A1-1 Provide information and outline guidance on informal and non-formal learning and how it can be recognised
- Do staff understand what informal and non-formal learning are and how they can be assessed and validated.
- Do staff believe that informal and non-formal learning is inferior to formal learning and accreditation?
- Do staff appreciate the benefits of formal and informal learning for learners, employers and institutions?
Indicators of good practice
- Provide information and outline guidance on recognition of informal and non-formal learning for academic, professional support services and administrative staff.
- Use the guidance materials provided as part of this toolkit together with institutional materials and adapt them to the department's needs and contexts.
- Provide guidance in a variety of media e.g.
- Talking head video interviews with stakeholders such as learners, staff and employers.
- Screencasts e.g. videos showing audio narration of PowerPoint presentations.
- QR codes (to link print with online media).
- Media targeted at use by mobile devices.
- Provide information and outline guidance for other stakeholders relevant to the Department e.g. learners, employers and PSRBs
- Ensure that information and guidance emphasises:
- Key RPL principles (Learner focused; Accessible; Flexible; Reliable, transparent and consistent; Quality assured)
- Importance of and benefits from RPL - for learners, universities, employers and PSRBs.
- Advertising and marketing materials should integrate accurate information and identify named sources for information/guidance
- Department policy and guidance material for RPL should align with overarching HEI policy and guidance
- Awareness of widening access agreements is required
- Awareness of changing policy on overseas students, TIER4 arrangements, European Credit Transfer System (ECTS) is required.