Recognition of Prior Learning Policy

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1 Recgnitin f Prir Learning Plicy VTCT s Recgnitin f Prir Learning Plicy (RPL) has been put in place t clarify the RPL prcess and prvide guidance fr VTCT Centres. The RPL plicy aims t prvide accurate recgnitin and evidencing f knwledge, understanding and skills that have previusly been achieved and/r certificated. The plicy will supprt thse wh are directly invlved with planning, advising and delivering learning. Nt all learners have access t frmal learning. The main principles behind RPL are that an individual s prir achievements can nw be recgnised and that a learner is nt disadvantaged by unnecessarily having t repeat a curse f learning. RPL is a methd f assessment that cnsiders whether a learner can demnstrate that they can meet the assessment requirements fr a unit thrugh knwledge, understanding r skills that they already pssess and d nt need t develp thrugh a curse f learning. (frm Guidance n the Recgnitin f Prir Learning within the Qualificatins and Credit Framewrk (2010) available n the VTCT website) RPL is in itself a frm f assessment that can allw easy access t relevant previus nncertificated achievements, as well as t certificate knwledge and skills. When applying RPL the evidence must be assessed against the learning utcmes f the relevant unit t shw validity. In rder t be able t recgnise individual achievement and cmpetences and then create transparent, rbust and auditable evidence that can be included as RPL, each VTCT-apprved centre must designate a specific persn (Centre Lead fr RPL) wh has a full understanding f the RPL prcess and its applicatin. A VTCT-recgnised centre is respnsible fr ensuring that the prcess has been crrectly applied and RPL is deemed valid and reliable (this is nt always straightfrward). The change frm APL t RPL has imprved flexibility and aims t better meet bth industry/emplyer requirements and individual learner needs. When t use RPL If a learner has aquired knwledge, understanding r skills but has never received frmal recgnitin. This culd be thrugh wrk-related, vluntary r hme activities. If a learner hlds a relevant qualificatin that includes a QCF unit that, because it is a cmpnent f the new qualificatin, can be directly used t exempt that learner frm repeating the curse f learning, If a learner needs t achieve a credit level and can transfer a relevant credit allwance frm within a previusly achieved qualificatin. Page 1 f 11

2 The prcess f RPL invlves the Centre Lead fr RPL, the assessr and learner frm the mment the learner cnsiders making a claim. The learner must be supprted by the centre frm the start f the prcess t the utcme f the RPL assessment. VTCT has develped a guide prcedure t supprt centres applying RPL, ensuring a slid laid dwn fundatin fr success. One f the main principles f RPL is that thse claiming credit shuld nt have t repeat things they have already learned. There are tw ther prcesses that supprt this principle exemptin and credit transfer but these are different frm RPL: Exemptin - The facility fr an individual t claim exemptin frm sme f the achievement requirements f a QCF qualificatin, using evidence f certificated nn-qcf achievement deemed t be f equivalent value. This means that certificated qualificatins that were btained utside the QCF can be used as evidence fr part r all f a qualificatin. Exemptins allw the recgnitin f qualificatins (i.e. frmally recgnised achievements) btained utside f the QCF; hwever unlike RPL, they d nt attract credits. Credit transfer- Refers t the prcess f transferring credits frm ne unit/qualificatin t anther fr certificatin purpses. When credits are accumulated, units f credit can be put tgether t meet the achievement requirements f a qualificatin. Appendices 1. RPL prcess guidance 2. Centre dcumentatin fr applying the prcess f RPL 3. Guidelines fr RPL 4. Checklist fr guiding learners thrugh the RPL prcess 5. RPL flwchart Page 2 f 11

