The Recognition of Prior Learning Outcomes in Non-formal

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The Recognition of Prior Learning Outcomes in
Non-formal Informal Learning

• Prof. John KONRAD
• Animator Cedefop Virtual Community
• Visiting Fellow CARE, University of East Anglia

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Assessment of Learning Outcomes

• Identification records and makes visible the
  results of an individuals learning through a
  process of formative assessment
• This formative assessment may provide the basis
  for formal recognition of knowledge, skills and
  competencies which may result in the award of
  credit towards a Certificate or Diploma (for
  example in a Unit or Module)
• Validation takes place through a formal
  assessment process according to the requirements
  and procedures of the national system.

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Recognition of Prior Learning Outcomes

• The EQF Level 6 descriptors are a basis for
  comparing Learning Outcomes achievements
  abilities associated with qualifications that
  represent the end of the First Cycle.
• Factual and theoretical knowledge -advanced
  knowledge of a field of work or study, involving
  a critical understanding of theories and
  principles
• A range of cognitive and practical skills
  advanced skills, demonstrating mastery and
  innovation, required to solve complex and
  unpredictable problems in a specialised field of
  work or study.

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Recognition of Prior Learning Outcomes II

• Manage complex technical or professional
  activities or projects, taking responsibility for
  decision-making in unpredictable work or study
  contexts
• Take responsibility for managing the professional
  development of individuals and groups

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Some Issues for Work Based Learning

1. How far is the evidence provided through RPL
   capable of integration into normal assessment
   processes?
2. Are common criteria used to assess such evidence?
3. What inputs and judgements are accepted from
   employers?
4. How far can such evidence be graded with the same
   scale as used for conventional evidence?

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Some Quality Assurance issues

• Will Quality Assurance procedures include
• Context, input, process and output dimensions,
  while giving emphasis to outputs and learning
  outcomes?
• Clear and measurable objectives and standards?
• Guidelines for implementation, including
  stakeholder involvement?
• consistent evaluation methods, associating
  self-assessment and external review?

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• Thank you for your attention!