As a work placement project with the Downtown Centre, Limerick, I, Greg Scanlon, have undertaken to do some research on the Recognition of Prior Learning (RPL) and to compile a feasibility report on the possibilities for the Downtown Centre undertaking the function of an RPL Centre. It is important to note that this research is purely exploratory and that it does not commit the Downtown Centre, nor its institutional partners, to pursue any particular avenues.
09/05/2011 12:15
Read myself into the brief - how much has changed and how much have I forgotten since investigating the incidence of the valuation of prior non-formal and informal learning in Ireland which led to the publication of Managing European diversity in lifelong learning: The many perspectives of the Valuation of Prior Learning in the European workplace (ISBN. no. 978-90-79108-01-5) in September 2007.
RPL – A focus on practice, eine.ie. The main focus of the report is to provide a practical guide for recognising all prior learning in third-level institutions. (executive summary). Practical guide is embodied in the process maps – RPL for Exemption (p. 24) and RPL for Entry (p. 25), roles of learner, mentor and assessor (pp. 26-28), requirements especially Assessment Guidelines (p. 51). In a reference to the abovementioned publication, one of the editors is named as R. Koarus a simple mis-spelling of Ruud Klarus’s name.
10/05/2011 09:23
Developing RPL, Expert Group on Future Skills Needs (EGFSN), 2011.
Main finding is while significant experience of RPL has been developed, a co-ordinated national policy approach is required (lead by Dept. of Education?).
Benefits – shorter time to qualification – less costs, less absence from work.
Costs – on average €1250 per individual (based on 20,000 individuals per year in the Netherlands undergo RPL). Deferred payment over an extended period deducted at source?
Demand for RPL – upskilling, enhance employability, CPD & Regulatory requirements, improved training, skills assessment, increasing participation in education & training, flexible learning.
Quality assurance & Risk assessment – can the Mentor also be the Assessor? Yes provided procedures are transparent, clearly defined and rigorously applied (severe sanctions for falsification?).
Funding – European Globalisation Fund? Deferred payment by the individual subsidised by the employer if agreed targets are met?
Co-ordination and implementation – lead by Dept. of Education with input/support from the Steering Group for the FÁS/IVEA National Co-operation Agreement, Skillnets, NALA, Dept of Social Protection, Guidance services (AEGI, IGC), IUA, IOTI, DIT, HETAC, FETAC & HEA.
Existing examples of RPL:
Norway, The Netherlands, Canada, South Africa, UK (University of East Anglia) (pp. 33-35). Portugal, France, Denmark & The Netherlands (pp. 64-69). Belgium.
Benefits of Mainstream Development – One-stop-shops across regions (VEC?), a dedicated “RPL knowledge centre” (p. 43)
11/05/2011 09:11
IBEC Education and Skills Survey 2010
While informative, this report provided no major surprises other than its lack of reference to RPL in any shape or form.
OECD Thematic Review on Recognition of non-formal and informal learning; country background report 2007
http://www.oecd.org/dataoecd/3/57/41679902.pdf
retention rate for completion of the Leaving Certificate programme estimated to be 83.8% in 1996 (the most recent cohort for which this is available, from a 2006 report), p. 4
Check http://www.nqai.ie/ and on-going research projects at DEIS, Cork Institute of Technology (http://www-deis.cit.ie/projects.html)
16/05/2011 10:46
http://www.oecd.org/document/25/0,3746,en_2649_39263238_37136921_1_1_1_1,00.html
Recognition of Non-Formal and Informal Learning: Country Practices
Patrick Werquin, OECD, February 2010
On the one hand, the effort to maintain enrolments in the formal system of education and initial training appears to be largely compromised, with many educational institutions struggling to do so or even fighting for survival. The most resilient or threatened institutions are turning to adults to boost their intake, and increasingly use the recognition of learning outcomes as an attraction. On the other hand, as there are ever fewer young people entering working life, the deficit in modern human capital and highly skilled personnel has to be offset by reliance on adults, either within or outside the country. Here again, the recognition of learning outcomes may be an option for enabling them to become qualified or to re-qualify. The labour market and the need for it to function effectively are apparently a major concern, and one of the most frequent justifications for systems that recognise non-formal and informal learning outcomes. (p. 5)
Should educational institutions seek to continue to exist by tapping a new source of enrolment or should they change (different products, different modes of delivery)?
