RPL in 2025: Digital Publication

Acknowledgements

The success of the National Recognition of Prior Learning Project is the result of the dedication and collaboration of many individuals and organisations.

We extend our sincere gratitude to the Project Leads, past and present, for their leadership and commitment to embedding RPL in higher education. Special thanks to the RPL Project Management Office, past and present, for their coordination and strategic oversight, and to the RPL Steering Group for their invaluable guidance in shaping policies and best practices.

We also acknowledge the dedication of institutional presidents and staff, whose efforts have driven the successful implementation of RPL across higher education, ensuring greater access and recognition for learners.

A special thank you to the Irish Universities’ Association (IUA) and Technological Higher Education Association (THEA) project co-sponsors for their advocacy and support, and to the Higher Education Authority (HEA) for enabling the expansion of RPL initiatives nationally.

Above all, we recognise and celebrate the learners, whose experiences, achievements, and commitment to lifelong learning continue to inspire and shape the future of education.

This project demonstrates the transformative power of collaboration, breaking down barriers to education and creating lasting opportunities for learners at every stage of life.

Key Milestones

Collaboration Between Partners Pilot Framework for RPL in Higher Education

Data Collection/ Reporting Systems Integration

RPL Staff Development Initiatives

Learner Information and Awareness Raising

Foreword

The National Recognition of Prior Learning Project represents a landmark initiative in Irish higher education, demonstrating the importance of collaboration and commitment to lifelong learning. As we look towards the future, this publication—’RPL in 2025: Outcomes, Reflections and Next Steps’ captures the many achievements of the project so far and highlights the positive influence of RPL on learners, educators, and employers alike.

Over the course of the project, fourteen higher education institutions have worked together to embed a more structured, transparent, and accessible approach to RPL. The project has delivered critical advancements, including the development of a framework, the implementation of data collection and reporting mechanisms for RPL, the roll out of the National Forum for the Enhancement of Teaching and Learning (NFETL) RPL Digital Badge, resources for staff training, awareness-raising and the creation of informative resources for learners. These efforts have strengthened institutional capacity, provided greater clarity for learners, and furthered the groundwork for a system where prior learning—whether formal, non-formal, or experiential—is recognised as a valued and viable pathway into and through higher education.

The pages that follow provide a comprehensive account of the project’s achievements so far, including institutional spotlights showcasing best practices, reflections on lessons learned, and insights into the next steps required to ensure the continued growth and sustainability of RPL. As we celebrate the progress made, we also acknowledge the importance of ongoing collaboration to fully embed RPL within Irish higher education, enabling greater access, flexibility, and workforce development.

The National Recognition of Prior Learning Project is a prerequisite for so much of the transformation that we are now experiencing in Irish Higher Education, and not least in the expansion of accessibility and flexibility. In stating this, we extend our gratitude to all those who have contributed to this national effort—project leads, institutional partners, policymakers, and, most important, the learners whose experiences and aspirations have been at the heart of this work. RPL is not simply a process; it is a commitment to valuing knowledge in all its forms and ensuring that education remains open to all who seek it.

Signed,

Dr Joe Ryan & Nora Trench Bowles (THEA and IUA Co-Sponsors)

Introduction

The National Recognition of Prior Learning (RPL) Project represents a pioneering initiative in Irish higher education, underscoring the critical role of collaboration and lifelong learning. This publication, RPL in 2025: Outcomes, Reflections, and Next Steps, encapsulates the significant achievements of the project, reflecting on how RPL has positive outcomes for learners, educators, and employers alike. It highlights the key strides made in embedding RPL within Irish higher education institutions (HEIs) and its transformative potential for upskilling and reskilling the workforce.

The project’s core objectives are to embed RPL consistently across HEIs, develop staff capacity to implement RPL practices, and collaborate with employers to create new workforce development opportunities. RPL itself is a process that recognises and rewards individuals for their prior learning, whether through formal education, work experience, or other life experiences, which might otherwise go unacknowledged. By validating this knowledge, RPL allows learners to present all forms of learning, granting them direct access to academic programmes or exemptions from specific modules. This is particularly beneficial for individuals who may lack traditional qualifications but possess valuable skills and knowledge gained through work or life experiences.

