Workshop 3: ‘Recruiting and Communicating’

Part 1: ‘KEY CONCEPTS, FRAMEWORKS & THE RPL PROCESS’ Part 2: ‘SUPPORTING, BUILDING & ASSESSING THE RPL EVIDENCE’ Part 3: ‘RECRUITING AND COMMUNICATING’

Workshop Objectives  Identification of targets  Approaching workforces with confidence  Identification of gatekeepers  Advisor networks  Influencing internal communications

Workshop Outcomes At the end of this workshop you will be able to:  Identify potential target sectors  Explain RPL to an interested party  Identify external and internal gatekeepers  Answer common FAQs about RPL  Understand the value of an advisory network  Influence internal communications

Background SE Wales HEIs ‘shared services’ development project [via the HEFCW Strategic Development Fund] Main Partners SE WALES CAPITAL NETWORK ‘Learning via Employment’ project

HEFCW ‘High Level learning’ [2009] project recommendations/audit Recommendations 1 – Creation of a ‘Reaching Higher at Work Forum’ 2 – Creation of a ‘Reaching Higher at Work Fund’ 3 – Creation of new FdA & compressed Hons degrees 4 – Development of a cross-Wales e-brokerage service to match demands with provision

‘Learning via Employment’ project Main Aim: “To seek to promote a significant growth in ‘non-traditional’ student numbers wanting to study at South East Wales universities in a part-time capacity via an improved and more co-ordinated provision of efficient and user-friendly routes towards HE qualification outcomes” Proposal document to HEFCW, p2, July 2013

It is the process of recognising learning that has its source in experience. This can be previous formal learning Certificated Learning (CL) or non formal and informal learning Experiential Learning (EL). It can be For Entry or For Exemption

One woman worked as an unqualified social worker. She realised that she would not get any further promotion without a social work qualification. She decided to study for a degree and use her own experience to undertake RPL to gain exemption from some of the modules. Illustrating RPL Candidates Using examples from Glasgow Caledonian Another woman had enjoyed school and, after leaving school, participated in adult education courses. After a divorce and becoming a single parent she decided to go to university to train as a teacher, not only to support the family financially but because she also enjoyed learning.

One man had also undertaken various types of courses since leaving school. His experiences of school were negative as he had disliked the culture and ethos of the school he attended. Opting for a degree in social work in his thirties was a way of achieving a learning ambition which he felt schooling had denied him. He also used RPL to gain exemption from some modules. Illustrating RPL Candidates Two further examples from Glasgow Caledonian A man who had worked in the coal industry for many years started studying an engineering programme when he became unemployed and was given exemption from part of the course through RPL because of what he had learning through his previous work experience.

TASK 7: What evidence can be included? TASK 1: Potential RPL Applicants What potential employment sectors, groups of learners can you identify? How can we recruit them?

Potential RPL applicants?

Your Own Departmental Targets

Gatekeepers © 2014 Packed Suitcase. All rights reserved Christina Ricchiuti s/2012/09/Changing-of-the-Guard.jpg

Identifying Gatekeepers A gatekeeper is an individual (and in larger organisations a unit or department) who allows access to the organisations that they represent or that they have links with. The best gatekeepers do not just open doors; they also signpost the way to key individuals within their workplace.

TASK 7: What evidence can be included? TASK 2: Who are the gatekeepers?

Gatekeeper examples

An illustration from the OU

A Case Study from the energy sector

A Case Study – An engineering graduate wants to demonstrate her knowledge and skills for the management of people in her current employment. There is a formal accredited postgraduate certificate at the nearby university consisting of 2 x Level 7 modules on Managing People together with a “shell” work based learning module of 20 credits at Level 7. She Applies for RPL of her experience for 1 of the Managing People modules; demonstrating the achievement of the level 7 learning outcomes via an evidence portfolio. Undertakes the work based learning module, which allows her to critically reflect on learning in the workplace. Attends taught classes for the other Managing People module. She completes all three modules and gains a University Post Graduate Certificate

What about the internal gatekeepers?

Internal RPL gatekeepers Individuals with good employer contacts Particular academic departments e.g. Health, Social Care, Creative Industries, Management Centres or units for WBL & consultancy Mature students with work backgrounds Alumni Governors

Communication channels used by your University/College for RPL? Internet Magazines Television Newspapers Radio Media

What’s missing? TALKING TO OTHER DEPARTMENTS

RPL adviser LOST UNSURE CONFUSED BEWILDERED UNCLEAR PERPLEXED

Communication Channels checklist New South Wales University

Anticipating Frequently Asked Questions

Dilemma Questions… Dilemma 1 Dilemma 2 Dilemma 3 Dilemma 4

Dilemma 1: Suspicion from a voluntary sector organisation “So the University wants to give our volunteers credits which count towards one of their qualifications. They just want to do this so they hit their targets and get money. We are landed with a whole load of useless credits and paperwork. Our volunteers have to fill in forms and do coursework that frightens them. What’s in it for us?”

Dilemma 2: Bite Sized Learning “A group of community students has just completed a short non-accredited project which included workshop support, individual tuition, and private study time - an estimated 30 hours of learning time. The tutor thinks that they have achieved one of the learning outcomes within a larger module validated by the university. She reckons that this is equivalent to three credits, and has asked you if such small levels of academic achievement can now be recognised”

Dilemma 3: Group credit “ We cannot really pick out individuals, it was a group effort that led to our successful bid for funding to build the new community centre. It is very difficult to say who did what. Everyone helped and they shared the workload leading up to the major bid. It must have taken a good 18 months in total and at times eight of us were working flat out. We did interviews, finance projections, a policy background, the community profile, the referencing, the objectives, the action plan with all the deadlines and milestones. So why can’t we all put in for the RPL and get equal recognition?

Dilemma 4: Transparency and Jargon “I read this on your website. What does this mean? “The University supports experiential and certificated learning through its RPL framework for accrediting learning outcomes achieved within non-campus contexts, including the recognition of advanced standing applications for credit at levels 4 – 7”

RPL within the University

Most common barriers

Costs - 5 Fee Strategies

Expertise - “how do I assess an evidence portfolio”? Module Outcomes + Level Evidence Portfolio

Clarity Use clear examples Case Study Dipesh Khan is a Staff Nurse working in a private hospital. Dipesh has been interested in starting a Masters programme for some time, but has been unable to secure agreement from his employer for study leave. The private hospital is currently sending staff to the University for various updating training programmes and the senior managers at the hospital have been encouraged by the positive relationship that is developing between the Faculty and the hospital. Through discussion with an academic member of staff in the Faculty, Dipesh has identified the MSc Professional Practice as a suitable course and he decides to take 40 credits. He signs up for are one of the core modules on the MSc Programme, for which he submits an RPL Application, together with a 20 credit ‘Critical reflection on learning in the workplace’ work based learning module. Limit RPL Jargon Limit Educational Jargon

Plenary

Any Questions? SUPPORT

Hand-outs 3.1 Glasgow Caledonian examples 3.2 Murco Oil Refinery Case study 3:3 SCQF Re FAQs 2:4 a, b, c, d Small group discussion of 4 dilemmas 2.5 Dipesh Khan Case Stu