Recognition of Prior Learning Further Education Process. January 2018

Transcription

1 Recognition of Prior Learning Further Education Process January 2018

2 Document History Document Location This document is only valid on the day it was printed. The master and control version of this document will remain with Curriculum Assurance & Performance Development Manager. This document is a controlled document and should only be distributed as stated below from Curriculum Assurance & Performance Development Manager. Revision History Date of this revision: 23/01/2018 Revision Previous Summary of Changes Changes date revision marked date Distribution This document has been approved and distributed to: Name Date of Approval from Admissions & Enrolment Group Date of Issue Version 2

3 Contents 1. Introduction Aims Audience A commitment to open, equal and transparent process Contingency Definitions Roles and responsibilities within RPL process The RPL Process Principles of Recognition of Prior Learning Costing framework Communication of this policy and process Appeals Process Quality Assurance, monitoring and review of this policy Further information Appendix A High level College process Appendix B Information for students applying to Belfast Metropolitan College 17 APPENDIX C Expression of interest and application form APPENDIX D College Checklist Page 3 of 33

4 1. Introduction This following pages outlines the process used by Belfast Metropolitan College when recognising applicants relevant work or life experience. The document will provide the reader with information on roles, responsibilities and processes relating to Recognition of Prior Learning within Further Education courses (RPL). RPL can also be used when seeking Exemption from one or more modules and/or Credit Transfer when enrolling onto class. Learners can seek to use RPL during completion of class assignments. For the purposes of this policy, Recognition of Prior Learning will be used as an umbrella term to cover the following processes: - Accreditation of Prior Learning (APL) - Accreditation of Prior Experiential Learning (APEL) - Accreditation of Prior Achievement (APA) - Accreditation of Prior Learning and Achievement (APLA) 2. Aims The aim of this document is to provide a framework which assists applicants maximise their opportunity to gain access to their preferred course. In addition, this document will provide the College with the guidance required to fairly and consistently process an application under the umbrella of RPL. Application of the process must consider and incorporate relevant and appropriate examining body requirements. 3. Audience The policy and process applies to Further Education learners. Separate arrangements exist for: - International students - Training for Success - Apprenticeships - Cost Recovery - Higher Education Page 4 of 33

5 4. A commitment to open, equal and transparent process Minimum and enhanced course entry criteria will be made available to applicants via College prospectus, website and other supplementary material. An exercise must be undertaken to ensure that the RPL framework is confirmed in advance for each course. This exercise carried out in advance will ensure the College is adequately prepared for RPL related queries and ensure a fair and consistent approach from the outset. The RPL framework will consider the use of Skills Tests and Underpinning Knowledge assessments. These assessments will correspond clearly to the entry requirement for each course. A refresh mechanism will ensure that assessments are updated in line with changing examining body standards. The use of online assessment and marking utlilies are recommended to ensure objectivity and meet turnaround standards. The RPL framework required for each course must be approved by Heads of School using the same model used for enhanced course entry requirements. 5. Contingency The process is heavily reliant on academic staff therefore it will be necessary to introduce flexibility whilst minimising undue delay, inconvenience and potential disadvantage to applicant. It is recommended that applicants wishing to avail of RPL should apply to the College before the Late deadline date. This should allow sufficient turnaround time to complete the process prior to annual leave. Contingency arrangements for RPL should follow the normal staff cover arrangements. Page 5 of 33

