Presentation during OOFHEC2018 Conference at Aarhus University in Aarhus, Denmark

1. Challenges and opportunities for RPL in
Open and Distance Learning: Lessons
Learnt from the Open University UK
Clare Dunn
Manager: Recognition of Prior Learning
OOFHEC2018 Aarhus
12th October 2018

2. Outline of
presentation
• Discuss Recognition of Prior Learning (RPL) as a mechanism for widening
access to higher education.
• Define RPL and discuss the benefits of RPL.
• Explore the opportunities and challenges to RPL within Open and
Distance Learning.
• Discuss the approach to RPL at the Open University UK.

4. RPL as a mechanism to widen
access to HE
• RPL has been practiced in the UK for several years
(Harris, Wihak and Kleef, 2014).
• National Credit Framework for Higher Education (2008).
• Holistic HE system – Eradicate perceived differences
between learning providers.
• Lack of unified monitoring of RPL.
• Devolved nature of HE in the UK.

5. RPL in the UK
• RPL is not a new concept – Variations in practice (UKCF Survey, 2017).
• QAA – Quality Assurance Agency for HE in the UK (QAA, 2018, p. 31).
• “assessing previous learning that has occurred in any of a range of
contexts including school, college and university, and/or through life
and work experiences”.
• Prior learning can then be used to “gain credit or exemption for
qualifications and/or personal and career development”.
• RPL:
• Recognition of Prior Certificated Learning (RPCL).
• Credit Transfer
• Credit assessment
• Recognition of Prior Experiential Learning (RPEL).

6. Benefits of RPL
Benefits
Learners • Return to HE and top up sub-qualifications
• Reduce length and cost of study
• Increase choice and flexibility – Suit their needs
• Increase self-confidence and motivation for learning
• Accelerate progression to employment
Institutions • Increase recruitment – Widen participation
• More responsive to the student market
• Increase retention and completion rates
• Promote partnerships (institutions, employers, community) –
Bridges the gap between different providers
Employers • Reduce time required for employee training (Degree
Apprenticeships)
• Increase employee motivation and retention
• RPEL - Generate new ideas through reflection

7. Opportunities for RPL within
Open and Distance Learning
• Open and Distance Learning – Personalised and flexible educational experience (Lewis,
1995).
• Autonomy it provides creates a suitable platform for RPL.
• Inclusivity
• RPL has the potential to increase inclusivity - Increase in ‘Open’ ethos required.
• How?
• Develop more formal articulation agreements
• Lifelong learning
• RPL is an important foundation for lifelong learning (Giddens, 1991 cited by Harris,
Wihak, & Kleef, 2014).
• Open and distance learning providers need to develop diverse ways to use RPL to
facilitate self-directed lifelong learning.
• Equality between RPCL and RPEL

8. Challenges for RPL within
Open and Distance Learning
• Through RPL individuals can engage with study at different points in their life at a pace that
aligns with their personal needs and goals (Pollard et al, 2017).
• Some challenges exisit in Open and Distance Learning.
• Quality assurance
• Mutual trust (QAA).
• Working across borders (UK NARIC, ENQA)
• Institutional inconsistencies.
• Recognition
• Parity of recognition.
• ‘Stingy’ amount of credit V Unprepared students (Blackman, 2017).
• Autonomous nature of HE – Curriculum design.

9. RPL at the Open University UK
• Market leader for credit transfer (HESA data, 2016).
• Credit Transfer Centre
• 2017-2018 - 5,940 students received an award of credit transfer
through RPCL.
• Open Degree
• RPEL - Making your Learning Count
• RPL Policy Review – Direct Entry

10. Moving forward
• The development of the Higher Education and Research Act
(2017).
• Office for Students (OfS)
Thank you for listening
Any questions?

11. References
• Atlay, M., & Turnball, W. (2017). Aspects of Credit Practice in English and Welsh Universities:
UKCF Report number 2. UK Credit Forum: England.
• Blackman, T. (2017). Recognising prior learning: a window onto what is wrong with higher
education. Widening Participation and Lifelong Learning, 19(3), 6-17.
• Harris, J., Wihak, C., & Kleef, J. V. (2014). Handbook of the Recognition of Prior Learning:
Research into practice. NIACE: Leicester, England. Retrieved from
https://www.learningandwork.org.uk/wp-content/uploads/2017/07/Handbook-of-the-
Recognition-of-Prior-Learning.pdf
• Lewis, R. (1995). Open and distant learning in Europe: Add on or Mainstream. Open
Learning: The Journal of Open, Distance and e-learning, 10(3), 52-56. Retrieved from
https://www.tandfonline.com/doi/pdf/10.1080/0268051950100307.
• Pollard, E., Hadjivassiliou, K., Swift, S., & Green, M. (2017). Credit Transfer in Higher
Education: A review of the literature. Department for Education: England. Retrieved from
http://dera.ioe.ac.uk/28446/1/Credit_transfer_in_Higher_Education.pdf
• QAA (2018). Glossary. QAA: England. Retrieved from https://www.qaa.ac.uk/glossary