Academic Council’s sub-group in relation to

Academic Council

Sub-Group in relation to

Access, Transfer and Progression

A draft response to NQAI Policy Document

Principles and Operational Guidelines for the Recognition of Prior Learning in Further and Higher Education and Training

(June 2005)

June2006

[Adopted by Academic Council, 28 June 2006]

Table of Contents

Page

Executive summary3

Preface4

1.Introduction5

2.Policy context6

3.Towards a DIT RPL strategy8

4.Wider Implications9

5.Recommendations and Actions9

5.1 RPL Principles 9

5.2 Purposes and Scope of RPL 9

5.3 A proposed RPL Unit11

5.4 Phases in the Introduction of RPL11

5.5 Chain of Responsibility13

5.6 Supports required for Implementation Phase14

5.7 Roles and Responsibilities14

6.Models of RPL/APEL in Irish FE and HE.15

Executive Summary

1.In October 2005, the Academic Council requested its Access, Transfer and Progression Sub-group to consider and make recommendations in relation to the implications for the Institute of the statutory requirements arising from the NQAI document of June 2005: Principles and Operational Guidelines for the Recognition of Prior Learning in Further and Higher Education and Training.

2.The Sub-group met on five occasions and, following research, consultation with faculties, and discussion agreed a set of recommendations towards the development and implementation of an RPL strategy for consideration by Academic Council, as outlined in this report. The Sub-group concluded that the introduction of an RPL strategy represents an opportunity for the Institute both to meet it statutory obligations to the NQAI and to instigate innovatory pedagogical and curricular approaches which link academia and the world of work. It strongly recommends a pro-active approach to its RPL strategy.

3.The recommendations to Academic Council may be summarised as follows:

  1. That a dedicated RPL Unit be established within the Directorate of Academic Affairs and responsible to Academic Council with the on-going advice of both the Academic Quality Assurance Committee and the Recruitment and Admissions Committee.
  2. That the recommended RPL Unit should be staffed initially by at least one full-time experienced officer/manager, possibly on a secondment basis, and supported by at least one half-time administrator.
  3. That staffing numbers of the RPL Unit be reviewed after an initial six-month start-up phase to begin in September 2006.
  4. That an RPL Advisory Group be established to represent specific interests.
  5. That a set of operational principles for RPL be agreed.
  6. That the Institute define the extent of RPL it intends to facilitate within its own regulations, and within the statutory obligations outlined in the NQAI Document, June 2005, particularly regarding the availability of RPL for full award and/or at award stage.
  7. That the Institute take cognisance of existing models of RPL in Irish further and higher education in the design of its RPL strategy.
  8. That the Institute should make explicit the nature and extent of RPL to be facilitated at Institute-wide level, at undergraduate level and at postgraduate level.
  9. That a phased approach to the implementation of an RPL strategy should be agreed.
  10. That roles and responsibilities at all stages of the development and implementation of RPL should be explicitly articulated.
  11. That resources to develop and implement all aspects of RPL should be identified and made available.

Preface

This report from the Academic Council Sub-group in relation to Access, Transfer and Progressionwas preparedfor two main reasons:

Firstly, to frame a response for Academic Council in relation to implementation matters arising from the statutory obligation on the Institute as a provider and awarding body to put in place arrangements for recognition of prior learning (RPL) as outlined in the NQAI document of June 2005: Principles and Operational Guidelines for the Recognition of Prior Learning in Further and Higher Education and Training.

Secondly, to make specific recommendations to Academic Council in relation to an Institute strategy for the introduction and implementation of Institute-wide RPL commencing from September 2006.

This report is structured in five parts as follows: Part 1 sets out the membership, remit and activities of the Sub-group. Part 2 sketches the RPL policy context and the specific requirements of the NQAI in that regard. Part 3 addresses the local Institute policy context of relevance to RPL. Part 4 deals with the wider intellectual and pedagogical implications of RPL in higher education generally and within the Institute in particular. Part 5 outlines the specific recommendations of the Sub-group to Academic Council in relation to an RPL strategy. Part 6 summarises four Irish models of RPL of relevance to this report.