The benefits of RPL are far-reaching. For learners, it enhances self-esteem and well-being by recognising their accumulated knowledge and providing pathways into higher education that might otherwise have been closed. It can also shorten the time required to complete academic programmes through advanced entry or module exemptions. For HEIs, RPL fosters lifelong learning, increases accessibility, and supports a diverse student population. RPL also strengthens relationships between HEIs and industry partners, facilitating the development of tailored learning programmes designed to meet the needs of specific

sectors and employers. In today’s fast-evolving world, where workforce demands are shifting due to challenges like digitalisation, automation, AI, and climate change, RPL is essential for ensuring the continuous development of skills.

RPL itself is not new yet the RPL landscape in higher education has evolved significantly throughout the course of this national project. Its success is reflected in the collaborative efforts of the fourteen partner HEIs, and the strides made in further embedding RPL as a more mainstream activity across the sector. Among the project’s many achievements are the creation of a comprehensive framework for RPL practice, the agreement of the technical definition, the revision and updating of RPL policies, the implementation of data collection mechanisms, and the provision of the NFETL Digital Badge and associated Facilitator’s Badge for staff training and continuing professional development. These advancements have strengthened institutional capacity, clarified processes for staff and learners, and highlighted RPL as a valued route into higher education. The publication also includes a series of institutional case studies showcases work completed to date and lessons learned, providing a roadmap for future growth.

As the project progresses, the importance of RPL remains clear, particularly in light of the increasing need for workers to continually upskill and reskill. With the challenges of economic, social, and technological change, RPL stands as a critical enabler for lifelong learning, workforce development, and greater participation in higher education. The ongoing commitment to RPL ensures that it will remain an essential tool for both learners and employers, driving innovation and adaptability within the education system and the workforce. As the project concludes, efforts are focused on furthering the integration of RPL within HEIs, leaving a legacy of flexibility and accessibility for future generations of learners.

RPL is also a key enabler for supporting enterprise, an objective core to the mission of further and higher education. This commitment is reflected in the ongoing efforts to mainstream RPL, with a particular focus on building staff capacity through initiatives like the development of a self-directed digital badge. The project has already achieved excellent results, with strong numbers of learners benefiting from RPL and significant institutional progress. These achievements represent just the beginning of a broader transformation within Irish higher education. The foundation laid by the project team and participating institutions offers a promising path forward, ensuring that RPL will continue to evolve and provide lasting benefits. To maintain this momentum, ongoing investment in data collection, training, and promotion is essential. Significant progress has been made in integrating the RPL Technical Definition into systems, particularly among HEIs utilising the Banner system. The successful pilot implementation at ATU has provided valuable insights for other HEIs. This systems work positions HEIs to respond in a consistent way to future HEA Student Record System (SRS) request for RPL data. Continued investment in training can pivot RPL from the periphery to a core component of teaching and learning, comparable to the advancements made in the universal design for learning or inclusive curriculum design spaces. Additionally, continued promotion of RPL as a pathway for accessing and progressing through higher education can broaden participation and enhance equality, diversity and inclusion. The RPL in Higher Education project has established the foundations for a consistent approach to RPL, the future is about embedding consistency in and across the higher education sector.

The journey of the Recognition of Prior Learning in Higher Education Project has been marked by a series of important milestones, each building on the last to create a cohesive, impactful framework that supports learners, educators, and institutions alike. The achievements outlined in the following pages are not isolated successes but interconnected outcomes rooted in strategic collaboration, foundational research, and a shared vision for advancing RPL across Ireland’s higher education landscape. At the heart of these accomplishments are two seminal pieces of work: the Pilot Framework for RPL in Higher Education and the Pilot Technical (Data) Definition of RPL in Higher Education. These documents have been instrumental in shaping the direction and methodology of the project. The Pilot Framework provided a structured, shared understanding of RPL, establishing key principles and practices that promote consistency, quality, and equity across institutions.

Complementing this, the Pilot Technical (Data) Definition played a critical role in standardising approaches to data collection and reporting practices related to RPL. By creating a unified technical approach, it helps institutions to track, measure, and analyse RPL activities more effectively. This, in turn, will support evidence-based decision-making, facilitate policy development, and highlight the impact of RPL on learners’ academic journeys.

