Capable NZ

Capable's Independent Learning Pathway

The primary delivery mechanism for Capable NZ is the Independent Learning Pathway (see figure). This approach is, in essence, an intensely learner-centred and highly reflective process through which the learner first of all makes explicit the skills and knowledge they have acquired in their work and lives to date and which are relevant to their chosen degree pathway. The learner then integrates that knowledge into a personal framework of practice, itself informed by the theories which underpin their chosen profession or occupation. In the ILP approach the learner compiles a portfolio which identifies relevant experience and the learnings from that experience. Also, as part of the approach, the learner prepares case studies of their practice to demonstrate how they have met the graduate outcome statements which define their chosen degree. The learner’s portfolio and case studies are central to the assessment process which is undertaken by two assessors, one an academic and the other a practitioner in the field. The assessment process includes a professional conversation in which the learner articulates their knowledge and capabilities relevant to their degree (Ker 2017).

It is because degrees are defined through graduate profile outcomes that alternative learning pathways such as those provided through Capable NZ are possible. What is required is that the learner develops the specified ‘specialised technical or theoretical knowledge’ as well as the Level 7 generic capabilities, and there is no requirement as to 7 how this knowledge and skills be acquired. Indeed, the NZ National Qualifications Framework (NQF) specifically empowers learners to achieve “in ways most suited to their educational, work or cultural needs and aspirations”. (NZQA 2017: 3). This may include credentialing learning obtained formally or informally towards their qualification. The NZQF does not put limitations on how or where people can learn (NZQA 2017).

Capable NZ History

Capable NZ was established in the late 1990s as CAPL – The Centre for the Assessment of Prior Learning, and began by offering with sub-degree qualifications. The initial approach to recognising prior experiential learning was based on an assessment process concerned with gathering evidence that proved learning had occurred and matched the expected learning outcomes of the targeted qualification.

In 2008 CAPL was renamed Capable NZ, and the Bachelor of Applied Management was augmented with the Bachelor of Social Services (BSS). These two degrees are the most frequently undertaken, although the Capable NZ undergraduate programme portfolio now includes degrees in culinary arts, design, engineering, and information technology (IT), as well as diplomas in business, construction management, quantity surveying, building control, and tertiary education. Indeed, through Capable NZ a learner can obtain almost all of the qualifications available at Otago Polytechnic.

Role of Reflection

A key aspect of the Bachelor of Leadership for Change programme is the role of reflection. Students need to be able to evaluate evidence within a given context (critical thinking) which often required them to look at situations from multiple angles (perspective shifting), in order to find solutions to problems. Within these processes is the role of reflection and meta-cognition. “Reflection is the catalyst for transforming a concrete experience into theories to be tested in another lived experience” (Alden Rivers et al, 2014, pp248). Dewey (1910,1933) puts forward the concept that critical reflection underpins critical thinking and professional judgement, and is also a way of dealing with cognitive conflict- meaning the disconnect between differing viewpoints, and one’s existing mental framework. Flavell (1979) explained the importance of ‘meta-cognitive experiences’- puzzlement, critical thinking, and problem solving; these experiences enable us to develop and further existing knowledge.

A significant part of the Bachelor of Leadership for Change programme is work-based-practical learning. Portwood (2007) argues the examination of work-based projects suggests that it is ‘reflective pragmatism’ and the ‘principle of productivity’ which is at the core of work-based-learning.

It was highlighted by Raelin (2008) that there is significant potential for WBL programmes to use reflection in order to build theory in practice. Raelin suggests that reflective practice extends WBL beyond the individual to the collective, and highlights reflective practice as a key mechanism for learning and knowledge production. This is supported by Siebert & Costley (2013), who also believe that the provision of a framework that enables a learner to utilise reflective practice, helps learners to make sense of their experiences, which in turn allows them to learn from their experiences. Reflective practice aids learners in developing their knowledge and skills, enables them to build confidence, and guides them in planning and implementing their personal, academic, and professional development.