The current impetus for the introduction of systematic and coherent RPL in higher education is being driven simultaneously by a number of external factors, the most significant of which are:

  • the equity agenda of the NQAI and indeed across Europewith regard to opportunities enhancing access and participation;
  • lobbying by individuals and groups for accelerated routes to qualifications;
  • the need for higher education/training providers to respond to the professional development and education/training needs of a changing workforce;
  • the need to devise flexible curricula and delivery methods for adult learners in an era of lifelong learning; and,
  • the need for third level providers to broaden their constituency of learners in light of a changing demographic and economic profile.

The impetus from within higher education is mainly from academic and management staff whose remit includes learner progression and the development of work-related learning (WBL) programmes with and for sectors, groups and companies where prior learning may be an important element in both pedagogical approaches and negotiation of curricula.

An Institute strategy for RPL therefore needs to be cognisant of both internal and external pressures and expectations.

1Introduction

1.1The Sub-group of Academic Council, which had previously reported in relation to Access, Transfer and Progression in 2004, was requested at the October 2005 meeting of Council to reconvene in order to prepare a report to Council in relation to implementation mattersarising from the then recently published National Qualifications Authority of Ireland (NQAI) document: Principles and Operational Guidelines for the Recognition of Prior Learning in Further and Higher Education and Training, June 2005.

1.2The Sub-group, the membership of which was extended to include all of the Faculty Heads of Learning Development and representatives of DITSU,met on five occasions during the period December 2005 – April 2006.

1.3The Sub-group comprised the following membership:

Dr T. DuffAcademic Registrar

(Convenor)

Mr P. BourkeHead of Learning Development, Science

Mr R. BurnsHead of Learning Development, Business

Ms J. CairnsQuality Assurance Officer

Ms B. FarrellDITSU

Mr B. GrimsonHead of Student Records/Registrations

Dr N. HayesHead of Learning Development, Applied Arts

Mr K. KellyHead of Learning Development, Engineering

Mr A. KennyQualifications Framework Development Officer

Ms A. MurphyLearning Development Officer

Dr M. ProctorHead of Learning Development, Tourism & Food

Ms M. ScallyDITSU

Mr L. ScottHead of Learning Development, Built Environment

1.4The principal aim of the Sub-group’s report is to provide Academic Council with a set of recommendations regarding how best to meet the statutory obligations placed upon the Institute by the import of the NQAI document‘Principles and Operational Guidelines for the Recognition of Prior Learning in Further andHigher Education’, (June 2005)available at

1.5As part of its work in formulating this report, members of the Sub-group carried out a review of current national and European literature on Recognition of Prior Learning[1]. Findings from the DIT 2004 VaLEx audit of AP(E)L in higher education[2] were augmented with an on-line survey to Irish HE providers in early 2006[3] which indicated that there is no coherent approach to RPL nationwide, and that only two colleges/institutes currently have RPL Officers.

1.6 A broad-based faculty scoping exercise was conducted within the Institute, whichindicated that, while RPL is used, its use is not extensive, orevenly distributed, among the Faculties.

1.7The following definitionsare used throughout this report:

RPL (as used by the NQAI) = recognition of prior learning for the purpose of access, transfer, progression or full award.

The nomenclature ‘RPL’ in this report includes both APCL (accreditation of prior certificated learning) and APEL (accreditation of prior experiential learning).

‘APCL’, and ‘APEL’, are used in this report where precise clarity between the two terms is required.

2Policy Context 2005-2006

2.1The June 2005 NQAI document ‘Principles and Operational Guidelines for the Recognition of Prior Learning in Further and Higher Education’[4] is a follow-up to its document: Policies, ActionsandProcedures for Access, Transfer and Progression of Learners, 2003[5]. The former document requires the two awarding Councils, and the Dublin Institute of Technology, to develop and implement transparent procedures for the Recognition of Prior Learning (RPL) within arrangements for access, transfer and progression of learners. The procedures to be developed are to detail the processes whereby formal credit can be awarded for all learning achievements that take place in the following domains: formal, non-formal and informal learning[6]. Further, the document states that:

‘all providers are required to develop a statement of arrangements available in respect of each of their programmes for the recognition of prior learning, for entry, for credit towards an award and for access to a full award. These statements should define the purposes for which recognition of prior learning processes can be used, ie., to enable entry to a programme; to provide exemption for programme requirements or credit towards an award; or to establish eligibility for a full award. Where recognition of prior learning is used to enable entry to a programme, the statement of arrangements available should indicate to learners the competences needed to succeed on the programme’

(2005:12).