6 6. Definitions Recognition of Learning/ Accreditation Accreditation of Prior Learning (APL) Accreditation of Prior Achievement (APA) Accreditation of Prior Certificated Learning (APCL) Accreditation of Prior Experiential Learning (APEL) Exemption Authenticity Credit Currency - any process that acknowledges and establishes publicly that some reasonably substantial and significant element of learning has taken place and can be assessed to have done so. An umbrella term for Accreditation of Prior Learning (APL) including the following: - Accreditation of Prior Experiential Learning (APEL) - Accreditation of Prior Achievement (APA) - Accreditation of Prior Learning and Achievement (APLA). a process for assessing and, as appropriate, recognising prior experiential learning or prior certificated learning for academic purposes. This recognition may give the learning a credit value in a credit based structure and allow it to be counted towards the completion of a programme of study and the award of qualifications associated with it. a process through which previously certificated learning is considered and, as appropriate, recognised for academic purposes. a process through which previously assessed and certificated learning is considered and, as appropriate, recognised for academic purposes. a process, through which learning achieved outside education or training systems is reviewed and, as appropriate, recognised for academic purposes. awarding of academic credit against specific outcomes on a modular basis the evidence should clearly relate to the applicant s own effort and achievements (introduce some type of test to ensure applicant s own effort) is an educational currency which provides a measure of learning achieved at a given level. Learners can accumulate credits and transfer to another course of learning. The overriding consideration is consideration of existing examining body requirements. the evidence should relate to current learning i.e. within the last five years. Where the course/subject and/or professional, statutory or regulatory bodies have specific requirements and/or time limits for the currency of evidence, certification or demonstration of learning, these should be made clear and transparent. Page 6 of 33

7 Reliability RPL Adviser the extent to which there is inter assessor agreement or consistency in the assessment of claims. person with subject expertise to provide advice and guidance to applicants RPL Designated College Contacts Sufficiency Validity: Designated person or persons through which applicants can gain high level information on RPL process. Normally this role is carried out by Careers Advisers there should be sufficient written evidence to demonstrate fully the achievement of the learning being claimed. there should be a clear and transparent link between the learning being evidenced and the outcomes against which recognition is being sought. In addition to currency, the Subject Specialist Responsibilities/Assessor must assess if evidence meets demands in full or only representative. Page 7 of 33

8 5. Roles and responsibilities within RPL process Who? Applicant Responsibilities RPL Designated College Contacts Normally undertaken by Careers and Employability Advisers and Schools Administrators. A member of staff fullilling this role should be trained. RPL Adviser Responsibilities To be undertaken by the Course Co ordinator Nominated by Curriculum Area Manager What? Make initial contact with College either formally or informally, attend initial meeting with RPL Designated College Contact, obtain paperwork and engage with the support guidelines Identify existing skills and knowledge Match this against the learning outcomes of the programme / entry requirements Collect and collate evidence to support claim in consultation with the RPL Adviser/Subject Specialist Formally submit claim in required format within deadlines Inform RPL Adviser of any change in contact details Pay fee, if applicable Provide relevant materials and provide guidance on: Implications of returning to education; Advice on progression routes and career opportunities; The nature of RPL; The entry requirements of the programme; Using pre defined College specific framework, advise applicant on APL suitable courses; College procedure structure, limits, process, fees; Administer applicant feedback process; Provide relevant materials and provide guidance on: The nature of RPL; The entry requirements of the programme, including specific learning outcomes and in line with awarding body requirements (including marking or collecting points collected during testing). College procedure structure, limits, process, fees; Formulating a claim and demonstrating learning; The assessment process; The structure and content of a draft claim ; Advise applicant if RPL application is viable, making clear that this is not a guarantee of a successful outcome; Receive and progress the claim; Notify relevant college Departments/Offices/Services; Liaison with appropriate representative of awarding body and Belfast Met s lead Internal Verifier; Administer the process monitoring Page 8 of 33

9 Curriculum Area Manager Subject Specialist Responsibilities / Assessor role Nominated by Curriculum Area Manager Maintain records including database of decisions, tracking student progress, completion of exit statistics; Maintain an overview of the RPL process and procedures to ensure all quality assurance requirements are met. To receive information and track entry, progression and retention of RPL students. To assess the Portfolio of Evidence against the Examing/Awarding Body. In cases of RPL for on course exemption, evidence will be assessed against the learning outcomes of the relevant module(s) and satisfactory completion of pre defined RPL framework. (this role is independent from RPL Adviser and can only be carried out by the person best suited to make academic judgement when assessing the claim) Page 9 of 33

