Konferenz des European RPL Network

Termine:                     5., 6., 12. & 13. November 2024, jeweils 11:00-12:30 CET

Format:                       online (Zoom)

5^th November 2024

The first session was concerned with explaining the concept of RPL and highlighted the transformative potential of it in higher education. Key discussions centered on assessing meaningful learning outcomes rather than mere competencies, promoting inclusivity, and valuing diverse learner experiences. Speakers outlined the alignment of RPL with European educational frameworks, emphasizing flexibility, inclusivity, and quality assurance. Challenges in implementing effective RPL systems—balancing vocational and academic qualifications—were addressed, with innovative methods like portfolio-based assessments and structured equivalence frameworks suggested as solutions. Ultimately, the conference advocated for supportive institutional cultures that prioritize lifelong learning and adaptability, positioning RPL as a practical and transformative tool for learners and institutions alike.

• Anna Gover, Director, ENQA
• Wolfgang Müskens, Researcher, University of Oldenburg
• Patrick Werquin, Associate Professor and International independent consultant, French Tertiary Education and Research Institute (CNAM), Paris
  

Moderation: Ann-Christine Birke, Hochschulrektorenkonferenz (HRK)

Präsentationen
Understanding RPL - The What, Why and How of RPL.pdf

Recording

Die Aufnahme der 1. Session finden Sie hier.

6^th November 2024

The second session looked into diverse policy perspectives on RPL. Moving from the European level with a focus on RPL as part of the Bologna Process, over to the national policy level on the basis of an example from Norway, and finished with policy and practice insights from the institutional perspective provided by a representative of Bremen City University of Applied Sciences in Germany. Speakers agreed that due to the demographic changes in Europe and the political ambition to support lifelong learning and more flexible learning paths for more diverse groups of learners, there is certainly a policy commitment to RPL. However, insufficient resources and incentives for higher education institutions to practically implement RPL remain hurdles to be tackled. Speakers also mentioned that the switch to RPL takes time and requires a cultural change in higher education. The next session in this event series, taking place on 12 November, will delve deeper into how to build a trust-based culture favouring RPL.

• David Crosier, Higher Education System and Policy Analyst, Eurydice 
• Nora Angelova, Executive Committee Member, European Students’ Union (ESU) 
• Dag Hovhaugen, Executive Director, Division for Recognition and Admission, Norwegian Directorate for Higher Education and Skills 
• Annika Meike Maschwitz, Member of the University Executive Board, Vice-Rector for Studies, Teaching and Internationalisation, Bremen City University of Applied Sciences

Moderation: Helene Peterbauer, European University Association (EUA)

Präsentationen
Navigating RPL - Leadership and Policy Perspectives in Europe.pdf

Recording

Die Aufnahme der 2. Session finden Sie hier.

12th November 2024

The third session of the Conference of the European RPL Network focused on the implementation of Recognition of Prior Learning (RPL) in higher education institutions, emphasizing the importance of building a trust-based culture on an institutional level and practicalities of implementation.

In her keynote, Susanna Boldrino stressed the importance of communicating the aims and benefits of RPL within institutions and to relevant stakeholders. This should be done in accessible, jargon free language. It is beneficial to present RPL as a possibility to support personal development and not merely as a bureaucratic process. Another success factor to build an RPL-friendly culture is to align RPL with other institutional goals such as lifelong learning, widening participation and inclusion. While processes and procedures are valuable and needed to have a clear frame for RPL, the essential part to focus on is building a supportive culture.

The Digital Badge initiative in Ireland was presented by Ciara Staunton as one good practice example to further an RPL-friendly culture. The programme aims at fostering expertise and community among higher education staff regarding RPL. The importance of peer learning and looking at good practice examples became also clear during the third presentation, held by colleagues from the University of Iceland, about the implementation of RPL in preschool teacher education. In this institution, trust in RPL was established through a thorough understanding of RPL and building evidence on the study success of students who went through RPL procedures.

The panel concluded that building a trust-based, RPL-friendly institutional culture is crucial for the effective implementation of RPL in higher education. Clear communication, alignment with institutional goals, and showcasing successful examples are elements to reach that goal.

• Susanna Boldrino, RPL Network Austria & European RPL Network 
• Anna Magnea Hreinsdóttir, Ingibjörg Ósk Sigurðardóttir and Lára Hreinsdóttir, School of Education, University of Iceland
• Ciara Staunton, Academic Operations Manager, ACE at University College Cork, Ireland 

Moderation: Agnes Witzani, Agency for Quality Assurance and Accreditation Austria (AQ Austria)

Präsentationen
Implementing RPL in Higher Education Institutions - Building a trust-based culture.pdf

Recording

Die Aufnahme der 3. Session finden Sie hier.

13^th November 2024

The fourth session "European Collaboration for RPL: Sharing Good Practice within and across Borders" explored how networks drive Recognition of Prior Learning (RPL) advancement across Europe. Moderated by Marin Johnson, who framed RPL as a bridge requiring strong supporting structures, the session featured insights from three distinct network perspectives. Cecilia George from the Swedish Council for Higher Education discussed the emerging Swedish national RPL network and highlighted the significance of the Lisbon Recognition Convention, emphasising how the European Qualifications Passport for Refugees demonstrates RPL's role in supporting qualification recognition. Veronika Lanzenberger shared Austria's institutional approach at the University of Innsbruck, detailing their legal framework that allows recognition of up to 60 credits for non-formal learning and describing how their validation procedure operates. The Irish perspective, presented by Karina Curley and Siobhan Magee, showcased their cross-sectoral Practitioner Network as a successful model of collaboration, highlighting how their volunteer-driven network has thrived for nearly ten years through regular meetings, events, and strong institutional support from Quality and Qualifications Ireland (QQI). The discussion emphasised several key factors for successful networks: sustainable funding, volunteer commitment, regular communication, shared ownership, and trust-based relationships. Panellists stressed that while theoretical frameworks exist, the real value of networks lies in providing practical support, peer learning opportunities, and crucially, helping practitioners overcome isolation in their roles. The session concluded by acknowledging emerging networks and highlighting the importance of learner engagement in future network development.

• Karina Curley & Siobhan Magee, Cochairs, Recognition of Prior Learning Practitioners’ Network, Ireland
• Cecilia George, Senior Credential Evaluator, Swedish Council for Higher Education
• Veronika Lanzenberger, Member of Austrian RPL Network, Specialist in the field of higher education (focus on recognition/validation), EURIDICE project management support, University of Innsbruck

Moderation: Marin Johnson, Member of the Irish RPL in Higher Education Project Steering Group & Dean of Education, Chevron College

Präsentationen
European Collaboration for RPL: Sharing Good Practice within and across Borders.pdf

Recording

Die Aufnahme der 4. Session finden Sie hier.