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Recognition of Prior Learning - issues in quality assurance -

Recognition of Prior Learning - issues in quality assurance -. experiences of the HvA University of Applied Sciences Amsterdam. Lucie te Lintelo RPL Centre Hogeschool van Amsterdam. Content. 1. Introduction: HvA and RPL, a quick overview 2. A perspective on quality:

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Recognition of Prior Learning - issues in quality assurance -

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  1. Recognition of Prior Learning- issues in quality assurance - experiences of the HvA University of Applied Sciences Amsterdam Lucie te Lintelo RPL Centre Hogeschool van Amsterdam

  2. Content 1. Introduction: HvA and RPL, a quick overview 2. A perspective on quality: stakeholders, concepts and tools 3. Organization of RPL 4. Accreditation as a RPL provider

  3. 1. Introduction HvA and RPL • Introduction HvA and RPL Hogeschool van Amsterdam [HvA]: • University of Applied Sciences • Bachelor degree and master degree programmes in a professional field Business Administration – Engineering - Built Environment - Social Work – Education – Communication – Law – Health – ICT • All degree courses are competence based • A regular bachelor degree course: 240 credits = a 4-year programme • More than 34.000 students (6.000 are working adults studying for a degree on a parttime base)

  4. RPL in the HvA, a quick overview • Goal: enhancing accessibility of degree programmes for professional workers: • Individuals • Private and public companies: co-operation with organizations in upgrading their employees • RPL as a start of an individualized degree programme. RPL can lead to: • Exemption of part(s) of the programme • A workbased learning route (demand steered) • Standards used in RPL are educational standards • all qualifications of a bachelor degree programme, in learning outcomes

  5. RPL in the HvA, a quick overview • The RPL procedure: quickscan (optional) – intake/advice – compiling portfolio – criterion based interview with 2 assessors Resulting in: a report describing acquired competencies – a letter of the exam board on awarded credits when enrolling in the bachelor program • Online supported, whole procedure takes 3-4 months

  6. 2. Perspective on quality Organization/employer Expectations Satisfaction RPL Centre Trust Educational Department Teachers Managers Counselors Expertise

  7. Focus on trust and expertise • Quality of the standard used in RPL • All competencies of a bachelor degree programme formulated in learning outcomes: professional tasks / activities / criteria • Recognisable for employees • Transparant and measurable • Quality of the advisors and assessors, see next sheet • Quality of the methods and instruments • Communication and agreement with exam board and educational department

  8. Quality of the assessors • Selection of assessors [competence profile]: internal / external • Training programme: • Work conference: RPL-proces and instruments, levels, competence criteria • Training assessor skills: questioning- and assessing techniques; practice with authentic portfolio and actor; critical situations 3. Feedback on performance in real assessment situation[by independant assessment professional] 4. Test of assessor competence in real assessment situation • showing all assessor criteria: assessor certificate 5. To preserve the certificate - evaluation, feedback, intervision, workshops

  9. Focus on satisfaction and expectations • Matching the needs of the participant, and his organization, with our possibilities • Do we know what the participant wants? • Do we know what the organization wants? • Are we the right RPL provider for them? What standard(s) is/are suitable? Does the regular procedure fit or do we have to develop a tailor made procedure and/or instruments? • Who do we need to involve in this, within the HvA and within the company? • Openess about procedure and possible outcomes • It is about long term investments – developing partnerships – flexibility - communication

  10. 3. Organization of RPL A central RPL Unit: • Portal for organizations/candidates • Developing RPL tools and procedures i.c.w. educational departments and organizations • Planning and organization of RPL assessments • Quality assurance and training and accreditation of assessors • Development of expertise and support LLL policy Educational departments are responsible for the tailormade flexible degree programmes Close co-operation between ed. departments and RPL Centre: every department has its RPL-co-ordinator

  11. 4. Accreditation as a RPL provider • National policy: in 2009 all RPL providers must be accredited • National RPL Code • Process of accreditation: • Extensive selfevaluation on the RPL Code • Visit and review by one of the designated organizations for validation, resulting in a report • Accreditation by the Dutch Knowlegde Centre of RPL (valid for 3 years), registration as a RPL provider

  12. National Quality Code for RPL • Goal RPL is to define, evaluate and accredit individual competencies. • RPL answers the need of the individual. Entitlements and arrangements are clearly defined and guaranteed. • Procedures and instruments are reliable and based on solid standards. • Assessors and supervisors are competent, impartial and independent. • Quality of RPL is guaranteed and is being improved on an ongoing basis.

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