POLICY GUIDELINES ON RECOGNITION OF PRIOR LEARNING MAY 2008

Transcription

1 SEYCHELLES QUALIFICATIONS AUTHORITY POLICY GUIDELINES ON RECOGNITION OF PRIOR LEARNING MAY 2008 Version 1.0

2 Table of content Page 1. Introduction 1 2. Background 1 3. Rationale 1 4. Overview of Recognition of Prior Learning (RPL) 4.1 Guiding Principles 4.2 Type of Learning 4.3 Situation of RPL 4.4 Type of RPL 5. Application procedures for RPL 5.1 Conditions 5.2 Admission criteria 5.3 Admission fee 6. Role of Stakeholders 6.1 The SQA 6.2 Professional Bodies 6.3 Providers 6.4 Service area/industry 6.5 Applicants 7. Individual s role of Quality Assurance team 7.1 Initiator 7.2 Coordinator 7.3 Assessor 7.4 Moderator 7.5 Method of Assessment 8. Process of RPL 8.1 Application 8.2 Pre-screening 8.3 Pre-assessment 8.4 Determination of Standards 8.5 Evaluation for possible credit transfer 8.6 Planning and organization of RPL session 8.7 Assessment of the competencies 8.8 Moderation 8.9 Recommendation 8.10 Appeal 9. Potential outcomes of the process 9.1 Inventory of learners

3 Table of figures Page I Figure 1. RPL process 110

4 1. Introduction Recognition of Prior Learning (RPL) means to recognize and validate competencies obtained inside and outside the formal education and training systems, for purposes of certification. It is a process whereby prior learning acquired formally, non-formally and informally are assessed against standards, and are given recognition. It can also be summarized as the acknowledgment through evaluation of a person s competencies acquired during previous training and workshop, work or life experience, which may be used to grant credit in a module or a unit standard leading to a qualification. It gives formal credit for learning regardless of where the learning was achieved. 2.Background RPL is a new concept in Seychelles. Nevertheless, Trade Tests which can be considered as part of RPL have been conducted for more than three decades mainly in the vocational and occupational trades. However, recently RPL has been used to upgrade qualifications in the health sector, for example in Environmental Health and Health Information. In the past some people could not continue their formal education and training for diverse reasons such as accessibility, financial status and socio-economic problems, but they continued their learning through work experience, and they could be eligible to obtain formal qualification. As it is also the government s strategy to create a knowledge-based society and promote life-long learning, efforts to open access to such individuals so that they are given the opportunity to reach their full potential should be encouraged. 3. Rationale The aim of establishing recognition of prior learning in Seychelles is to allow individuals who have not been able to attend formal education but, however, have managed to gain significant experience in a particular field to be given the opportunity to become qualified. The importance of recognizing equivalence rather than an exact match between experience and academic learning is becoming necessary. But the assessment of learning from experience, consideration of relevant competencies and equivalence of competencies contained in unit standards of qualification would require a set of agreed criteria, policies and procedures. The overall goal then is to develop well established criteria and mechanisms to recognize prior learning in order to determine whether a candidate meets all or part of the qualification for the attainment of credits. It is therefore critical that a systematic, nationally approved, approach is developed. This will protect the integrity of qualifications and the award of credits. Such a system when given the support by all relevant stakeholders will promote learning, create a visible, usable and credible system. 1

5 4. Overview of RPL 4.1 Guiding principles For all learners, RPL is meant to facilitate access, transfer and award of credits leading to certification of qualifications within the National Qualification Framework. By essence, RPL exists to promote equity of access and fair chances to all learners. RPL is intended to target all different categories of learners in society. It is established to allow access to any potential candidate wishing to seek certification in Seychelles regardless of his or her disability, race, religion or nationality. 4.2 Type of learning These types of learning will be considered for RPL: Formal- learning obtained through recognized educational and training institution Non formal- learning obtained through short training courses and workshops Informal- learning obtained through work experience, self study, volunteer activities, leisure and life experiences or any achievement 4.3 Situation of RPL The learner or a potential candidate should be able to find out the value of his or her competencies acquired in the past, through an RPL assessment for the purpose of: Personal development by gaining credits towards a qualification Progression into a learning programme Seeking acceptance to higher studies Promotion and a salary enhancement in an organization Changing a career path Necessity to abide to a new regulation to conserve employment 4.4 Type of RPL Competencies will be evaluated against: Nationally developed standards approved by professional bodies Standards developed by a credible training institution Standards borrowed from overseas from another National Qualification Authority Standards produced from a job analysis workshop (JAW) of the occupation in relation with level descriptors of the Qualifications Map 2

