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C2-2 Provide appropriate support for learners


Questions

  • Do learners understand informal and non-formal learning and how they can be assessed and validated. 
  • Do learners believe that informal and non-formal learning is inferior to formal learning and accreditation?
  • Do learners appreciate the benefits of formal and informal learning?

Good practice

  • In relation to stage 1 of the RPL process - advice and guidance - applicants are provided with:
    • Clear points of contact in relation to RPL processes and subject-specialist queries.  
  • In relation to stage 2 of the RPL process - support - learners are provided with:
    • Support to enable them to:
      • complete the RPL process
      • help them to understand their own learning and how it relates to the programme they are applying to gain credit for.
    • Support for RPiL focusing on:
      • Encouraging reflection
      • Helping to identify sources of learning
      • Helping with the selection or development of learning outcomes
      • Advising on the mechanism for providing evidence of learning
      • Helping to identify evidence of learning
      • Providing feedback on the presentation of the submission.
    • Subject specific support for RPiL that focuses on:
      • Advising if the learning from experience is likely to be at the appropriate SCQF level
      • Clarifying programme/module learning outcomes and/or agreeing the student’s own learning outcomes
      • Advising on how to relate the learning from experience and current theory
      • Advising on the level of analysis required in the submission
      • Providing feedback on drafts (where appropriate).
    • Advice on criteria for assessment (e.g. acceptability, sufficiency, authenticity, currency)
    • Advice on which types of evidence are appropriate to the learning outcomes 
      • Written or e-portfolio - to enable a more structured, iterative approach to building evidence
      • Mapping against programme level outcomes or SCQF level descriptors for large amounts of credit rather than against programme modules.
      • Greater use of level descriptors to enable the articulation of prior informal learning in learning outcomes that are more relevant to this type of learning.
      • Reflective account
      • Workplace-derived artefacts
      • Structured interviewing as a single evidence source
      • Use of technologies e.g. web/video-conferencing, video and podcasts
      • Greater use of existing workplace learning practices in evaluation and assessment, particularly as part of work-based learning programmes.
      • Simulation / observation of practice
      • Employer reference/evidence
      • Project work
      • Existing work-based learning practices
      • Record of volunteer learning and experience
      • ‘Assessment on demand’ such as exam or assignment
    • Interpreting ‘academic jargon’.
    • Actual fees e.g. for credit transfer, support, assessment (and there is transparency in the method for calculating fees