These efforts have been essential in creating an ecosystem of cross-institutional collaboration. The project brought together partners from 14 higher education institutions, creating a dynamic network where ideas, challenges, and solutions could be shared openly. This synergy between institutions ensured that best practices were disseminated, challenges were addressed collectively, and innovations were co-created, leading to outcomes that no single institution could have achieved in isolation.

The chronological progression of key achievements reflects the deliberate, phased approach of the project. Initial efforts focused on establishing common ground through the development of the Pilot Framework and Technical Definition. These early milestones laid the groundwork for subsequent initiatives, including the implementation of data collection and reporting systems, the roll-out of RPL staff development initiatives, and targeted efforts to raise learner awareness or RPL.

As you explore the key achievements detailed in the following sections, it becomes clear that these milestones are more than the sum of their parts. They represent a collective effort to embed RPL in Ireland, guided by frameworks, driven by data, and sustained through collaboration. The legacy of this project is not just in the policies created or the systems implemented but in the connected community of practice that was essential to advancing RPL.

Key RPL in Higher Education

Project Achievements

Collaboration Between Partners

Introduction

Collaboration among partners from 14 higher education institutions in the National RPL in Higher Education Project has achieved outcomes far beyond what any single institution could accomplish alone. The joint project effort focused on embedding and expanding a consistent and coherent approach to the development of RPL policy and practice across the participating institutions.

What was achieved?

1. The Pilot Framework for RPL in Higher Education was developed collaboratively by the 14 partner institutions and agreed by their Registrars. Its aims are to:

• Assist higher education institutions (HEIs) in developing a shared understanding of RPL.

• Achieve coherency and consistency in policy and practice within HEIs.

• Support the continued mainstreaming of RPL.

This framework underpinned all the project work that followed.

2. The Pilot Technical Definition of RPL in HE was developed by means of an extensive consultation and engagement process with the 14 partner HEIs.

3. The NFETL RPL Digital Badge was delivered collaboratively by RPL experts over the lifetime of the project. This online training and development programme enabled staff to enhance their RPL practice by providing them with tools and expert knowledge.

4. The relationships established within the project have facilitated the development of a Recognition of Prior Learning Community of Practice (CoP) amongst Project Leads. This CoP has provided a significant support structure to Project Leads as they endeavour to drive the implementation of project objectives within their own institutions.

Learning / Reflections

Collaboration was a key element in all the above project outputs.

The project provided a collaborative space where RPL policy, practices and procedures could be shared between project leads, leading to an understanding of the similarities and differences that exist between institutions. This collaborative space created a valuable learning environment for project leads who were relatively new to RPL and helped to share best practice knowledge and learning across institutions so that policy and practice could be enhanced and improved.

The collaborative nature of this project underscores the importance of inter-institutional partnerships in advancing a national RPL agenda. Consistent and coherent policy development and implementation ensures that learners across Ireland have a uniform experience when seeking recognition of their prior learning, regardless of the higher education institution they engage with.

Outcomes

The co-operative and open relationships formed within the project network provided a substantive support framework to partners as the project proceeded. The evolving Community of Practice further enabled the exchange of knowledge and institutional insights.

“Being able to call a colleague in another higher education institution to tease out an RPL scenario I had not come across was a great support to me.”

- Anne Griffin, RPL Project Lead at the Technological University of the Shannon

“RPL knowledge I gained from other Project Leads enabled me to influence practice in my own institution.”

- Suzanne Golden, RPL Project Lead at the University of Galway

The collaborative development of the National Pilot Framework for RPL in Higher Education fostered shared ownership, enhancing institutional commitment to using the framework as a benchmark for policy development.

Conclusion

RPL is a useful tool to address upskilling and reskilling challenges while, at the same time, widening participation in third level.

Collaboration between partner institutions has been very successful and nurturing these relationships in the future could enhance RPL practice and offerings for all.

