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Mini RPL Boot Camp: Using the CAPLA Quality Assurance Manual to Kickstart your RPL Practice

Mini RPL Boot Camp: Using the CAPLA Quality Assurance Manual to Kickstart your RPL Practice. Halifax Nov. 9, 2016. Facilitator Ann Pedersen Reframed Learning Concepts. Tools Systems Assessment Advising/career counselling Public policy. . . . About RPL. RPL.

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Mini RPL Boot Camp: Using the CAPLA Quality Assurance Manual to Kickstart your RPL Practice

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  1. Mini RPL Boot Camp: Using the CAPLA Quality Assurance Manual to Kickstart your RPL Practice Halifax Nov. 9, 2016 Facilitator Ann Pedersen Reframed Learning Concepts

  2. Tools • Systems • Assessment • Advising/career counselling • Public policy . . . About RPL

  3. RPL “ . . . is a systematic process of identifying, assessing, and recognizing what a person knows and can do” Focus is on the learning . . . i.e. KSA from formal, informal, and non-formal experience

  4. Key Purposes of Quality RPL • Recognizes the education and training (learning) needs of individuals and potentially employers related to important workplace-based skills/knowledge or other goals. • Provides a formal assessment process to demonstrate competency against registered unit standards/qualifications/outcomes. • Formally credits learning which demonstrates achievement of specific unit standards/ qualifications/levels.

  5. Key Purposes of Quality RPL – Cont’d • Identifies learning gaps and develops specific learning plans to fill them. • Increases access to wider variety of jobs and career path opportunities. • Facilitates post RPL plans for specific training/ recruitment requirements to meet changing goals and workplace needs. • Promotes lifelong learning/personal responsibility for need identification and goal-setting by unemployed and employed adult learners.

  6. Who Uses RPL? • Career Counselling • Immigrant services • Education • Qualification Assessment & Recognition • Professional bodies/certification bodies • Workplace/Employers • Government • Sector Councils/Industry www.capla.ca/rpl-qa-manual/

  7. Where is RPL Used?

  8. Who’s involved?

  9. Tools . . . for users • Essential tools for RPL • Specialized tools for specific RPL environments and purposes • RPL environments • 6 Steps to Quality RPL • Tool purposes • Potential tools • Borrow features from existing • Priorize/prioritize development needs

  10. Tools - Possible Purposes • Awareness, transparency of process, communication • Functional support for individual and/or practitioner (new development) for process stages • Data collection • System requirement (reporting, communication, review) • Advocacy (support for RPL) • Efficiency of process (ex. templates, key process resources) • Quality/effectiveness – Continuous improvement • Others ???

  11. Tools For Awareness of RPL, benefits, RPL process • Internal and external audiences • Individuals • Guide with process details, how to prepare for RPL, assessment methods, assessment criteria, support available ... etc.

  12. Tools – Cont’d • Advisors • Guides with policies and procedures, RPL process, RPL benefits, RPL use in different environments and globally, where to find course outlines, P&P, contacts, various templates & worksheets, advisor competency checklist, available resources & supports, networks • Assessors • Guides that include whatever is needed for the specific environment . . . much may be identical to that for individuals or advisors . . . Just a different perspective • Internal users . . . Staff, Management, Advisory Committees, etc. • Quick Reference Guides/Info Sheets/webpages that include rationale, benefits, policy & procedures, etc.

  13. A Few Tool Examples

  14. Skills Recognition NSW DEC 2015 Assessor Guide V64

  15. Activity: My Favorite Tool • Identify a key tool in your own system, or one you have seen in other systems • Explain to those in your group • Why the tool is important in your environment (1 minute) • How it is used (1 minute) • How it can be accessed Practice using tools in an efficient and effective manner for desired outcomes.

  16. Systems Critical Pieces for a Quality RPL System • Commitment to Recognition of Prior Learning (RPL) • Development and implementation of RPL Policies, Procedures and Processes • Development and Implementation of clear learning outcomes/competencies and sound assessment practices to assess learning.