6 5. Application procedures for RPL 5.1 Conditions RPL can be considered for individuals or groups. The individuals or members of the group must have at least three years of relevant professional experience (paid or voluntary) supported by evidence, for consideration. In addition, potential candidates for RPL will be those who: Have exited prematurely from the formal education system Have been made redundant or retrenched Want to upgrade their qualifications Have attended non-formal short learning programme Have gained competencies through informal learning 5.2 Admission criteria The candidate/group of candidates for RPL must complete an application form and submit to the SQA secretariat with payment. The candidate/group of candidates for RPL must provide sufficient evidences of prior learning such as the ones below: Certificates/Record of achievement of awarded course Certificate and statements of attainment from in-house or short courses Samples of work Statement of duties from employers Letters from clients verifying/certifying the work done Letters of appreciation Details of community activities involving significant responsibilities Record of workplace activities Testimonials Pay slips/statement of earnings Job descriptions Etc. 5.3 Admission fee The admission fee per candidate per qualification is SR 500. This amount is subject to revision without prior notice. If the candidate has not been accepted for the RPL process, two-thirds of the fee will be refunded. 3

7 6. Role of stakeholders The role of all stakeholders involved in RPL may be summarized in table 1 below: Roles Table 1: Role of stakeholders in RPL Stakeholders SQA Professional Training providers/ bodies Industry/ Service area Coordination/ Yes Monitoring Implementation Yes (when more than Yes (when less than 25% of the Qualification) 25% of the Qualification) Provision of resources and Yes facilities for assessment Evaluation Yes Yes Yes (when less than 25% of the Qualification) Quality assurance Database manager Yes Yes Yes Yes 6.1 The SQA The SQA has a role of coordinating and monitoring the RPL process. It has also the role of advertising the process of RPL to potential candidates through the use of leaflets, printed or provided on the internet, to raise awareness of possibilities offered by RPL across a wide audience. The SQA will be in charge of the implementation if the RPL counts for more than 25% of a qualification. In such cases, the SQA, in collaboration with professional bodies, will be responsible to select assessors for evaluation purposes, to quality-assure the process, and to keep records of learning of the candidates involved. For RPL of less than 25% of a qualification, SQA will quality-assure the process implemented by the provider. 4

8 The SQA, in collaboration with the professional bodies, will recognize the qualification or part of qualification obtained through RPL process. 6.2 Professional bodies For RPL of more than 25% of a qualification, the professional bodies, in collaboration with SQA, will be responsible to select assessors for evaluation purposes, to quality-assure the process and to keep records of learning of the candidates involved. For RPL of less than 25% of a qualification, professional bodies will qualityassure the process implemented by the provider. The professional bodies, in collaboration with the SQA, will recognize the qualification or part of qualification obtained through RPL process. 6.3 Provider For RPL of less than 25% of a qualification, the provider is in charge of implementing the process and evaluating the candidates. For every RPL process, the provider will be in charge of providing resources and facilities required for the assessment except in cases of absence of specialized materials and equipment. The provider will be remunerated for this service by the SQA. 6.4 Service area/industry For some RPL process, the service area/industry may be required to provide resources and facilities for the assessment of the candidates particularly in the case of specialized materials and equipment. The industry may be remunerated for this service by the SQA subject to context and prior agreement. The industry may request RPL for its employees. In such a case, the industry is responsible for chargeable fees. 6.5 Applicants An individual applicant is responsible to report in person to SQA for enrollment. The applicant is required to meet conditions set by SQA to be enrolled in a RPL process. For example, the applicant will have to: Submit documents within given deadlines Provide credible evidence of learning activities Seek for release if needed Participate in assessment activities Confirm payment of chargeable fees 5

9 The applicant has the right to appeal to SQA within three months after written notice is given, specifying reasons for appeal. Appeal will be reviewed by a panel approved by the SQA and the professional bodies. 7. Individua l s rol e of Q A tea m 7.1 Initiator The initiator is appointed by the SQA. The role of the initiator is to meet with the applicant to ascertain the: Validity and the level of award of certificate for the possibility of credit transfer Completeness and comprehensiveness of the portfolio Relevancy of documentation of experience and prior learning obtained Specific requirements of the applicant (for example special needs, disabilities or learning difficulties) The role of the initiator is also to pre-evaluate the portfolio and make recommendations to the SQA for the acceptance or the rejection of the application. 7.2 Coordinator The role of the coordinator is to: Chair the RPL process team Review and validate the elements of the portfolio against set criteria Make recommendations to the SQA for the acceptance or the rejection of the application Identify the unit standards used for the process Evaluate the scope of RPL process Evaluate the certificate attained against unit standards of the qualification Nominate a group of two to four assessors registered by SQA and by the relevant professional bodies Set a list of individuals to be assessed for each competency in the qualification Set a date for assessment of each competency in accordance with SQA calendar and availability of the facilities and resources provider Appoint moderators from SQA and/or from relevant professional bodies depending on the situation Advise the SQA (director) if major issues needed resolution Coordinate overall activities of the RPL process 7.3 Assessor The role of the assessor is to: Determine the criteria for entry or learning outcomes that have to be met for specific credit 6