Pilot RPL in HE Framework Policy and Implementation

Pilot RPL in Higher Education Framework

A cornerstone of the project, the creation of a pilot national RPL framework was a key milestone in the early stages of the project. The primary aim of the Framework is to promote a shared understanding and consistent approach to RPL policy and practice within and across HEIs. Collaborative in nature, the framework was developed across 14 HEIs and received approval in principle from HEI senior leaders in June 2022. As of early 2025, 12 of the HEIs have had their revised RPL policies approved and ratified, with two HEIs working towards approval. A key lesson in terms of embedding change has been the model of collaboration between HEI senior leaders, the project management office and the project leads. This collaboration has been crucial in incorporating a sector-wide perspective into the development of the Framework. The national momentum generated by this coordinated approach has led to local innovation and the Framework serves as a cornerstone for consistency. 1 Analysis of the revised institutional RPL policies indicates that features of the Framework are embedded in the revised policies.

Features of the Framework

The framework has three key aims. Firstly to support HEIs in developing a shared understanding of RPL, secondly to achieve coherence and consistency in RPL policy and practice, and thirdly to facilitate the mainstreaming of RPL within HEIs.

The Framework emphasises the recognition of prior learning acquired through formal, non-formal, and informal routes, enabling individuals to build upon their existing knowledge and skills. The framework also provides definitions of key terms related to RPL, outlines principles as well as the 5-stage RPL process. The principles of the Framework are based on a learner-centered approach and a commitment to quality assurance. The 5 stage approach to the RPL process provides a clear methodology for HEIs and a means whereby consistent processes and procedures are designed to align with the five stages of Information, Identification, Documentation, Assessment and Certification.

Policy Enhancement

Pilot RPL in HE Framework - agreed & embedded by 14 HEIs

12 RPL policies and procedures enhanced

Conclusion

The RPL in HE Policy Framework has established a strong baseline for the ongoing enhancement of RPL as an access and progression pathway. While all partner HEI’s have either newly approved RPL policies or are finalising their new policies it is essential now to build on the momentum of the National RPL project and ensure RPL practice and procedures across HEI’s continue to support participation in lifelong learning. We have an RPL roadmap in the Framework, strongly supported by the Pilot Technical (Data) Definition for RPL in HE.

Discover the Pilot Framework for RPL in Higher Education: Access the resource here

1.

Unpublished analysis by Naomi Jackson and Matthew Hurley on behalf of ThreeSixtyInsights.

RPL

Development Initiatives

Staff Development Initiatives

One of the three objectives of the RPL in Higher Education project is to develop staff capacity to practice RPL. At the national level, the project implemented this objective in two ways. Firstly, by delivering the RPL Digital Badge, as a staff training initiative and secondly by creating an RPL Toolkit, as a resource for HEI staff. These two initiatives are described below. However, it is also important to note that through the RPL project leads positioned within each partner HEI, many local staff development initiatives have also been implemented. These include the following:

• Establishment of RPL community of practice in 6 HEIs

• RPL training sessions to small groups in 9 HEIs

• RPL discipline specific training sessions in 7 HEIs

• RPL assessor training in 9 HEIs

• Delivery of RPL information sessions in 11 HEIs

• Hosting of RPL workshops in 7 HEIs

• Delivery/planned delivery of accredited RPL training in 4 HEIs

These initiatives are described in the Institutional Spotlights section of this document. The next section describes two national level initiatives designed to develop staff capacity to practice RPL.

RPL Digital Badge

The RPL Digital Badge, a National Forum for the Enhancement of Teaching and Learning (NFETL) initiative, was initially designed and delivered in 2020 by Dr Deirdre Goggin (Munster Technological University) and Dr Cathal de Paor, (University of Limerick, Mary Immaculate College). As part of the original course design, successful completion of the badge indicated that participants could:

1. Explain the concept of RPL and reflect on its application within their own setting.

2. Reflect on the potential impact of RPL for an institution, its staff and students.

3. Identify existing policies and consider their alignment with practice.

4. Analyse the relationship between programme and module learning outcomes and the RPL candidate.

The badge delivered for the purposes of the RPL in HE Project retained these four criteria and respected the original ethos and purpose. Delivered over eight weeks, the first six weeks comprise the Introduction to RPL Digital Badge (25 notional learner hours) with two additional weeks allocated to a Facilitator Badge (10 notional learner hours). The badge was delivered on four occasions between April 2023 and October 2024.