In Ireland, it is thought that even partial resolution of this problem of skills shortages would lead to a more appropriate matching of supply and demand. (p. 7)
In Australia, sectors such as building works, manufactured products, tourism and the health professions are felt to be in poor shape, so much so that the COAG is targeting them for action. The Council has signed agreements with the Australian states and territories in an effort to increase the number of workers with recognised qualifications. Queensland and Western Australia have used recognition of prior learning (RPL) as a means of dealing with skills shortages. Victoria has witnessed the setting up of 13 skills stores, on the basis of an idea from Queensland known as “Skilling Solution Shopfront” which offers learners advice. Finally, in South Australia, registered training organisations (RTOs) have been directly involved. (p. 7) – how are they funded?
17/05/2011 09:40
However, it should be emphasised that some traditional Scottish universities are against the idea of RPL, considering that it devalues the very nature and quality of qualifications. In their view, credits can only be obtained following formal curricular studies. (p. 17) and While some employers are impressed by what PLAR can achieve, an academic institution may refuse the transfer of credits. This is a sign that academics remain very reluctant to recognise non-formal and informal learning outcomes (p.21) – resistance.
In Ireland, there are credit exemptions in tertiary education and, since 1990, in continuing training. (p. 17) – small numbers? Assessment by individual institutions?
Switzerland runs the risk of a kind of inequality or injustice if certain qualifications are not recognised everywhere in the Confederation. Just as problematic is the likelihood that the various cantons will have different assessment and validation procedures, or adopt varying degrees of strictness in assessing or determining the level of candidates. There is also the problem of private organisations which may award certificates whose value is not the same everywhere. Finally, some professions regulate access to their titles or qualifications, as well as administration of their award. This applies to architects in Switzerland. In the Netherlands, which is opting for regionalisation, it is conceded that the position of evaluators is not satisfactorily defined and that the quality of the process for recognising non-formal and informal learning outcomes is not the same everywhere. Finally, some institutions do not accept as a matter of course the learning outcomes achieved in others. (p. 21) – less than rigorous (or standardised?) assessment threatens the perceived validity of RPL.
In Hungary, the recognition of non-formal and informal learning outcomes really began at the local level in the 1990s with the creation of nine recognition centres which drew on French and Canadian experience (with skills appraisal and learning portfolios in France and visits from PLAR experts and familiarisation with the concept of recognition in the case of Canada). (p. 19) – possible template?
The French approach of VPL - An historical approach and the state of the art in 2007
by Anne-Marie Charraud (pp 149-160, Managing European diversity in lifelong learning) searched in vain for an indication of the running of French RPL centres.
Ireland remains one of the most progressive countries in terms of national qualifications frameworks that include recognition of non-formal and informal learning outcomes. (p. 22)
18/05/2011 09:40
Another inhibiting factor often described is cost. While the recognition of non-formal and informal learning outcomes is often presented as a cheap alternative to training, it would seem that it cannot be made to work cost-free. (p.28) – who pays?
pp. 28-30 presents some barriers to acceptance of RPL with Ireland being cited as an example of fewer barriers however “In Ireland, some employers, such as those in the building and hospital sectors or in need of skilled labour, are more motivated than others. (p.30) probably means to refer to the hospitality sector.
19/05/2011 09:57
In 2005, Ireland introduced a pilot project with nine providers, help from the Further Education and Training Award Council (FETAC), and some 50 participants. The aim is simultaneously to undertake the recognition of non-formal and informal learning outcomes with a small group of providers, to identify good practice and problems, and to exchange experience as regards what works well. (p. 33) – seems to imply that RPL is widely practiced and accepted which is far from the reality.
23/05/2011 10:33
participating countries in the study -
South Africa, Germany, Australia, Austria, Belgium (Flemish Community), Canada, Chile, Korea, Denmark, Spain, Greece, Hungary, Iceland, Ireland, Italy, Mexico, Norway, Netherlands, the Czech Republic, the United Kingdom, Slovenia and Switzerland. (p.4) – What about France and New Zealand?
Governance - The model in Chile involves equal participation by the central government, enterprises and workers, with shared funding. (p.37) – possible template?
24/05/2011 09:00
For example in the Netherlands, private institutions at which it is possible to follow courses for the recognition of non-formal and informal learning outcomes are more expensive, because those institutions often prescribe training that they provide themselves. This incidentally raises the question of control, since it is not hard to envisage the potential for abuse in a system in which training providers insist on the need for compulsory further training because they are also responsible for assessment. (p. 38) – also raises the question of sanctions which have to be sufficiently severe to discourage profiteering (or is that also likely to discourage participation by the private sector?)
For the years from 2006 to 2009 in Norway, recognition has been based on an agreement between the trade unions, the Norwegian Confederation of Trade Unions (LO) and the Confederation of Norwegian Enterprise (NHO): enterprises have to document the experience of employees and their working practices. (p. 38) – a recognition that in order to be successful the introduction/rollout of RPL needs the support of the trade unions?