  17. Critical Pieces for a Quality RPL System - Cont’d • Development and implementation of tools and resources for individuals/learners, advisors, assessors and others involved in RPL practices and services. • Building Capacity - Professional Development, Training and Mentoring in RPL • Communication! Communication! Communication! • Data Collection, Reporting and Evaluation of the RPL System

  18. Activity

  19. Activity: Quality RPL System Components • Describe examples of quality RPL system components that are currently in place • Suggest examples that could be implemented in your current organization /institution to enhance quality RPL practice. RPL Systems

  20. Some Resources • Quality Assurance for RPL in Canada: THE MANUAL • Self Audit Checklists: Guiding Principles; 6 Steps for Quality RPL Systems; Quality RPL Procedures; Supports for each RPL Function (Advising, Assessing, Systems); Next Steps • Council for Adult and Experiential Learningmany PLA/RPL resources plus Ten Standards for Assessing Prior Learning (2006). • Canadian Information Centre for International Credentials (CICIC)-Pan Canadian Quality Standards on International Credential Assessment • Other RPL Standards and Guidelinesfrom other organizations and countries: UNESCO Recognition, Validation and Accreditation (RVA) of Outcomes of Non Formal and Informal Learning (2012); National Policy for Implementation of Recognition of Prior Learning Assessment - South African Qualification Authority ; European Guidelines for Validating Non Formal and informal Learning ; Australian National Qualification Framework; • Prior Learning Assessment Inside Out (PLAIO)- scholarly online journal devoted to recognition and assessment of prior experiential learning. • RPL Policies and Procedures- specific examples from educational institutions and provincial organizations on websites, see also CAPLA Reports section. • Red River College’s RPL resources on the Anytime Anywhere Instructor Resource(AIR) – relevant information in the following sections- RPL Process for Learners, RPL Quality Assurance, RPL Reports, RPL@Noon webinars, RPL Resource Guides and RPL Resources and Links.

  21. Assessment • Definition • What is good assessment? • What criteria should be used? • What assessment methods and tools are used? • What makes a good Assessor? • Assessment Pitfalls/Biases • Considerations

  22. Assessment Definition Comparing what an individual knows and can do to expected competencies/standards/learning outcomes/qualifications Focus is on the individual’s Knowledge, Skills, and Abilities from Formal, Informal, and Non-formal experience

  23. Good Assessment Guidelines Valid Reliable Fair Considerations Fit for Purpose Sufficient Current

  24. Assessment Criteria Set to measure competencies/standards/qualifications/outcomes Clear CompleteSpecific Void of jargon Measurable, attainableHarmony, agreement, concordance, consistency Focused on objective/outcomeFree of inherent bias; politically neutralAppropriate scope of domain

  25. Assessment and 9 Guiding Principles Quality Assurance for RPL in Canada: THE MANUAL Accessible Consistent Fair Respectful Valid Flexible Rigorous Transparent Professionally Supported

  26. Methods of Assessment • Demonstration of a particular skill or skills set(s): live, video • Case Studies • Portfolio-assisted (comprehensive) assessment • Evidence Collection • Performance testing • Submission of products, projects/reports/ presentations • Challenge exams or Standardized tests • Structured interviews • Self-assessment/Reflection • Diaries/Logs/Journals • Other appropriate types of evidence as determined by the assessor in collaboration with the candidate

  27. Assessor Role Professional, Knowledgeable & Trained in RPL Communicate clearly and fully Plan assessment Develop assessment strategies Prepare assessment tools Assess competence Conduct post-assessment follow-up Contribute to process improvement

  28. Good Assessor Does a learner need to prove all components of performance for a Competency/Standard/Learning Outcome? Are there critical components/elements all learners must prove? How much evidence must they show for each performance criteria? What level of learning do they need to prove for each performance criteria?