Engaging HEI Staff

The RPL Digital Badge has played a pivotal role in extending RPL conversations across the sector. Since 2023, a total of 312 participants have successfully completed the RPL Digital Badge. See table 1.

RPL Digital Badge - Total

Badges Issued

Relevance and Satisfaction

A survey was made available to participants towards the conclusion of each of the four deliveries. The instrument contained eight rating scale statements and one open ended question on areas for improvement. There was a 45% response rate (n=140) from a total of 312 individuals completing the course.

The key findings from the course surveys indicate that participants are satisfied with the course.

Among the participants issued the RPL Digital Badge, 216 are from 14 HEIs, with 54 percent comprising academic staff including assistant lecturers, lecturers, senior lecturers, associate professors, professors, heads of departments, deans, programme chairs, programme directors and associate vice president academic affairs. The RPL project leads and others employed as RPL research assistants (as part of the RPL in HE project) also participated in the training, with 18 individuals completing the Badge. Administration staff (n=16) and those working in Lifelong Learning roles (n=8) are also represented as well as staff in admissions (n=5), and student support (n=5) roles. Quality assurance (n=3), Springboard (n=3) and external engagement (n=2) roles are also represented. The Badge also extended its reach to individuals involved in instructional design (n=2), library services (n=2), work placement (n=2) as well as teaching and learning (n=2).

Just over 30 percent of participants from other organisations that are not HEIs completed the digital badge. This included 39 individuals from 13 ETBs as well as 3 individuals from two institutions of further education. Organisations serving the higher education sector (e.g. QQI, IUA etc.,) professional education and training organisations (e.g. Institute of Banking, Insurance Institute of Ireland, Irish Management Institute and Guru Team etc.,) also participated. Others included individuals working in the prison services, Nursing and Midwifery Board (NMBI), Skillnet, Sport Ireland and Teagasc.

A total of 51 individuals were issued with RPL Facilitator Badges. Of these, almost 70 percent were issued to individuals working in eleven HEIs.

The open-ended question asked respondents to identify any areas for improvement. This question elicited 81 responses with 61 positive comments, with some commending the course. Standout comments include:

R4 “…a thoroughly enjoyable and valuable learning experience”

R58 “As someone who is relatively new to the whole area of RPL, I found the digital badge hugely beneficial and valuable in providing a solid foundation in RPL”

R76 “I felt that the course was very well organised and I learned so much more about RPL. I will now be promoting it within my school. We now need a RPL policy appropriate to our school and making our learners aware of its possibilities”

The anonymous survey of participants across the four deliveries indicate that 96 percent of respondents strongly agree/agree that they are satisfied with RPL Digital Badge. Comments made by 81 individuals were positive in most cases.

In conclusion, the RPL Digital Badge, as part of the National Forum for the Enhancement of Teaching and Learning Open Courses initiative, has contributed in a meaningful way to the project objective to develop the capacity of HEI staff to practice RPL. The impact of the delivery of RPL Digital Badge has been measured at level 1 of the Kirkpatrick Model which focuses on relevance, engagement and satisfaction. Measurement of learning (level 2), behaviour (level 3) and outcomes (level 4) would be beneficial if the course was delivered over the long term.

Table 1: RPL Digital Badge – Total Number of Badges Issued

RPL Toolkit

The need to understand how RPL is implemented continues to be raised by RPL practitioners and wider higher HEI staff alike. This is evident in discussions throughout the RPL Digital Badge webinars, peer triad meetings, feedback from Digital Badge participants as well as the many other forums where RPL is discussed. To meet this need, the RPL toolkit, created specifically for HEI staff, aims to provide guidance on RPL in practice. Adopting an inductive approach, this toolkit is shaped by three key components: the Pilot Framework for RPL in Higher Education, the Pilot Technical (Data) Definition of RPL in Higher Education, and analysis of RPL practice from 14 HEIs. This toolkit offers a range of perspectives on RPL practice for entry, advanced entry and credit/exemption. It also recognises that HEIs are at various stages of RPL practice. Some HEIs have mature and well established RPL policies and practices while others are gaining momentum and are beginning to extend their practices across faculties and departments, while others are at the early stages and are beginning to implement new RPL policies and adopt practices.

