C1-1 Identify programme needs/drivers/priorities for RPL together with core prinicples and staff responsbilties for RPL
- To what extent have the needs, drivers and priorities for RPL in the programme been established?
- To what extent has the programme team reviewed the Departmental Vision & Communications plan and the RPL departmental implementation plan and contextualised them for the programme?
- To what extent does the programme adopt guiding principles for RPL?
- The departmental vision and communications plan is contextualised for the programme in order to establish the following:
- Learner needs, profiles and priorities for RPL
- Employer and PSRB needs, profiles and priorities for RPL
- Institutional drivers, goals, policies including alignment with institutional and departmental priorities
- The programme identifies how RPL will be used i.e.
- RPL for admission to a programme of study
- RPL for entry with advanced standing
- RPL that leads to an award
- RPL as a formative experience to help students gain confidence and develop academic skills
- The programme team adopt and contextualise the institutional/departmental RPL processes.
- The maximum number of credits for RPL is established.
- Credit gained through informal and experiential learning has equal value to that gained through formal learning, ie parity of esteem.
- Alignment between RPL (design and implementation), QA processes and Quality Code indicators is made explicit.
- The programme adopts clear and explicit principles for RPL design and implementation.
- learner focused
- reliable, transparent and consistent
- quality assured.
- The programme team assigns staff to roles (with key responsibilities) that have been identified in the Departmental plan e.g.
- RPL Administrator.
- RPL Advisor (mentor).
- RPL Assessor.