Scotland: Recognition of Prior Learning (RPL) research within a national credit and qualifications framework

Abstract

Recognition of Prior Learning (RPL) activity in Scotland is policy-driven and development-based. Recent and current research focuses on national and sector-based models and approaches in order to extend the scope and accessibility of RPL. The profile of RPL has dramatically increased as a result of the Scottish Credit and Qualifications Framework (SCQF), which has generated renewed enthusiasm and momentum for RPL since 2005, increasingly driven by a workforce development agenda linked to employability and skills development. Experience has led Scotland to differentiate between formative and summative approaches to RPL; these are separate but linked, depending on the context. Recent research has been led and funded by national and European governments. Although there is an emphasis on research and development (scoping exercises, iterative piloting and network building), this does not preclude theoretical work, and Scotland has led the way in developing practical approaches to RPL that build on social identity theory. A current focus on the development of RPL in the European context provides an opportunity to question and critically examine policy and practice in Scotland. With the development of a European RPL Network, this opportunity can be grasped.