The RPL Toolkit is intended for use in HEIs and their academic, professional and administrative staff including:

• Academic staff responsible for the development, design and assessment of RPL

• Professional services staff who support learning, teaching, assessment, and quality assurance processes

• Admissions staff responsible for application processing; guidance and support; outreach and recruitment; collaboration with other departments

• Administrative staff responsible for student services and support such as advising; communication and liaison between learners, staff and faculty; quality assurance; administrative support for academic departments

• Senior leaders responsible for academic leadership; student success and experience; equality, diversity and inclusion

The RPL toolkit is designed around the five stages of the RPL process and includes key factors to consider for each stage.

Data Collection/ Reporting Systems Integration

The absence of RPL data at institutional and sectoral level featured strongly in the project proposal submitted to funders which noted that ‘one of the current challenges associated with RPL is the lack of reliable data, and this project will help to resolve this issue’, both for HEIs but also at macro/sectoral level. Furthermore, the project committed to collaboratively develop and roll-out a Pilot Framework for RPL in Higher Education, including a common understanding of RPL, with agreed language and principles, in keeping with existing quality assurance arrangements. These two areas of work, a common definition of RPL, and consistent data collection/reporting are interconnected.

The Importance of capturing RPL learner data on Recognition of Prior Learning is important for several reasons:

• Enhancing Educational Accessibility: By effectively tracking RPL data, institutions can identify trends and barriers to access to RPL. This enables them to tailor outreach and support services to meet the specific needs of diverse learner groups, thereby promoting inclusivity.

• Informing Policy and Decision-Making: Comprehensive RPL data provides a robust foundation for policy formulation and strategic planning. It allows institutions to make informed decisions that align to make education more flexible and responsive to the needs of all learners.

• Supporting Quality Assurance: Regular and systematic collection of RPL data helps maintain high education standards. It ensures that the processes related to RPL are continuously reviewed and improved, thereby upholding the integrity and quality of our educational offerings.

• Facilitating Resource Allocation: Understanding the scope and impact of RPL enables better resource allocation. Institutions can allocate support where it’s most needed, enhancing the efficiency and effectiveness of education.

• Driving Continuous Improvement: RPL data acts as a feedback mechanism, providing insights into the effectiveness of current practices and highlighting areas for enhancement. This continuous loop of feedback and improvement is essential for adapting to the changing educational environment and learner needs.

As a resource, the Technical Definition is a part of the national systems work to support HEIs in achieving consistency in RPL data collection, internally and sectorally, and was developed collaboratively by the fourteen partner higher education institutions. There are three operating systems in use by the 14 project partners; Banner, ITS and SITS.

Embedding the Technical Definition into all three systems is crucial to support ongoing mainstreaming activities. Consistent data capture across HEIs allows us to ‘count’ RPL learners, ensuring that every learner’s journey is acknowledged and valued. This systematic approach will enhance understanding of how RPL is utilised and provide valuable insights into the learner’s journey, the types of programmes applied to. By documenting and analysing these aspects, we can gain real insights into the outcomes of RPL and continuously refine strategies to better support learners and to fully embed RPL across partner institutions.

Discover the Pilot Technical (Data) Definition of RPL in Higher Education: Access the resource here.

What was achieved?

Atlantic Technological University (ATU) has taken a lead role in recognising prior learning to create a best-practice portfolio of resources for applicants, mentors, and assessors. Best practice also extends to adopting and implementing the Technical Definition of RPL for data collection, analytics, and reporting. ATU Donegal agreed to pilot the implementation of the Technical Definition to support and inform these endeavours. The pilot involved testing the Banner system software upgrade and developing and implementing a system for data collection and entry. The aim was for this work to support ATU’s approach to streamlining its RPL process and to embed a coherent, data-driven process for RPL across its multi-campus university.

