We are all entitled to Recognition of our Prior Learning

Recognising Prior Learning (RPL) is just ‘another form of assessment’. So why is so hard to get your prior learning recognised? Universities seem to manage it (for postgraduates anyway) so why can’t Further Education (FE) colleges and work-based providers? 

Universities have the advantage of creating their own qualifications and the terms for achieving them. FE and work-based providers have to take and make best use of whatever qualifications are on offer and the assessment routes offered by awarding organisations.

Times have changed and RPL is high on the agenda now in vocational learning.  The Qualifications and Credit Framework (QCF) offers much more scope to personalise learning  - what you have learned informally can be matched to individual units in QCF qualifications, and you can be awarded credit for achieving  these units, allowing you focus your learning programme on the remaining skills and knowledge you need to become qualified.

Credit Works began investigating how RPL could work in the QCF in 2006 after our early research showed that  peoples’ prior achievements went unrecognised and that they repeated learning and assessment unnecessarily. (There are notable exceptions, see Construction sector RPL scheme, OSAT.) This costs learners time (and the public money) and sends a message that learning has to take place in an institution to count.

Our 2007 report (full report, executive summary) showed that existing RPL processes were generally difficult, dull and bureaucratic. But there was clear evidence of demand for RPL, if weaknesses and failures in the system were addressed and workable solutions were put in place within the QCF.

We published a set of principles for making RPL work in the QCF.

 QCDA has recently published some more guidance on RPL to encourage sector and awarding organisations to make it available and accessible. But placing RPL in the hands of providers, learners and employers still seems a long way off.

Making RPL work for employers and learners

The Credit Works 2007 report for LSC models recognition of prior learning achievements as a point on a continuous learning journey. RPL is not just a process that recognises what you have learned ‘before you start your course’.

As well as dealing with the failures within the qualifications system to make RPL available and accessible, upward pressure in the market is needed. Employers and learners themselves should believe they are entitled to have prior achievements recognised, speedily and cheaply. Currently, employers in most sectors (and learners even less) put little or no pressure on the system for RPL.

RPL needs to respond to quite different challenges – from understanding how prior learning might be recognised within an inclusive entry 1 in the QCF, to getting recognition at all levels for achievements from informal learning at work.

A model for integrating the recognition of prior learning into the  curriculum is suggested, where the benefits of working with others to reflect on, value and describe prior learning is seen as an integral part of a structured learning programme. The provider needs to be organised to support the learner through a reflective learning process from the outset of the learning journey, needs access to appropriate units in the QCF to recognise achievement and understand how such achievement of such units contribute to progression along a validated progression pathway. The importance of Initial Assessment and Ongoing Review (IAOR) cannot be overstated here; and Credit Works’ parallel study, published at the same time as this report, examines this in detail.

We believe:

  • Employers should consider how RPL will play a part in qualifying  their workforce and begin to see qualifications not simply ‘courses’ or training programmes but as a way of recognising what people have learned.   
  • Learners should know that they are entitled to recognition of their prior learning through a transparent process of assessment against the requirements of QCF units.
  • The experience of having your prior learning recognised should be owned by the learner and facilitated by the provider
  • There are skills needed (by the learner) to make RPL work and these skills are needed and are useful for managing your learning as you go on.
  • The provider needs to be organised from the outset to manage RPL and needs the right skills to facilitate RPL (and not just offer a service).

So the learner gains two things from the process – recognition of their prior learning (which is their right) and learning how to do this. So having your prior learning recognised is a valid and important learning experience in itself, should be integral to the curriculum (at any level) as should be funded as such.  The new funding mechanism for the QCF is on its way and RPL can save employers money and could cut costs. What's the betting that RPL will continue to creep up the agenda under the Coalition?