10 Assess the evidence against the criteria defined 7

11 Confirm the outcome of the assessment made Report recommendations to the SQA through the coordinator 7.4 Moderator The role of the moderator is to: Verify the assessment to establish fairness and equity in the process Ensure that academic and administrative activities are followed and implemented according to the policy Ensure that assessors decision are uniform in interpreting and applying the standards set out in the qualification specification 7.5 Methods of assessment There will be different methods for conducting assessment for different situations. The assessment will be based on fairness, validity and evidence. The methods used should be comparable to methods used in formal education and training system for purpose of parity of esteem and consistency of the qualification obtained. 8. Process of RPL 8.1 Application Candidate lodges application to SQA using the specified form. The initiator at SQA will contact the candidate to arrange for an interview or a workplace visit to substantiate claims and evidence. He/she will provide support and advice in collecting evidence as well as a check-list for the type of evidence accepted in the process. The type of evidence will be in the form of portfolio containing relevant document including: Certificates attained including exam results, transcript, course outline or content, duration of the course Licenses acquired Records from clients for service rendered Evidence of years of service Samples of work done Signed records from workplace showing different activities performed References and testimonials 8.2 Pre-screening The initiator meets with the applicant to ascertain the: Validity and the level of award of certificate for the possibility of credit transfer Completeness and comprehensiveness of the portfolio Relevancy of documentation of experience and prior learning obtained 8

12 Specific requirements of the applicant (for example special needs, disabilities or learning difficulties) After evaluating the portfolio, the initiator makes recommendation to the SQA for the acceptance or the rejection of the application. 8.3 Pre assessment The SQA nominates a coordinator specialist in the area/field of the qualification. The coordinator reviews and validates the elements of the portfolio against criteria relevant to the qualification and makes recommendation to the SQA for the acceptance or the rejection of the application. The coordinator will be looking for evidence that is authentic, current, relevant and sufficient. 8.4 Determination of standards The coordinator identifies the unit standards of the qualification against which, he/she will evaluate the competency of the candidate for a unit standard, part of the qualification or for the qualification. 8.5 Evaluation for possible credit transfer The coordinator evaluates the certificate attained against unit standards of the qualification. The criteria for recognition and transfer of formal learning will be as follows: Three quarters of the content of the unit standard was covered in the previous training The academic results of the candidate is higher than 60% and/or stated as successfully completed Three quarters of the number of hours of the notional hours required for the unit standard was covered in the previous training The type of strategies used in the previous training is relevant for the evaluation of the competency 8.6 Planning and organization of RPL session The coordinator will nominate a group of two to four assessors registered by SQA and by the relevant professional bodies to assess the competency of the candidate. The coordinator will set a list of individuals to be assessed for each competency in the qualification. He/she will set a date for assessment of each competency in accordance with SQA calendar and availability of the facilities and resources provider. 9

13 8.7 Assessment of the competencies The coordinator will nominate a panel of two to four assessors registered by SQA and by the relevant professional bodies to assess the competency of the candidate. He/she will have to demonstrate knowledge, skills and understanding of the unit standards of the qualification which is being sought via RPL. Full range of assessment methodologies similar to the one found in the formal training will be made available based on the situation. Assessment could be in the form of practical with oral questioning, written test or other forms suitable for the purpose approved by SQA. The panel makes recommendation to the SQA for the recognition or the rejection of the competencies of the candidate. 8.8 Moderation Depending on the situation, the coordinator will play the role of moderator or appoint moderators from SQA and/or from relevant professional bodies. The moderators will verify the assessment to ensure fairness and equity in the process. 8.9 Recommendation The candidate will receive feedback and results within three working weeks of completion of assessment. The assessment feedback sheet will contain the grades, areas for improvement and recommendation for recognition either competent or not Appeal Candidate must submit appeal fourteen (14) days after written notice is given, appeals should indicate reasons for appeal. Appeal will be reviewed by a panel approved by SQA. Appeal result will be made to the candidate within twenty-one (21) days. 10

14 Application of Candidates for RPL- SQA facilitates the development of the portfolio Pre-screening by initiator of SQA Rejected Accepted Pre-assessment by the coordinator of SQA Rejected Accepted Determination of Standards Formal Evaluation for possible credit transfer Non-Formal and Informal Planning and organisation of RPL session Unit standards recognised Unit standards not recognised Assessment of the competencies Unit standards recognised Unit standards not recognised Recommendations Appeal Figure 1: RPL Process 9. Potential outcomes of the process The RPL can, but not necessarily, lead to recognition of a full qualification or part of a qualification identifying unit standards or competencies which are lacking. It is important to bear in mind that the result obtained through this kind of process does not mean that the candidate does not have developed competencies and skills in its previous experience but rather that these competencies and skills do not match with unit standards of this qualification. 11

15 9.1/nventory of Learners The SQA will constitute a record of learning of all candidates involved in the RPL process identifying all attempted unit standards, recognized or not, for a qualification. 12