  29. Activity: Assessor Pitfalls/Biases What assessor behaviors could bias or affect assessment results?

  30. Assessor Pitfalls/Biases Halo/Horn Effect First Impressions Contrast Effect Stereotyping Similar to Me Giving more Weight to Positives than Negatives Experimenter Effect Assessing Progress rather than Achievement Lack of Direction Assessors Answering own Questions Mood/Fatigue/ Stress Illusions of validity Time Delay Cross Cultural Bias

  31. Assessment Considerations • Constraints of assessment criteria • Client support, confidence and efficacy • Misappropriation of the assessment • How much evidence or assessment is needed? • Conflicting accountabilities, governance shortfall • Portability/currency of assessment results

  32. Advising/Career Counselling • Connection to RPL • Identify the attitudes, qualities and characteristics of an effective RPL Advisor. • State the key functions of an RPL Advisor and the stages through which a candidate is guided.

  33. RPL Advisor Key Functions • Advise and support learners through the RPL process. • Perform a key function for an effective RPL service in an organization/institution. • Often serve as the interface between the learner and the assessor(s). • Are key to the recruitment of RPL learners. • Help learners to prepare to prove prior learning. • Provide contacts and referrals when necessary • Support learners to meet their RPL goals. • Work with learners to prepare for the assessment process. • Assist learners to make decisions regarding involvement in RPL. – Are they ready?

  34. RPL Advisor Responsibilities through 6 Steps

  35. RPL Advisor Responsibilities – Cont’d

  36. Maintaining an Inclusive Environment • Awareness of diversity • How might it affect different stages of the RPL process? • Resources available www.rrc.mb.ca/diversity

  37. Activity: Small Groups • What are the qualities and characteristics of an effective RPL Advisor? • What do you think are the most important qualities?

  38. RPL Advisor Resource • RPL Practitioner Competencies and Self Assessment Checklists

  39. Public Policy . . . Is whatever publicly funded organizations choose to do . . . or not to do • Make a Difference • Influence Policy and Decision-Making • Use Quality Resources to provide structure and consistent criteria for: • RPL Policy related documents, activities, and practices in your organization • Common set of shared criteria/known standard for partners within your jurisdiction and among jurisdictions

  40. RPL: In Public Policy across the globe • Has been embedded into national policies • Ex. Australia, South Africa, European jurisdictions • RPL a national priority to promote development of individuals, enhance labour mobility and contribute to social cohesion • 2001 – Manitoba – Policy Framework for PLAR

  41. Attributes of Public Policy • Policy is made in response to some sort of issue or problem that requires attention. Policy is what the government chooses to do (actual) or not do (implied) about a particular issue or problem. • Policy might take the form of law, or regulation, or the set of all the laws and regulations that govern a particular issue or problem. • Policy is made on behalf of the "public." • Policy is oriented toward a goal or desired state, such as the solution of a problem.

  42. Attributes – Cont’d • Policy is ultimately made by governments, even if the ideas come from outside government or through the interaction of government and the public. • Policymaking is part of an ongoing process that does not always have a clear beginning or end, since decisions about who will benefit from policies and who will bear any burden resulting from the policy are continually reassessed, revisited and revised (Project Citizen, Public Policy, Accessed October 2016).

  43. Public Policy . . . as it relates to our workplaces • Why is public policy in your work as an RPL stakeholder/practitioner important? • Identify ways you can incorporate aspects of Quality RPL Practice in your work to influence public policy for a more coordinated RPL model in your jurisdiction and in Canada.

  44. Activity • Share one adult learning/recognition of learning-related guideline, rule, process, or practice that you follow today AND • one that you would like to put in place at your organization/in your jurisdiction

  45. Activity: Small Groups – Share . . . • Is there a website that contains some form of policy, or policy-related documentation or activities regarding Recognition of Prior Learning (RPL) or other form(s)/term(s) related to learner access and mobility • For your organization? • For the relevant government area or ministry in your province/territory/jurisdiction?

  46. Thank you! More information Bonnie Kennedy Executive Director Canadian Association for Prior Learning Assessment info@capla.ca www.capla.ca Workshop Facilitator: Ann Pedersen ann@reframedlearning.com

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