Recognition of Prior Learning - issues in quality assurance -

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Recognition of Prior Learning- issues in quality
assurance -

• experiences of the HvA
• University of Applied Sciences Amsterdam

Lucie te Lintelo RPL Centre Hogeschool van
Amsterdam
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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

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1. Introduction HvA and RPL

1. Introduction HvA and RPL

• Hogeschool van Amsterdam HvA
• University of Applied Sciences
• Bachelor degree and master degree programmes in
  a professional field
• Business 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)

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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

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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

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2. Perspective on quality
Organization/employer

• Expectations

• Satisfaction

RPL Centre

• Trust

Educational Department Teachers Managers Counselor
s

• Expertise

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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

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Quality of the assessors

• Selection of assessors competence profile
  internal / external
• Training programme
• Work conference RPL-proces and instruments,
  levels, competence criteria
• 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

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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

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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

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4. Accreditation as a RPL provider

• National policy
• in 2009 all RPL providers must be accredited
• National RPL Code
• Process of accreditation
• Extensive selfevaluation on the RPL Code
• Visit and review by one of the designated
  organizations for validation, resulting in a
  report
• Accreditation by the Dutch Knowlegde Centre of
  RPL
• (valid for 3 years), registration as a RPL
  provider

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National Quality Code for RPL

• Goal RPL is to define, evaluate and accredit
  individual competencies.
• RPL answers the need of the individual.
  Entitlements and arrangements are clearly defined
  and guaranteed.
• Procedures and instruments are reliable and based
  on solid standards.
• Assessors and supervisors are competent,
  impartial and independent.
• Quality of RPL is guaranteed and is being
  improved on an ongoing basis.