‘It is astatutory requirement that providers who have programmes validated by either of the two Councils or with authority delegated by either of the two Councils to make awards themselves, as well as the Dublin Institute of Technology, implement the Authority’s procedures on access, transfer and progression. In addition, the implementation of these arrangements by the universities is to be reviewed by the Authority’

(2005: pp12-13).

2.2The NQAI is endeavouring to co-ordinate a ‘harmonisation’ process whereby all education providers and awarding bodies will operate coherent, consistent and accessible RPL procedures, thereby enabling access, transfer and progression opportunities for learners. It is explicitly stated in the document that the NQAI contention is that RPL should enable:

‘Entry to a programme leading to an award:

Credit toward an award or exemption from some programme requirements;

Eligibility for a full award.’

(2005: 2).

2.3The June 2005 NQAI document suggests that providers should incorporate the following elements into their own policy guidelines in relation to RPL:

Review and updating:

  • Providers will review and update their policies and procedures on RPL in accordance with the NQAI guidelines.

Operational approaches:

  • Identify RPL opportunities (units, modules, programmes).
  • State the limits of RPL credits.
  • State the roles and responsibilities of those involved in the RPL process.
  • Duration of RPL process (should be shorter than the duration of the award sought where possible).
  • Encourage collaboration.

Assessment:

  • Assessors should be competent.
  • Assessors should be given training.
  • A variety of assessment mechanisms should be available.

Applicants:

  • Should be given access to all relevant information.
  • Should have access to guidance and support.

Communications:

  • Should be clear and accessible.
  • RPL should be promoted.
  • Information should be published on a regular basis.

2.4The NQAI document also states that RPL processes should be fully embedded in the provider’s Quality Assurance procedures to guarantee the credibility and validity of the RPL process.

2.5Determination, or assessment, of learner’s formal, non-formal, or informal, learning should be based on a learning outcomes model as detailed in previous NQAI documentation.

2.6On the question of resources, the NQAI document is more ambiguous, and implicitly suggests that providers should make appropriate resources available to support RPL processes.

3Towards a DIT RPL Strategy

3.1As stated in 1.4 and 1.5 above, the Access, Transfer and Progression Sub-group convened by Academic Council to consider RPL implementation matters arising from the NQAI document, June 2005, here offers a proposed strategic approach in that regard.

3.2The Sub-group’s report acknowledges that there are existing procedures and arrangements for non-standard and exceptional case entry to a number of undergraduate and postgraduate programmes already in the DIT, and that entry at advanced standing, with credits and/or with exemptions, is general practice in some programmes. The RPL strategy suggested in this report takes existing processes into account, seeks to augment them, and to bring more coherence to existing, and future practices within the context of the NQAI principles and operational guidelines.

3.3This draft RPL/ Strategy document also presumes the following:

  1. that recognition of prior qualifications/certificated learning is related to levels of the NQAI framework of awards and to currently used data bases such as ENIC/NARIC, acknowledging that additional supports may be required in this regard;
  1. that Institute programme teams, Department/Schools, and the Office of Graduate Studies, and are best placed to decide which prior qualifications and/or certificated learning awards (APCL) are acceptable for access, transfer and progression within their particular programmes; and,
  1. that existing arrangements for recognition of prior certificated and experiential learning are already duly noted in programme validation documents and in documents for applicants/students.

However, accreditation of prior certificated learning (APCL) comes within the remit of the NQAI principles and operational guidelines for RPL, and as such must be an obligatory element in the DIT RPL response and ensuing strategy.

