the application. The module leader will review all the evidence, comparing the
previous learning with the learning outcomes of the relevant module, and will also discuss the application with the module team.
A decision, including a clear rationale, is then returned to the program director. The decision is submitted to the School board for final sign off at School level before being forwarded to the
Academic Affairs Office and Admissions Office. All applications are reviewed by the Student Affairs Committee which has responsibility for ensuring equity in decision making in regard RPL. The
learner then receives notification of the decision. Applicants are given comprehensive advice and support from the outset of an application
3.3.5 Challenges to RPL implementation
