Influencing Practice through the Development of Clear and Transparent Guidelines for the Recognition of Prior Learning (RPL)

This study has used quality assurance processes from business and industry to benchmark the role of the RPL practitioner so that the process of assessment could be made explicit to all involved in the RPL process. An action research approach has been taken using mixed methodology. The following research questions were asked: what principles are common to RPL practice; can these principles be developed as benchmarks to make RPL practice more explicit; how might emergent benchmarks inform the career of the RPL practitioner? Three cycles of research were undertaken over a 15-year period. The first cycle was conducted within the tertiary sector in Canada. The second cycle was undertaken in South Africa with a cohort of university academics and a cohort of nurse educators. A third cycle was undertaken with nurse educators in the UK, which is the focus of this report. It was found that when resources are optimal the practitioner uses assessment methods based on the individual needs of the learner. These methods are holistic and contrary to the literature are inclusive, rather than exclusive or specific to, a competency or developmental approach to RPL. A career pathway for the RPL practitioner has been identified. This demonstrates the characteristic way the practitioner engages with an organisation to bring about changes in assessment practice. The functional role of the RPL practitioner has also been identified. This provides an explicit framework for practice that may be used to complement and support the career of the RPL practitioner and to construct a model for RPL practice.