SCHOOL LEARNING
2.5 Defining learning outcomes
3.1.4 Qualifications pathways
Policies on qualification pathways are ideally built into national qualifications frameworks. Qualification pathways primarily are intended to facilitate students moving through the qualifications levels to gain higher level qualifications; for example this is defined in the AQF as part of its pathways policy as follows: ‘Pathways allow students to move through qualification levels with full or partial recognition for
Chapter 3: International experiences
the qualifications and/or learning outcomes they already have’ [AQF 2013]. In reality, these pathways between qualification levels can and should be upwards from one level to a higher level as students built their knowledge and skills, but also downwards or sideways when students want to supplement their existing knowledge and skills. Policies on pathways between qualifications generally describe the possible pathways and are built into the qualification type definitions, usually as the entry and exit pathways and any credit that may accrue from a completed qualification towards another.
Pathways between education and world of work are also important and are ideally encompassed into qualifications framework pathways policies. Assessment mechanisms to recognize the body of knowledge, skills and competence acquired at work should be included and the most common way is through recognition of prior learning. In the same way, non-formal and informal learning can be recognized and contribute to gaining a qualification at any level. If recognizing non-formal or informal learning is for the purpose of providing entry into a qualification, this may be done without formal assessment because demonstration of the qualification learning outcomes will occur throughout the program of learning, however if it provides credit towards the qualification this needs to be done through some form of assessment. Pathways between education and the workforce are also about the pathways for graduates from the education to employment.
A number of major studies on educational pathways have been undertaken in Australia’s quest to improve the recognition of previously obtained knowledge, skills and experience, the most recent in 2009 undertaken by the then AQF Council. The report’s summary of student pathways in informative in this context (see box).
The importance of qualifications pathways in a national qualifications framework is underscored by the Europeans by their inclusion of this as one of the ten requirements for referencing national qualifications frameworks against the European Qualifications Framework. Criterion 3 states: ‘The national framework or qualifications system and its qualifications are based on the principle and objective of learning outcomes and linked to arrangements for validation of non-formal and informal learning and, where these exist, to credit systems’[EC 2001].
3.2 Recognition of Prior learning (RPL)
10 3.2.1 RPL World Wide In its regional and historical development, a number of terms have been used in different countries and for different purposes for the processes for RPL, such as: Accreditation of Prior Learning (APL), Crediting Current Competence (CCC), and Accrediting Prior Experiential Learning (APEL). APL and APEL tend to be common in parts of Europe (for example, in the UK and Ireland) whereas RPL tends to be used in Australia and New Zealand. Canada uses the term Prior Learning Assessment and Recognition (PLAR) as well as RPL and Recognition of Current Competence (RCC). France has a different system of professional certification in which assessment is known as ‘Blain de competences’, ‘Blain des competences 10Full report prepared by Professor Maria Slowey on international experiences on RPL is submitted separately. Student pathways [AQFC 2009]Student pathways are enabling processes that assist the movement of students between and within education and training institutions and the labor market. They should recognize that many students do not make a linear progression from one qualification to another at a higher level, exiting to work when their desired qualification is attained. Many students for example: change their minds and consequently the direction of study; go in and out of the workforce to VET and higher education to gain additional skills and knowledge; undertake additional study/training to add a specific skill or skills for employment advancement; or look to study at a later stage having been a nearly school-leaver.
Chapter 3: International experiences
approfondi’, or ‘Validation de Acquis des Experiences (VAE)’. At a European level, common terminology
is Valorization of Prior Learning or Validation of Prior learning (VPL).
Taking Europe as an example of a global region, one of the main driving factors underlying RPL development in the European Union (EU) was as a contribution to the aim that Europe should become a globally leading, dynamic and competitive knowledge-based region(EC 2008). As part of this, the expansion and development of the knowledge and skills of the European population was regarded as important, along with aims to promote active citizenship and social inclusion. Raising skill levels, promoting learning for all, lifelong learning/continuing education, seeking more flexible responses by education and training providers and recognizing knowledge and skills acquired outside formal education and training structures combined form elements of this strategy. Studies by OECD and UNESCO show similar policy objectives also underpin interest in RPL in other global regions [OECD 2010; UNESCO 2012]. The European Council Meeting in Lisbon 2000 was an important milestone in promoting the concept of RPL across European countries and, other regions in the world.
Depending upon historical and economic backgrounds of individual countries, the development and aim of RPL in Europe are mostly related to the effort for strengthening lifelong learning, widening access to further education, and mobility across countries. Interrelationship between economic and social development has also driven lifelong paradigm in formal education context hence promotes RPL concept into the NQF development strategy.
The connection between NQFs and RPL schemes in many countries has also accelerated the implementation of RPL all over the world. Some noteworthy and well established RPL programs can be identified in different countries, such as UK, Scotland, Ireland, Australia, New Zealand, Canada and USA. Similarly, other countries such as Hong Kong, South Africa, India and Indonesia are now keenly developing RPL agendas for a variety of reasons and objectives. In the case of Indonesia, some arguments to adopt RPL concept may related to more than just education or economic concerns but also include the need to recognize and validate qualification of traditional artists, such as traditional dancers, musicians, or sculptures, who may, through informal learning and practice, have achieved a certain level of capacity.