Recognition of Prior Learning- issues in quality assurance -experiences of the HvA

University of Applied Sciences Amsterdam

Lucie te LinteloRPL Centre

Hogeschool van Amsterdam

Content

1. Introduction: HvA and RPL, a quick overview

2. A perspective on quality: stakeholders, concepts and tools

3. Organization of RPL

4. Accreditation as a RPL provider

1. Introduction HvA and RPL

Hogeschool van Amsterdam [HvA]:

• University of Applied Sciences• Bachelor degree and master degree programmes in a professional fieldBusiness Administration – Engineering - Built Environment - Social Work – Education – Communication – Law – Health – ICT

• All degree courses are competence based• A regular bachelor degree course: 240 credits = a 4-year programme• More than 34.000 students (6.000 are working adults studying for a degree on a parttime base)

1. Introduction HvA and RPL

RPL in the HvA, a quick overview

Goal: enhancing accessibility of degree programmes for professional workers:» Individuals» Private and public companies: co-operation with

organizations in upgrading their employees

RPL as a start of an individualized degree programme. RPL can lead to:» Exemption of part(s) of the programme» A workbased learning route (demand steered)

Standards used in RPL are educational standards» all qualifications of a bachelor degree programme, in

learning outcomes

RPL in the HvA, a quick overview The RPL procedure:

quickscan (optional) – intake/advice – compiling portfolio – criterion based interview with 2 assessors

Resulting in: a report describing acquired competencies – a letter of the exam board on awarded credits when enrolling in the bachelor program

Online supported, whole procedure takes 3-4 months

2. Perspective on quality

Advisor

Assessors

Advisor

AssessorsExam

board

Exam

board

HRM

Operational

manager

HRM

Operational

manager

ParticipantParticipant

Educational Department

Teachers

Managers

Counselors

RPL Centre

Organization/employer

Focus on trust and expertise

Quality of the standard used in RPL» All competencies of a bachelor degree programme

formulated in learning outcomes: professional tasks / activities / criteria

» Recognisable for employees» Transparant and measurable

Quality of the advisors and assessors, see next sheet

Quality of the methods and instruments Communication and agreement with exam board and

educational department

Quality of the assessors1. Selection of assessors [competence profile]: internal / external

2. Training programme:1. Work conference: RPL-proces and instruments, levels,

competence criteria2. Training assessor skills: questioning- and assessing techniques;

practice with authentic portfolio and actor; critical situations

3. Feedback on performance in real assessment situation [by independant assessment professional]

4. Test of assessor competence in real assessment situation- showing all assessor criteria: assessor certificate

5. To preserve the certificate- evaluation, feedback, intervision, workshops

Focus on satisfaction and expectations

Matching the needs of the participant, and his organization, with our possibilities» Do we know what the participant wants?

» Do we know what the organization wants?

» Are we the right RPL provider for them? What standard(s) is/are suitable? Does the regular procedure fit or do we have to develop a tailor made procedure and/or instruments?

» Who do we need to involve in this, within the HvA and within the company?

Openess about procedure and possible outcomes It is about long term investments – developing

partnerships – flexibility - communication

3. Organization of RPL

A central RPL Unit: Portal for organizations/candidates Developing RPL tools and procedures i.c.w. educational

departments and organizations Planning and organization of RPL assessments Quality assurance and training and accreditation of assessors Development of expertise and support LLL policy

Educational departments are responsible for the tailormade flexible degree programmes

Close co-operation between ed. departments and RPL Centre: every department has its RPL-co-ordinator

4. Accreditation as a RPL provider

National policy: in 2009 all RPL providers must be accredited

National RPL Code

Process of accreditation:1. Extensive selfevaluation on the RPL Code2. Visit and review by one of the designated

organizations for validation, resulting in a report3. Accreditation by the Dutch Knowlegde Centre of RPL

(valid for 3 years), registration as a RPL provider

National Quality Code for RPL

1. Goal RPL is to define, evaluate and accredit individual competencies.

2. RPL answers the need of the individual. Entitlements and arrangements are clearly defined and guaranteed.

3. Procedures and instruments are reliable and based on solid standards.

4. Assessors and supervisors are competent, impartial and independent.

5. Quality of RPL is guaranteed and is being improved on an ongoing basis.