10 6. The RPL Process The agreed College RPL pipeline is a five stage process excluding Quality Assurance and appeals using the College Compliments & Complaints processes. They are: Stage Task Timeline College contact 1 Information and Individual Guidance to RPL Applicant* Outline of RPL process provided for potential applicants. Information and individual advice on RPL provided i.e. is the proposed evidence appropriate / likely to meet the entry criteria? Initial contact RPL Designated College Contacts Applicant completes Expression of Intent & Application Form with RPL Designated College Contacts within one week of PEAG if not submitted at time of application. (within College key dates i.e. cannot apply using RPL after certain date). RPL Designated College Contacts forward Expression of Intent & Application Form to RPL Adviser Where clarity is required, refer back to curriculum. Due to timing may not be possible to submit portfolio at same time so Expression of Interest & Application form can go to RPL adviser but applicant must submit portfolio within 2 4 weeks. 2 Preparing Materials and Evidence for submission to Support a Claim Evidence may include: 2 to 4 weeks with regular contact with RPL Adviser RPL Adviser Page 10 of 33

11 Practice based documents; Reports on observation of practice / witness statements; Video/audio tapes, with commentary and analysis related to the achievement of learning outcomes; Analytic and evaluative description of practice; Statements from supervisors in relation to aspects of practice; Continuing Professional Development (CPD) records and appraisals; and Reports of professional discussions 4 Assessing a claim consultation and approval Colleges need to ensure that procedures are in place to ensure equitable and consistent treatment of claims. Colleges should record activity for the individual and assimilate a dataset to ensure fairness and consistency of decisions. Outcomes of claims must be Insufficient Evidence, Approved or Not Approved. Decisions should be ratified by both the RPL Adviser and Subject Specialist or by a relevant panel/committee at the College. See Appendix B. Normally within 2 working weeks. (Consider timeline i.e. RPL closing date and admissions process i.e. place held until outcome is known.) Subject Specialist Responsibilities / Assessor role / RPL Adviser for subject area 5 Disseminating the Outcomes of a Claim RPL Adviser informs RPL Designated College Contacts who informs applicant of result of claim in timely Within 2 weeks of receiving an approved decision. RPL Designated College Contact Page 11 of 33

12 manner i.e. insufficient evidence / approved / not approved. A College wide data bank of decisions to be updated for monitoring and compliance purposes to ensure equitable and consistent treatment of claims. *See section 7 on communicating existence of policy to applicants. 7. Principles of Recognition of Prior Learning - The RPL process will be clearly communicated to all involved in RPL process. - The RPL process will be regularly monitored and reviewed. Page 12 of 33

13 8. Costing framework In some cases, it is necessary to charge the learner for services relating to application of this policy and procedure. In cases where applied charges exceed the cost of the course applied to, the learner should be advised that it may be more cost effective to complete the course. The costing framework is contained in the table below: Application for Exemption Credit transfer Recognition of Prior Learning part unit Cost No cost Examining body registration/ exam entry (dependent on Examining body registration/exam entry) Recognition of Prior Learning full unit Pre assessment Formal assessment per hour or part of hour Post assessment feedback Above minimum only extra in line with examining body costs. Page 13 of 33

14 9. Communication of this policy and process Information about existence and implementation of these guidelines will be made available to students via: - College prospectus - College website - College online application system - Pre entry advice and guidance session - College Careers Advice & Guidance - Student handbook Information about existence and implementation of this policy and procedure will be made available to staff via: - College intramet - Targeted training sessions - Head of Department meetings - Departmental meetings - Course Team meetings Training on this procedure will be carried out by Curriculum Assurance & Performance Development Manager, Internal Quality Assessors and Centre Lead Internal Verifiers. Page 14 of 33

15 10. Appeals Process In the event of an appeal it is the responsibility of the Curriculum Area Manager to direct any applicant to the College Compliments and Complaints Policy and Process and inform him/her that there is no external Appeals process. Complaints must only be considered if submitted within 10 days of the date the applicant was informed of the decision. 11. Quality Assurance, monitoring and review of this policy Curriculum Assurance & Performance Development Manager will be responsible for reviewing quarterly monitoring reports. Quarterly monitoring reports will be used to quality assure guidelines carry out review and identify areas for improvement. Heads of Department will be responsible for assuring policy and procedure are adhered to within their faculty areas. Quarterly monitoring reports will be provided to Curriculum Assurance and Performance Development Manager showing RPL, APEL and APL activity within respective areas. Heads of Department will be responsible for ensuring policy and procedure are adhered to within their respective Schools. Heads of School will provide quarterly monitoring reports to Faculty Heads showing RPL, APEL and APL activity in respective areas. Quarterly reports will contain trend analysis highlighting areas of concern or potential issues within application of RPL, APL, APEL policy and procedure. Curriculum Area Managers will be responsible for ensuring policy and procedure are adhered to within their respective curriculum areas. Curriculum Area Managers will collate the information required and submit quarterly monitoring reports to Heads of School. Course co ordinators will apply policy and procedure within RPL, APEL, APL and APCL framework. Where an on course exemption is awarded, the portfolio of evidence that has been approved must be retained and made available to Awarding Body External Quality and Standard Verifier/Examiners through the validation panel. RPL Designated College Contact will be responsible for recording of any contact with potential RPL candidate. Page 15 of 33