An updated RPL policy was developed and approved by the academic council, ensuring RPL is appropriately embedded in quality assurance frameworks, and providing clear guidance for staff on how RPL is used at ATU. The RPL policy was informed by the agreed Pilot Framework for RPL in Higher Education, among other documents. Through a dual approach focusing on both system testing and business process development, ATU aimed to streamline and improve their RPL process. The implementation of the Banner software patch and the development of a comprehensive business process aligning with RPL policy were central to this effort.

Defining System User Requirements

The software patch was developed based on system user requirements. The user requirements were informed by the Technical Definition of RPL and the data collection template, table 1. These user requirements provided the specific functionalities needed for RPL data collection and reporting. With requirements defined, EduCampus developed the software and provided the software patch for testing.

User Acceptance Testing

ATU proceeded to apply the software patch to a development section of the student information system, Banner, to allow testing in a secure and isolated manner.

A comprehensive range of RPL scenarios and the type of RPL used for each were documented in the ATU for testing. Each scenario simulated the manner RPL may be used, for entry, advanced entry, exemption or full award, and the type of RPL used, formal, experiential or combination. The reporting functionality was also tested to ensure all data entered was collated appropriately to produce a count of the scenarios and types of activity. Testing was completed for all scenarios, confirming that the software patch worked as intended without disrupting the wider functionality of Banner.

Once testing in the development environment was complete, the software patch was deployed to the live system. This deployment marked a key milestone in operationalising the technical definition and effective RPL process management.

Business Process Development and Mapping

Parallel to the user acceptance testing, ATU also focused on business process mapping to ensure that the RPL process aligned with policy and procedures. This exercise was instrumental in streamlining a coherent and consistent process and embedding it across a multi-campus university. It entailed five stages, figure 2.

Identify

Data Collection Points

Data Collection Instruments

Test

Data Collection Instruments

Business Process

Mapping the Business Process

The business process development began with a critical phase of alignment between documented RPL procedures and actual practice. ATU aimed to ensure that the business processes were fully in line with the university’s RPL policy, creating a strong foundation for a consistent and reliable process across the university. This step involved consultation with staff, a thorough review of existing RPL documentation, and mapping out each procedural stage. The ‘as is’ mapping exercise was completed for all RPL for entry, advanced entry, and exemptions from the first point of contact of an RPL applicant to the completion of the entire RPL activity. Once it was clearly understood what the process had been to date, the ‘to be’ mapping for RPL for entry, advanced entry and exemptions was documented. This identified all staff involved and the points of contact between staff and applicant. It also importantly identified where and how data is collected and who may enter the data on Banner. The process also helped inform updates to the documented procedure and created a more streamlined and coherent process.

Identification of Data Collection Points

With the mapping of the RPL scenarios completed, the identification of key data collection points was identified. This was a crucial step, as it provided the necessary information for developing effective data collection instruments and forms. By pinpointing where and when data needed to be captured throughout the RPL process, and by whom, all necessary information would be available for both operational and reporting purposes.

Testing and Evaluating the Business Process

Once the business process was defined, data collection points were identified, and the relevant forms created to capture the data accurately, ATU engaged in a testing phase. The data collection instruments developed in the earlier phase were tested alongside the business processes to ensure that they were effective and reliable. This stage was vital for identifying any potential issues or bottlenecks in the process.

The process was monitored and refined based on testing outcomes. This evaluation allowed for an iterative improvement of both the process and data collection instruments, ensuring they were fit for purpose, aligned with the technical definition and RPL policy, and capable of effectively supporting the university RPL activities.

Operationalising the Updated RPL Process

The next step was to operationalise the updated RPL procedures across ATU’s campuses. Before formal approval, the updated procedures were shared with staff for consultation. This step was critical to ensuring buy-in from those who would implement and manage the RPL process on the ground.

Through consultation with staff, valuable insights and feedback that helped to fine-tune the RPL procedures were gathered. This collaborative approach ensured that staff were informed and actively engaged in the process’s development. Following consultation, the updated procedures were disseminated, marking their formal adoption as university procedure. All relevant staff were invited to

training webinars. Further information specific to departments such as admission and examination staff was also provided. With the procedures formally approved, ATU successfully operationalised a coherent RPL process across its multi-campus university. This process now provides a systematic and consistent approach to RPL activities, ensuring that all campuses follow the same procedures and data collection protocols. The RPL Procedure and all associated forms are shared with staff via internal SharePoint, creating a unified framework for handling RPL applications and outcomes across the university

Conclusion

ATU’s dual approach to enhancing its RPL process, focusing on system testing and business process development, has resulted in a streamlined and effective RPL process now operationalised across the university. By embedding RPL into institutional culture and creating robust processes for monitoring and data collection, ATU has set a solid foundation for the future growth and sustainability of its RPL activities. Ongoing improvements to the process include digitising the process in the university CRM system. This will further embed the process in the programme application process and remove the necessity for forms.

