1. 1 Scottish Credit and Qualifications Framework and Recognition of Prior Informal Learning Alison Harold SCQF Project Officer SSSC Ruth Whittaker Educational Consultant/Senior Lecturer PEPE conference 23 January 2008 Edinburgh Conference Centre

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3. 3 Schools HE SCQF SVQs Professional Qualifications Locally developed Industry based Informal learning CPD HNQs

4. 4 Scottish Credit and Qualifications Framework and Social Services Project Project commenced April 2004 Recognition of prior learning- SVQ RPL and HEI Credit rating workbased learning

5. 5 Prior Informal Learning All prior learning which has not previously been assessed Prior learning through life and work experiences Workplace learning and training Independent learning Continuing professional development

6. 6 RPL for Personal/Career Development or Formative Recognition Confidence-building; Identifying individual learning pathways or personal or professional development plans; A notional levelling of learning within the context of the SCQF; Supporting the transition between informal and formal learning; Preparation for the process of RPL for credit.

7. 7 RPL-SVQ social services pilot To engage social service workers who lack confidence as learners and/or are reluctant to undertake formal learning To speed up and streamline the process of RPL for credit towards qualifications, for example SVQ 3- without losing quality

8. 8 RPL Resources and Guidelines for Mentors and Learners Mentor Guidance Pack Resources Pack Profiling Tool Links to SVQ3 Unit HSC33- Reflect on and develop your practice

9. 9 Recognition of Prior (Informal) Learning-RPL …process undertaken by learners, that involves describing experiences, reflecting on those experiences, identifying the learning associated with those experiences, defining this learning in terms of statements of knowledge, skills and understanding, and providing evidence of this learning. The role of the learning provider is to provide effective support to the learner in this process and to manage the process of recognition in a clear and consistent manner. (SCQF RPL guidelines)

10. 10 Pilot Evaluation Phase 1: April 07-August 07 Purpose To test out usefulness & applicability of the RPL process for learners To test out the ease of use by mentors To enable refinement of the resource pack and profiling tool To identify ways in which process can be integrated within existing operational strategies for SVQ achievement

11. 11 Pilot Evaluation: phase 1 Methodology: 3 organisations: Orcha, Inclusion Glasgow, Crossreach Learner- evaluation questionnaires Mentor feedback at Working Group meeting (August 2007) Refined version of Resource Pack and Profiling tool produced.

12. 12 Pilot Evaluation: phase 1 Outcomes: RPL model can effectively support a formative process of recognition; confidence-building; understanding of reflective process; identification of existing skills & knowledge and preparation for summative stage Revision of Resource Pack and profiling tool to clarify link between formative and summative stages of the process Development of Mentor Guidance Pack Development of Resource Pack as generic guidance to support RPL process at all levels and in different contexts within Social Services sector – i.e. gaining credit towards range of qualifications, but also in relation to recruitment, induction; career development/appraisal; and training needs analysis

13. 13 Pilot Evaluation: Phase 2 September 07- January 08 Pilot Organisations: –Viewpoint –Glasgow City Council –Inclusion Glasgow –C-change –Perth and Kinross Council Purpose: –Review effectiveness of revised process and materials as means of increasing learner self-confidence; accelerating achievement of vocational qualifications; improving quality of learning experience; evaluating and enhancing practice –Identify means of integrating an RPl process within existing organisational systems of workforce development

14. 14 Contact and references alison.harold@sssc.uk.com 01382 207101 ruth.whittaker@gmail.com 0141 273 1322 www.sssc.uk.com www.scqf.org.uk SCQF-SSSC Newsletter “In the Frame” Recognition of Prior Learning http://www.scqf.org.uk/downloads/HandbookVol2_2007.pdf Credit transfer http://www.scqf.org.uk/downloads/HandbookVol1_2007.pdf