In Ireland, it is stated that recognition of non-formal and informal learning outcomes is a key factor in raising the skills level of the population. (p. 38) – a search of http://www.ictu.ie/ for “RPL” reveals a single document - http://www.ictu.ie/download/pdf/new_skills_for_a_new_economy.pdf
This contrasts with Spain…
In Spain, trade union organisations are to the forefront in circulating information, with the three levels – national, regional and local – all involved. (p. 42)
But we are not alone…
In Scotland, the SCQF produced guidelines in 2005-06. Since 2006, the Scottish Executive (government) has studied the possibilities offered by the recognition of non-formal and informal learning outcomes and is seeking to outline the main features of its future policy. No agreement has yet been reached between the Scottish Executive and the trade unions. (p. 38)
And yet we are one of the leading lights…
With its 1999 Qualification Act, Ireland established a legal framework which clearly recognises the fact that one can obtain a full qualification without going through the formal system. Until then, the recognition of non-formal and informal learning outcomes was primarily a means of securing exemptions. Few countries offer the same possibility. Indeed, obtaining a full qualification solely through the recognition of non-formal and informal learning outcomes is possible only in Norway, South Africa, Denmark and Ireland. (p. 39)
The 13 skills stores in Victoria, Australia, have been set up to support recognition (RPL) and provide learners with information in line with an idea from Queensland, known as Skilling Solution Shopfront. (p. 41) – led to
How much does it cost? http://www.vetassess.com.au/assess_my_skills/ns_fees_payment.cfm gives an example of how much RPL costs in Australia:
Fee for service
If you are applying to have your skills assessed for national recognition it is important you are aware of the fees incurred. Our staff will let you know the qualification level.
If you are applying from interstate additional assessor travel fees may be required. A practical assessment may be requested by the assessor. In these cases our assessor usually travels to meet with you and to visit your workplace (if appropriate).
Qualification Fees* per person
Certificate 1 & 2 $850
Certificate 3 & 4 $1,500
Diploma / Advanced Diploma $1,500
Certificate III in Refrigeration & Air conditioning (Licensed trade) $1,800
VACC Automotive AC $350
Please note: Group discounts may apply
Interstate travel surcharge
Sydney (NSW) including Canberra Adelaide (SA) $500
Brisbane & Gold Coast (Qld) $700
Perth (WA), Darwin (NT) $1,000
Other services Fee
Appeal $350
Re-issue of lost/destroyed certificates $75
Please note: All fees are non-refundable and subject to change without notice.
And http://www.bing.com/search?q=Skilling+Solution+Shopfront&src=IE-SearchBox to e-standards-vet-rpl-survey-v1-2007.doc
25/05/2011 09:00
Other countries emphasise the development, use and recognition of tangible backup – in its most conventional form a document – for describing a person’s knowledge, skills and competences. ...Many European countries such as Hungary directly use Europass in addition to or instead of their own backup. (p. 44) – establishing the DC as the provider of such a document is a possibility.
In Norway, Australia, South Africa and the Netherlands, it is possible to obtain full qualifications on this basis. (p.45) – Ireland has awarded a Ph.D, through RPL.
PH.D. through RPL hetac (search) 2007?
For now, one still cannot obtain a full qualification in Scotland on the basis of recognition. However, the idea of making this possible along the lines of the Irish model is envisaged. (p. 45) – need to investigate this
26/05/2011 09:54
In Ireland, the recognition of non-formal and informal learning outcomes is felt to call for collaboration between the government, education and the regions to avoid pitfalls identified time and again, and particularly the weakness of a system that is too fragmented and that nobody is familiar with or uses. (p.46) – opportunity for a centre of excellence?
30/05/2011 09:38
encourage the recognition of real skills, to enable people to enter lifelong learning and to shorten learning periods, three topics present in all literature and official documents on the recognition of non-formal and informal learning outcomes. (p. 46)
The most widespread method used by many countries – though the Czech Republic is a notable exception – is that of the learning portfolio. Electronic portfolios are less widespread, uncommon in Switzerland and under consideration in Ireland. (p. 47)
Ireland, a variety of approaches are used, depending on the awarding body, institution or provider and purpose of assessment. For a full qualification, a candidate must demonstrate that s/he has attained the relevant standards of knowledge, skills and competence. (p. 48)
31/05/2011 09:15
There remains the question of the profession of evaluator, its precise scope and the appropriate training required. In the Netherlands, it should be noted that there are neither training programmes for evaluators, nor standards regarding the skills that they may reasonably be expected to possess. The EVC Knowledge Centre is thus moving towards a system for accrediting EVC evaluators (in accordance with ISO standards). In actual practice, the situation described in the Netherlands is not uncommon and, in many countries, former teachers become evaluators. (p. 51) – no mention of the situation in Ireland, can the Mentor also be the Assessor? Yes provided procedures are transparent, clearly defined, rigorously applied (severe sanctions for falsification?) and subject to external audit (a system that clearly works at university level).