3 Appendix 1: RPL prcess guidance A learner may pssess sme r all f the knwledge, understanding, skills and experience required fr the unit r qualificatin in ne frm r anther. Ofqual has issued an explanatry statement qualifying the use f RPL: Learners are unlikely t have all the evidence they need t achieve a full unit and may need t prduce additinal evidence. Evidence used fr RPL is nt time-limited but assessrs must determine whether it is valid and authentic. RPL may be used in cnjunctin with ther assessment methds such as examinatin f recent prducts, prfessinal discussin r bservatin t assess current perfrmance. If a learner can achieve all the learning utcmes and assessment criteria in a unit thrugh RPL, then they can claim credit fr that unit slely n the basis f their RPL achievement. If, hwever, evidence frm RPL is nly sufficient t cver ne r mre learning utcmes, r t partly meet the need f a learning utcme, then additinal assessment methds shuld be emplyed t generate the sufficient evidence required t make a safe assessment decisin. Since evidence frm RPL is similar t that derived via any ther acceptable assessment methd, where the standard f a unit is met by evidence btained frm, r partly frm RPL, credit can be claimed. (Recgnitin f Prir Learning SF/Assessment Strategy/March 2012 Plicy dcument) T crrectly identify the frm f RPL t be applied. the learner must explain and prvide evidence t supprt their claim. The evidence will be assessed by the centre lead fr RPL, befre agreeing an individual learning and assessment plan fr the specific unit r qualificatin. Checklist T adhere t internal and external quality assurance requirements, the fllwing checklist must supprt the applicatin fr Recrd f Prir Learning: Regulatry requirements must be cmplied with fr assessment. Each centre must have a centre lead fr RPL. If RPL is t be used, the External Verifier and awarding rganisatin must be infrmed. Assessment and IQA prcedures and practices need t be rigrus, rbust and auditable, and f the same standard as any ther frm f assessment and IQA. Evidence prvided by the learner fr RPL must be relevant, authentic, sufficient, valid, clear, transparent and current. RPL is a vluntary prcess and is learner centred. The centre lead fr RPL shuld prvide guidance and supprt t infrm the learner f the nature, type and range f evidence which can be cnsidered. Page 3 f 11

4 RPL is nt necessarily a mney r time-saving exercise. The evidence t be cllated by the learner may invlve a high prprtin f time, and sme cst in its presentatin. In sme instances, the learner may decide that attending the riginal learning and assessment prpsal may be simpler and easier. If there is a cst invlved fr the learner, the centre lead fr RPL must prvide a clear explanatin and breakdwn which must be agreed and signed at the start f the assessment f RPL. If the centre lead fr RPL has any cncerns r dubt regarding the learner s knwledge, understanding, skills, cmpetence r evidence prpsed, RPL shuld nt be applied. Page 4 f 11

5 Page 5 f 11

6 Appendix 2: Centre RPL learner recrd A frmal recrd shuld be kept. VTCT prvides this exemplar fr use/guidance. Learner name: Learner number: Cntact number: cntact: Qualificatins applied fr: Units applied fr: Centre cntact: Centre Number Date f interview: Methd f interview: Date :- Telephne In persn Skype/facetime Other (please detail)- Learner interview ntes: Advice and guidance n RPL given Infrmatin prvided n knwledge and understanding requirements fr the unit/s applied fr Infrmatin prvided n the practical skills required fr the unit/s applied fr Infrmatin n the evidence requirements and presentatin f evidence discussed & learner understanding cnfirmed Other infrmatin discussed Date fr presentatin f evidence agreed as: Descriptin Deadline f presentatin f evidence Methd f evidence presentatin (i.e. ) - Date received:- Descriptin f applied RPL (delete as apprpriate) RPL Credit transfer Exemptin Outline briefly the surce, circumstance and date timescale f evidence used fr RPL Page 6 f 11

7 Learner presentatin f evidence Presented evidence Electrnic Paper based Trade tested Is the evidence Authentic Valid Relevant Sufficient Current Y/N Y/N Y/N Y/N Y/N Have any learning requirements been identified? Yes (see belw) N prceed directly t assessment Individual learning and assessment plan Date discussed with learner:- Methd- Telephne In persn Skype/facetime Other (please detail)- Learning requirements identified as:- n/a Assessments t be cmpleted include:- Assessment pprtunities will include 1 summative assessment, and 1 summative reassessment pprtunity. N further assessment pprtunity will be ffered. Page 7 f 11

