Powerpoint sjabloon voor de Hogeschool van Amsterdam by pengtt

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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
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
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
• More than 34.000 students (6.000 are working adults
studying for a degree on a parttime base)
   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


 Centre    Advisor                        Exam    Educational
          Assessors                       board   Department
  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 assessors
1. Selection of assessors [competence profile]: internal / external

2. Training programme:
    1. Work conference: RPL-proces and instruments, levels,
       competence criteria
    2. 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
    -   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
 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 Code
  2. Visit and review by one of the designated organizations for
     validation, resulting in a report
  3. 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.

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