3.4This report from the Sub-group also deals specifically with a proposed Institute strategy for accreditation of prior experiential learning (APEL) towards access, transfer, progression or full award. Again, there are Institute-wide decisions to be made in this regard as well as decisions at programme level.

4.Wider implications

4.1The Sub-group’s report is cognisant of the epistemic and pedagogical implications of RPL (both APCL and APEL) in HE and of its potential to inform the design of work-based learning programmes and/or award by learning contract. In this regard, an Institute strategy for RPL will necessarily be more than a set of principles, procedures and mechanisms. A fully implemented strategy will require a conceptual shift in understanding of the learned curriculum as well as the taught curriculum. It will also require conceptual shifts in approaches to assessment mechanisms, and to assessment criteria as they relate to experiential learning, both prior and concurrent. It will also require a change in how prior experiential learning is dealt with in the designof programmes, especially in cases where programmes are designed with, and for, companies/organisations/adults in the workplace. This dimension of RPL requires both intellectual consideration and resourcing.

4.2The recommended strategy also takes into account the wider implications of introducing RPL with regard to how the Institute positions itself vis-à-vis other Irish HE and FE providers and awarding bodies, vis-à-vis the FE sector’s skills and apprenticeship systems, vis-à-vis professional bodies, and vis-à-vis sectors and individuals negotiating learning agreements with the Institute.

4.3The strategy also takes account of the significant familiarisation and training effort needed to operationalise RPL across the Institute, as well as taking account of the effort required to establish administrative and academic supports.

5. Recommendations and Actions

The Sub-Group recommends a series of recommendations, outlined below.

5.1RPL Principles

Key principles underpinning the DIT RPL strategy are recommended to include the following:

a)coherence and quality of awards;

b)efficiency and supportiveness of processes for applicants;

c)appropriateness at programme level;

d)sufficiency and appropriateness of support for staff involved;

e)subsidiarity[7] of academic decision-making to programme level; and,

f)affordances at executive level.

5.2Purposes and Scope of RPL

This report proposes an Institute position in relation to the broad purposes and scope of RPL (both APCL and APEL) to be developed in response to the statutory obligations placed upon it by the NQAI.

The recommendations take into account existing Institute regulations and practices, and include scope for internal consultation on implementation matters arising from the NQAI policy document.

Three dimensions are considered for discursive purposes, as follows:

  1. Institute-wide dimensions – Table 1
  2. Undergraduate dimensions – Table 2
  3. Postgraduate dimensions – Table 3

The scores in the three tables below are the collective responses of the Sub-Group only, and will require the agreement of Academic Council to enable an RPL strategy to be developed or operationalised.

Table 1
Institute-wide RPL (APCL and APEL) / Yes / No / Additional
consultation
required
1. For full award without registration / √
2. At any stage of an award / √
3. At any stage other than award-bearing stage / √
4. Available to all students registered in the DIT / √
5. Graded / √
6. Noted on transcripts / √
7.As element in individually negotiated award by
learning contract / √
8. As element in franchise agreement / √
9. As element in partnership agreement / √
10. As element in work-based learning programme / √
Table 2
RPL at Undergraduate Level / Yes / No / Additional
consultation required
1. Access mechanism (APCL) / √
2. Access mechanism (APEL) / √
3. Access with general credits / √
4. Access with specific credits/module exemptions / √
5. Access at advanced standing (year/s exempted) / √
6. Transfer mechanism from other HE providers / √
7. Access mechanism from FE sector / √
8. Transfer mechanism from FE sector / √
9. Access from ‘Access/Foundation’ courses / √
10. Offered to all new undergraduate students / √
Table 3
RPL at Postgraduate Level / Yes / No / Additional
consultation required
1.Access, as in ‘non-standard’ mechanism’, for all
programmes / √
2. Access with credits / √
3. Access with exemptions/advanced standing / √
4. As element in negotiated award / √

5.3A Proposed RPL Unit

This report recommends the formation of a dedicated RPL Unit to introduce and implement RPL processes as per NQAI principles and operational guidelines decided by Academic Council.