Accreditation of Prior Learning (AP(E)L) in Social Care The OTC/DIT VaLEx Project

Overview Social Care Context – the need for APEL/RPL Funding and the development of the OTC/DIT project The VaLEx Model Implementation phase The VaLEx Portfolio Role of the ‘accompanier’ Evaluation and dissemination Recommendations

Social Care Context Report of the Joint Comittee on social care professionals (2003) Health and Social Care Professionals Bill (2004) Increasing complexity of role OTC interest in APEL DIT interest in APEL

Funding and development of project July 2004 OTC and DIT secured funding from ERHA/ HSE-ER to pilot an APEL project Partnership established between OTC (lead agency) and DIT Social Sciences and DIT Learning and Teaching Centre – VaLEx Project Team APEL/RPL model?

Features of Valex Model appropriate to Social Care Workers Ideal mechanism for practitioners who are experienced in their field of practice to have their experiential learning formally recognised and accredited towards a qualification Offers guidance and ‘accompaniment’ based on the needs of the participants Includes life history and learning plan Focuses on current competence and on future capabilities Relates specifically to existing programme modules

OTC/DIT Valex Project Objectives To pilot the valex model with fourteen unqualified social care workers To develop process systems and documentation to operate model and pilot project effectively To secure accreditation routes within respective validation bodies To contribute to the development of the valex model within the European education context To publish a report of the project and its outcomes To contribute to the emerging body of research in relation to APEL

Implementation – see handout Compliance with HETAC and DIT Quality Assurance policies and procedures Co – operation and support from the Social Care sector Criteria for selection Portfolio sessions Group VaLEx sessions

VaLEx Social Care AP(E)L Portfolio content Part 1 –Life History and Learning Plan Part 2 –Evidence of Experiential Learning to meet Module learning Outcomes – ‘Portfolio tasks’

Portfolio ‘Tasks’ Learning outcomes from relevant modules condensed into five succinct measurable portfolio outcomes. Assessment tasks designed as a means through which candidates could illustrate their learning from their life histories and social care experiences in order to meet the portfolio learning outcomes. Candidates encouraged to use Gibbs’ reflective cycle in order to facilitate the construction of a 3,500 word critical analysis of the tasks for assessment.

Gibb’s Reflective Cycle Observe and assess client care delivery Illustrate your own and others’ contributions contributions to the moral and ethical values of the organisation Evaluate services in relation to portfolio outcomes

‘Accompanier’ Focus on information giving, guiding, supporting and facilitating To assist the participant with the identification of the nature and extent of learning through experience To help the participant to reflect on life/ work experience and the impact on practice To advise on the development of a portfolio that meets learning outcomes

‘Accompanier’ cont To accompany the participant in the presentation of such learning, as appropriate, to assessors To act as an advocate in the assessment process / help in preparation for viva, if required Challenges?

Assessment of the Portfolios Selection and training of assessors Methodology Documentation Feedback to participants

Outcomes from the assessment process- OTC –7 out of 7 submitted portfolios and reached a pass standard for both modules –Exemptions granted for both modules with recommendations –6 participants now enrolled and participating in the first year of the BDD programme –1 deferred for personal reasons Continuation of APEL/RPL process

Outcomes from the assessment process - DIT 5 out of 7 participants submitted portfolios 4 submitted 2 modules – 3 were successful 1 submitted for 1 module and was successful 3 participants now in 1 st year of the BA in Social Care programme 2 deferred – not offered support from agency 2 deferred – personal reasons

Evaluation The pilot was evaluated at different stages throughout, using different methodologies ‘The confidence it gives students to feel what they are doing deserves credit in obtaining a qualification. The content is interesting and relevant it keeps you interested. As a life study it is also good to reflect on where you are where you are going, it gives and opportunity to discuss issues informally with group and tutor. Emphasis on clear understanding of tasks. A learning experience, yet relaxed and enjoyable.’

Dissemination Event VaLEx AP(E)L Pilot Project Dissemination Event 17 June Mont Clare Hotel, Dublin Included speakers from the Project Team, two of the participants and a Policy Panel of representatives from: –HEA –FETAC –HETAC –NQAI

Outcomes: Conference papers and publications Valuing Learning from Experience: from reflection on experience to accreditation Building Visions on a Firm Foundation: Transformations in Adult Higher Education Conference, October 5 th -8 th 2005, Boston U.S.A. International Scholarships awarded to Siobhan NiMhaolrunaigh and Bridget Megarry to present at the Conference

Outcomes: Conclusions,recommendations and wider outcomes Conclusions Recommendations European legislation and the NQAI Awarding Bodies

Questions and Answers Session Requests for the OTC/DIT VaLEx Project final report