16 12. Further information For further information on any aspect of the College s RPL, APL, APEL or APCL policy or processes, contact the College s overall RPL Co ordinator, Curriculum Area Manager FE Academic Support & Operational Quality. Page 16 of 33

17 Appendix A Information for students applying to Belfast Metropolitan College Recognition of Prior Learning Main steps Ask to speak to a member of College about recognising prior learning Complete Expression of Interest/Application form Forward to named contact in Belfast Met4 Put together a portfolio in advance of appointment with RPL Assessor DIFFERENT STYLES OF LEARNING Learning is a process which involves gaining knowledge, processing information and making connections between different bits of knowledge. Adults are likely to learn differently from the way young adults learn and are likely to have different reasons for wanting to learn. It has also been suggested that men and women might learn in different ways. Sometimes we learn by experience. Over time we do things repeatedly and improve how we do things (i.e. through learning to get better at it) or we watch others doing things and learn from observation. We also learn by reflecting on our experiences, going over in our minds how we did something, how we might do it better next time, what was good about what we did and what could be better. 17

18 Most people learn a great deal from doing something (or seeing someone else do something), experiencing (or seeing) the consequences of that action and learning a lesson as a result. People may often learn more from the experience of doing something than from reading books or from listening to a trainer or lecturer. Learning can be an individual or a shared experience. WHAT TYPES OF EXPERIENCE CAN WE LEARN FROM? We can learn from any experience we have had or some event we have observed which was significant to us in some way. Any experience/event will do: it could be from work, home, leisure anything at all, as long as we feel it as significant. It might be significant because it: Taught us a great deal; Had successful outcomes; Gave us a sense of achievement; Earned us respect and recognition from others; Involved a major investment of time, energy or effort; or Changed the way we did things. Examples of types of work related learning experience we might consider include, but are not limited to: A particular piece of work, task or project undertaken at work, or through community learning and development or voluntary work or independent study; The experience of doing a particular job (paid or unpaid) over a period of time; An educational or training course which may have been assessed but was not credit rated by an academic institution; or The experience of training or teaching others, either formally or informally. WHAT IS REFLECTION? Learning through reflection is a skill that involves thinking about our own experiences from the past, thinking about our feelings about those experiences and drawing out some of the lessons that we have learned from those experiences. Page 18 of 33

19 We can reflect on our learning in a number of ways for example, reflection might be an activity that we do thinking by ourselves. Or it might occur in a more social setting for example as part of a group learning situation where we talk about and reflect on our experiences and share these thoughts with other people. Reflection is something that we often do as part of our day to day activities we often reflect as we are doing things and sometimes change the way that we do things according to that reflection. At other times, reflection is used long after an event or activity has been completed. In both cases, reflection can help us learn from ourselves and our experiences. How do we reflect? One way to reflect is to simply think about things from the start of an event to the completion of that event. Another way to reflect is to ask ourselves questions about our work experience. The questions below can help you organise the outcomes from your reflection: We might ask: What did I do in that role? What were my main responsibilities and tasks? How easy or difficult did I find that role? What were some of the challenges I faced undertaking that role? What have I learned from undertaking that role? What do we mean by proper informal and non formal learning and RPL? Prior informal learning is learning based on experience. It includes all learning which you have done up to this point which has not already been formally assessed. This includes prior learning gained through life and work experiences (paid and voluntary), as well as prior learning gained through community based learning, workplace learning and training, continuing professional development and independent learning. RPL is a process through which the learning you have gained from experience can be counted. RPL can help you to: Page 19 of 33