02/06/2011 09:20
In Ireland, it is also very plainly recognised that the portfolio is ill-suited to people’s needs for basic qualifications in the national qualifications framework. Yet it remains the most commonly used resource to date. (p. 52) – on a comparison of the use of portfolio for the identification of skills acquired.
As far as the electronic portfolio in particular is concerned, its use is not widespread in Switzerland. It is non-existent in Iceland and under consideration in Ireland. (p. 52)
Many countries in the study confirm this inclination in principle to open up the task to other partners. However, the fact remains that it constitutes an important practical difficulty. The owners of standards are apparently not prepared to accept losing even partial control. In addition, the idea of value in learning is intrinsically linked to the Ministry of Education in the culture of most countries covered. Yet many finer considerations should be borne in mind, depending in particular on the aims of recognition and the nature of academic or professional learning outcomes. (p. 53) – on the responsibility for standards.
In Iceland too, academic standards are the responsibility of the Ministry of Education. Occupational standards are the remit of professional groups. The same applies to Ireland, and the national qualifications framework very clearly facilitates this approach. (p. 53)
It is precisely to ensure quality that Ireland is aiming for its own process to be transparent, robust and equitable. (p. 54) – on quality assurance.
The Netherlands draws attention to a three-page quality code prepared in 2004. This lays down several important principles, including impartiality, the competence of evaluators, and the belief that EVC should not necessarily be tied to a training programme, as it has intrinsic value for the individual. The Netherlands repeatedly emphasises, among other things, the usefulness of recognition (EVC) as a career development instrument, along with the “conscientisation”5 of the procedure, and the skills that candidates may recognise themselves as possessing. (p. 54) – conscientisation refers to Paulo Freire’s concept of shared responsibility.
prior learning assessment (p. 55) – to avoid duplication of learning and its consequent waste of time.
In Norway, quality assurance is the preserve of the assessment centres which are the responsibility of the counties. The centres are also responsible for training evaluators. (p. 55) – need to find evidence.
http://www.skillsportal.co.za/page/skills-development/360785-RPL-The-gloves-come-off - Ireland cited with France & Norway as the most advanced countries in the field of RPL (when searching for RPL assessment centres Norway)
In Chile the centres for evaluation and certification (CECs), which are private entities, are responsible for quality. This is a typical instance of responsibility for quality being delegated, even though there is a proposal (announced in 2007) for the establishment of a quality commission. (p. 56) – what justification exists for an RPL centre not being tied to a service provider?
07/06/2011 14:02
Few countries have dedicated assessment centres. One that does is the Netherlands with 42 in MBO, 12 in the agricultural sector and 13 in the HBO sector. There are also around 30 centres attached to various foundations or the private sector. (p. 57)
In Norway, the counties receive block grants to organise the system for recognising non-formal and informal learning outcomes and, in particular, to open assessment centres. The centres also happen to be responsible for quality assurance. There are 121 in the entire country. Most are located in schools providing upper secondary education, in a cost-sharing strategy. (p. 57)
Nor are there any such centres in Ireland, where the formal system of education and training assumes responsibility for assessment. (p. 57)
In many countries a share of the costs is borne by candidates through registration fees. However, not all countries necessarily require candidates for recognition to pay these fees routinely, and the overall picture is very complex. Moreover, some countries adopt interesting practices. For example, where there are few candidates in Ireland, the institution covers the fees. (p. 58)
Belgium (Flemish Community), rather like South Africa, upholds the idea that recognition of non-formal and informal learning outcomes should never be more expensive than the corresponding training. Assessment fees range from EUR 590 for a professional or general bachelor’s level degree to EUR 770 for a master’s degree in the case of candidates without the bachelor’s (but only EUR 230 for holders of the latter). An additional EUR 55 has to be paid as administrative fees. As regards skills recognition via the experience certificate, funding comes from the European Social Fund (ESF) even though candidates still pay for a practical test and cover certain fees. For example, the registration fees are EUR 25 for an unemployed person, but EUR 100 for someone with a job. (p. 59)