8 Date f assessments:- Agreement f individual learning and assessment plan Date:- Methd f agreement:- Parties infrmed Curse c-rdinatr Centre Manage Assessr IV EV Awarding rganisatin Any thers (please state) I (insert name) cnfirm the abve is an accurate recrd f the RPL prcess cnducted. I fully understand the assessment pprtunities that will be ffered t me. If at the reassessment pprtunity I am still deemed nt cmpetent, I understand n further assessment pprtunity will be ffered, and an alternative methd f learning fr the units (and qualificatin) will need t be sught. There will be n exemptin applied fr nn-attendance at the assessment. Learner name: Signed: An cnfirmatin will be needed if cmpleted electrnically, fr audit purpses. Date: Please use additinal page(s) fr infrmatin if required Page 8 f 11

9 Appendix 3: Guidelines fr RPL Fr successful peratin f RPL, a centre shuld have: A centre plicy n RPL, with a clear definitin f what it is. A named individual with respnsibility fr RPL. A staff develpment prgramme. RPL functins mst effectively with prperly trained staff and assessrs, where clear prcedures are established. Trained assessrs in specialist vcatinal areas. Trained supprt staff. RPL fcuses n individuals rather than grups s systems shuld be in place t supprt individual RPL learners. Staff invlved shuld understand the rigur f the prcess and the pprtunities in place. An appeals system. Apprpriate recrding dcuments. Flexible access t learning. Clear explanatin f csts invlved (if apprpriate). Clear examples f suitable evidence. Surces f further infrmatin and guidance. (Claiming credit: Guidance n the recgnitin f prir learning within the QCF framewrk taken frm TAQA Prfessinal Develpment pack) Page 9 f 11

10 Appendix 4: Checklist fr guiding learners thrugh the RPL prcess Infrmatin, Advice and Guidance Identify learner s aspiratins Help learner t understand the pprtunities f RPL Assist learner t understand the benefits f RPL Qualificatins available Prgressin rutes/pathways What learners need t d t meet assessment requirements What learners need t d t meet certificatin arrangements Assessment chice The prcess f claiming credit Wh will supprt the learner The administratin prcess fr the RPL applicatin Timelines Appeals Fees/subsidies Pre-assessment Encurage self-reflectin t identify surces and evidence f achievement Encurage self-evaluatin t identify surces and evidence f achievement Map achievement and identify gaps Prvide examples f suitable evidence Advise n structure and presentatin f evidence Explain and identify assessment requirements (Taken frm TAQA Prfessinal Develpment pack) Page 10 f 11

11 Appendix 5: RPL flwchart Learner applies fr a qualificatin Initial assessment Previus experience? Yes Partial N Apply RPL Apply RPL (apprpriate units) Undertake learning fr the remainder Undertake learning Assessment Assessment Assessment RPL The learner is nt required t undertake a frmal prgramme f learning as they have gained the necessary skills, knwledge and/r understanding previusly. Undertake learning The learner will undertake a frmal curse f learning t prvide them with the skills, knwledge and/r understanding defined by the learning utcmes. Assessment planning Assessment planning Will take int accunt bth evidence that the learner might be able t prvide frm their past wrk activity which typically will be wrk prducts and witness testimny and assessment pprtunities that arise frm their nrmal day t day wrk activity. Histrical evidence Judge Apply the rules f valid, authentic and sufficient Evidence frm current wrk activity Histrical evidence Identified at the assessment planning stage and judged n the basis if being valid, authentic and sufficient and supplemented by prving that the learning can still attain the standard thrugh discussin and questining t crrbrate the histrical evidence. Evidence frm current wrk activity Planned arund wrk activity and using recgnised assessment methds fr the capture f perfrmance and knwledge evidence. It is likely that histrical evidence will be used in cnjunctin with evidence frm current wrk activity. (Taken frm TAQA Prfessinal Develpment pack) Valid, authentic and sufficient All assessment, whether f histric r current wrk activity, must be subject t the test f being valid, authentic and sufficient. Page 11 f 11

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