20 Think about the learning you have already achieved and to plan how to build on this learning to meet your personal and career goals; Get a place on an appropriate course at a college if you don t have the normal entry qualifications but can show that you have the necessary knowledge, skills and understanding; and Gain credit towards modules of a course so as to shorten the normal period of learning by showing that you already have the knowledge, skills and understanding needed for particular parts of the programme or qualification (e.g. units or modules). It is important to stress that recognition or credit is not given for the experience itself. It is what you have learned from experience that counts. Who is RPL for? Recognition of Prior Learning (RPL) can benefit: Individuals in the workplace looking for recognised credit for entry to an academic programme; Your RPL College Contact at the College will support you through the RPL process by: Introducing you to the RPL Guidelines specific to a subject area; Building your confidence as a learner through identifying your strengths and skills; and Advising you on how to prepare your portfolio of evidence of learning using the RPL profiling tool. RPL and Further Education courses The course entry requirements for each Further Education courses are outlined in the College prospectus. The College recognises that some adult learners will have substantial industry experience and may not have formal qualifications to demonstrate skills, knowledge or capability. The College will work with such applicants to identify appropriate evidence equivalent to the entrance criteria. WHAT DOES RPL INVOLVE? RPL is about getting evidence and explaining how it allows you to meet the knowledge and skills requirements for a course of study. This means that you must reflect on that experience and on the learning that you have already achieved as a result and provide the required documentation to support this. Page 20 of 33

21 PORTFOLIO OF EVIDENCE Your claim for RPL is to be supported by a Portfolio of Evidence of Learning including a Personal Reflection and examples of evidence to authenticate your claim. Your Portfolio should contain: Title page; Table of contents; Curriculum Vitae; Employment History; Education & Training History; Training and Professional Qualifications; and Supporting evidence of informal Learning Activities e.g. conferences/workshops etc. Additional Information to support your submission can include: Practice based documents; Reports on observation of practice; Video/audio files, with commentary and analysis related to the achievement of learning outcomes; Analytic and evaluative description of practice; Statements from supervisors in relation to aspects of practice; Continuing Professional Development (CPD) records and appraisals; Reports of professional discussions; and Reflective statements That evidence is then assessed by the RPL Adviser and Subject Specialist at the College. The table below outlines the criteria that will be used to assess your portfolio of evidence. Page 21 of 33

22 Once the evidence has been assessed you will be notified of the outcome of your RPL application. Exemption Authenticity Credit Currency Reliability Sufficiency awarding of academic credit against specific outcomes on a modular basis the evidence should clearly relate to the applicant s own effort and achievements (introduce some type of test to ensure applicant s own effort) is an educational currency which provides a measure of learning achieved at a given level. Learners can accumulate credits and transfer to another course of learning. The overriding consideration is consideration of existing examining body requirements. the evidence should relate to current learning i.e. within the last five years. Where the course/subject and/or professional, statutory or regulatory bodies have specific requirements and/or time limits for the currency of evidence, certification or demonstration of learning, these should be made clear and transparent. the extent to which there is inter assessor agreement or consistency in the assessment of claims. there should be sufficient written evidence to demonstrate fully the achievement of the learning being claimed. Validity: there should be a clear and transparent link between the learning being evidenced and the outcomes against which recognition is being sought. In addition to currency, the Subject Specialist Responsibilities/Assessor must assess if evidence meets evidence meets demands in full or only representative. You will be provided with an outcome sheet and it will contain information about marks gained from your portfolio work. Marking will carried out within a framework confirmed in advance by curriculum teams. By going through an RPL process you will be encouraged to value your professional experience. You will be advised of the timeline associated with your own application. Page 22 of 33

23 You will see that you will be supported throughout the process by staff from the College. Your main role will be to reflect on what you have learned from your previous experience and to bring it together in a format that can then be assessed by the subject specialist to establish your readiness to progress to your chosen level of study. The RPL Adviser will revise turnaround times, in consultation with subject specialists, for RPL applications submitted after 1 st June or during the summer holiday period. Colleges will undertake to provide appropriate cover during holiday periods to allow processing of RPL applications in timely manner. Page 23 of 33

