RPL Presentation to European Network

1. Higher Education and Training Awards Council Presentation to RPL European Network Ian McKenna Head of Framework Awards and Programme Validation Nov 2010

2. LEGAL CONTEXT • Qualifications (Education and Training) Act 1999 and 2006 • National Qualifications Authority of Ireland • Higher Education and Training Awards Council • Further Education and Training Awards Council • Government announcement in October 2008 of amalgamating these agencies, along with Irish Universities Quality Board, to create a single organisation for QA in Ireland

3. FUNCTIONS • Establishing policies and criteria for making awards and validating programmes; • Delegating authority to Recognised Institutions (Institutes of Technology) make awards • Determining standards of knowledge, skill and competence; • Monitoring and evaluating the quality of programmes; • Ensuring that providers have fair and consistent procedures for assessment of learners

4. VALUES AND PHILOSOPHY • Supportive of learners • Consultation with stakeholders – providers, staff etc; • Commitment to lifelong learning; • Integrity, professionalism and consistency; • Operating to international best practice; • Transparent and generosity of spirit;

5. SOME STATISTICS.. • Trend of participation in higher education • 11% in 1965; • 44% in 1998; • 55% in 2004; • 62% in 2010 (estimated) • Number of providers (other than recognised institutions) increasing with 50 providers in 2010; • Number of HETAC awards in 2009 • 13,600 under delegated authority in Recognised Institutions • 3,000 in other providers

6. PROVIDER PROFILE • All providers deliver from Level 6 to 10 of the National Framework for Qualifications; • Institutes of Technology (IoTs) have a statutory relationship with HETAC; • 13 IoTs • Other providers may avail of HETAC services on a voluntary basis; • 50 such providers Private/ business colleges, public administration [police, military, public service etc], Montessori etc)

7. RPL – National context • National Legislation – enhanced access to Awards (Direct and Provider) • National Framework of Qualifications • Emphasis on learning outcomes; • Accepted norm outside HEIs, including professional bodies; • National Policies - Providers must commit to Access, Transfer and Progression (ATP)

8. RPL – The Provider Context • Existing providers strengthening formal RPL policies and procedures • New providers with close links to the workplace • Established providers supporting Institute-wide activities through the creation of dedicated expertise; • Non traditional curriculum emerging from modularisation/ semesterisation • Increased collaboration through targetted funding initiatives • A more informed general public • Learners seeking to achieve better life balance, and • Wider societal demands and pressing economic context

9. Supports for RPL • Explicit published standards (Engineering, Arts, Business, Social Care, ICT, Nursing etc) • Awards based on learning outcomes • Different types of awards (Minor, Special Purpose and Supplemental Awards) • Assessment to demonstrate standard is achieved • Quality assurance systems and review process • National approach to credit • Increased transparency – information • Delegated Authority – mature institutions exercising their discretion according to local needs; • Publication/availability of information • Alternative forms of assessment – portfolio, interview and other evidence based methodologies

10. RPL – Two Approaches to Recognition • Provider based recognition Persons seeking entry to programmes or advanced standing through exemptions/credit attainment. 2. Direct application to the Council Persons making a direct application to the Awards Councils for an award based on learning achievement.

11. Provider Based Recognition • HETAC RPL policy in place since 1993 for all providers, with increased emphasis during registration/ programme validation stage; • Almost all of the established providers have some RPL in place • Ranges from central in strategic plan to no activity; • Variety of approaches to structure; • Scope and range (full to PG or UG only, industry); • support systems and dedicated staffing/funding or dealt with in Departments/ Faculties; • Provider experience and success to date is critical

12. RPL – The HETAC Direct Award Process • All Awards available ‘Recognition Policy, Criteria and Process for a Direct Application to HETAC for a Named Award’ March 2006. • Awards may be based entirely on lifelong learning achievement without reference to a programme • 10 awards conferred to date, with further 3 applicants in the process of developing evidence to demonstrate achievement • Council may request providers advice in the assessment process • Published standards and criteria for awards apply as criteria • International assessors (min of 3) • Public viva voce mandatory for postgraduate awards • First PhD based on lifelong learning made in November 2007

13. RPL – Suggested Support Mechanisms • Research into all aspects of RPL – Certified learning/ experiential learning, work-based learning/ experience; • Update policy, provide comprehensive guidelines but balanced with HEIs autonomy • Promote inclusion of the wider stakeholder community; • Accreditation activities to support RPL • Training initiatives for assessors and other staff • Seminars, workshops on supporting elements • Developing and supporting a community of best practice • Providing international expertise on advance achievements in RPL (electronic developments)

14. Contact Details Ian McKenna Head of Framework Awards and Programme Validation, Higher Education and Training Awards Council, 26 – 27 Denzille Lane Dublin 2 T: +353 1 6441 514 E: imckenna@hetac.ie