24 APPENDIX B Expression of interest and application form Expression of interest and application Form Please make sure you have read and fully understood the Student Guidance Notes before completing this form. College staff are available to help you. Part 1: Please select assessment route you wish to be considered for entry onto course. Accreditation of Prior Learning Recognition of Prior Learning Part 2: Personal Information Surname: Forename(s): Title: Date of Birth: Student ID (if applicable) Contact Details Home Address: Postcode: Page 24 of 33

25 Telephone Number(s) Home: Work: Mobile address: Employer Name and Address: (if applicable) PART 2 PROPOSED COURSE OF STUDY Further Education Course Title: Mode of attendance: Please tick the level of RPL for which you are applying: Tick as appropriate (i) (ii) Entry On Course Exemption please list the modules(s) for which you are seeking exemption 1. Page 25 of 33

26 (iii) Both Entry and On Course exemption PART 3 OUTLINE OF RPL CLAIM I enclose the following documentation Tick as appropriate (i) (ii) RPL Application Form signed and dated Portfolio of evidence (please indicate if the portfolio is to follow) Signature Date Page 26 of 33

27 Appendix C High level process 27

28 Belfast Metropolitan College APPENDIX D College Checklist COLLEGE STAFF CHECKLIST Tasks Y/ N Comments Completed by / date Normally undertaken by Careers Advisers but can be delegated to RPL Designated College Contacts in exceptional circumstances: Arrange meeting with applicant. Provide information and advice programme of study. Recommend any further sources of advice. Provide Guidance Notes and Application Form to candidate. Undertaken by RPL Designated College Contacts: Discuss learning from experience and sources of evidence to be used in claim. Agree timeframe and action plan for putting claim together Inform Subject Specialist Page 28 of 33

29 Belfast Metropolitan College Staff should be familiar with the specific Examining Body RPL Guidelines and the associated policy documents of the College. Below is a checklist to guide staff through the RPL process for individual applications. Consideration of Portfolio of Evidence Comments Completed by / date 1 Undertaken by RPL Subject Specialist / Assessor: Is the background of the experiential learning relevant to the course of study sought? Does the evidence support the achievement of each of the knowledge, skills and understandings as contained in the respective examining body? Yes/No Accreditation of Prior Learning Yes/No Recognition of Prior Learning (i) Critical understanding of the well established principles in their field of study and the way in which those principles have developed; (ii) Successful application in the workplace of the range of knowledge and skills learnt throughout the programme; Page 29 of 33

30 Belfast Metropolitan College (iii) Ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context; (iv) Knowledge of the main methods of enquiry in their subject(s), and the ability to evaluate critically the appropriateness of different approaches to solving problems in their field of study and apply those in a work context; (v) An understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in their field of study and in a work context; (vi) Ability to use a range of techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their field of study and in a work context; (vii) Ability to effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non specialist audiences, and deploy key techniques of the discipline effectively in their field of study and in a work context; UPK Practical Skills Yes / No UPK Yes / No Practical Page 30 of 33

31 Belfast Metropolitan College (viii) Ability to undertake further training, develop existing skills, and acquire new competencies that will enable them to assume responsibility within organisations; (ix) Qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision making; (x) Ability to use opportunities for lifelong learning. Yes / No Comments Completed by / date 2 How well presented is the portfolio? Scale of 1 to 5 with 5 Excellent 3 Does the portfolio meet the requirements of currency and authenticity? Yes / No 4 Have any additional activities been carried out in support of the portfolio i.e. viva, performance assessment, interview? Yes / No Page 31 of 33

32 Belfast Metropolitan College 5 Does the portfolio of evidence, in your opinion, clearly meet and map to: Yes / No - the learning outcomes of the module(s) - and all grading criteria for the unit have been addressed for which exemption is sought? Please refer to the relevant programme specifications. 7 Are there any additional comments you believe are relevant to the final decision? Yes / No 8 Do you recommend that the exemption requested is awarded? Please state the level and volume of exemption you recommend. Please provide a rationale for your decision. Yes / No Signature (Subject Specialist) Date: Print Name Page 32 of 33

33 Belfast Metropolitan College Signature (RPL Coordinator) Date Print Name Page 33 of 33