Further monitoring of the process over the academic year 2024/25 will ensure that the system is accurately recording the RPL activities as expected and informing potential improvements for future software updates. This case study highlights the importance of aligning technical infrastructure with business process development in achieving successful outcomes for RPL activities.

Innovations at University College Cork

At UCC, the focus has been on improving the internal mechanisms to support RPL. This initiative promises several key benefits:

• Enhanced Awareness: There’s an increased emphasis on making RPL a known and accessible option among UCC staff, enhancing support for prospective and current students.

• Streamlined Processes: By reducing manual interventions in RPL applications, UCC has made significant strides towards more effective and efficient process management.

• Improved Data Management: Enhanced data capture and reporting mechanisms will provide deeper insights into RPL trends, aiding strategic decisions and supporting the sustainability of RPL practices.

These enhancements are not just about improving systems but are aimed at making RPL a sustainable part of the educational journey at UCC, ensuring it continues to benefit learners well into the future.

The collaborative development and agreement of the Technical Definition by the 14 project HEIs has, in a relatively short time, had a significant impact on institutions’ data collection and reporting capacity and in turn the potential to generate aggregated, robust datasets across the institutions. Since the initiation of the ATU pilot, two further pilots commenced in University College Cork and Trinity College Dublin on the ITS and SITS (operating systems) respectively. These pilots will provide a pathway for other institutions using the same systems to implement the Technical Definition, reducing the duplication of work and embedding consistent practice.

Conclusion

Valuable learning can be achieved by understanding processes and testing what works well in a complex environment. That’s why developments such as the systems enhancements at ATU and UCC are so important and will add significant value in terms of learning, project outcomes and even the process of testing systems to count RPL is very exciting.

Both UCC and ATU have provided leadership in the areas of data collection and reporting. These developments support individual learners and enhance our collective ability to recognise and value diverse learning experiences. As we move forward, both institutions will hold workshops and training sessions to familiarise staff with these new systems and processes.

The case study from ATU demonstrates how efforts to enhance RPL processes go well beyond simply implementing new systems and procedures. The university has sought to embed RPL in its institutional culture, ensuring that it is viewed as a core element of provision. By establishing a robust process for both the technical and business sides of RPL, ATU has created the conditions to support continuous monitoring and analysis of RPL activities. The cultural shift which this work has prompted in ATU reflects similar shifts happening across the sector and is perhaps one of the most valuable outputs of this work to date.

Learner Information and Awareness Raising

The Recognition of Prior Learning Project has been guided by a core set of priorities in its communication efforts, designed to demystify RPL and ensure it is accessible and meaningful to all audiences. RPL can be perceived as a complex and nebulous concept, with the process itself potentially overwhelming for learners. To address these challenges, the communication strategy has focused on breaking down barriers, simplifying language, and clearly articulating how RPL works, how it can be applied, and the tangible benefits it offers. For academic staff and institutions, the emphasis has been on growing awareness through a broad range of initiatives across partner institutions led by Project Leads, from events to the development of resources, and professional development opportunities such as the NFETL RPL Digital Badge.

A key principle of the project’s communication strategy has been ensuring that efforts keep pace with the readiness and implementation levels of the fourteen partner institutions involved, allowing for varying stages of progress in embedding RPL into their systems. By aligning promotional efforts with on-theground realities, the project has maintained credibility and avoided creating unrealistic expectations among learners or stakeholders.

The Project’s communication strategy has been developed to engage four key audience groups: policy and higher education leaders, business and enterprise, academics and students, and the general public. These groups represent the full ecosystem of RPL stakeholders, each requiring specific messaging and engagement strategies.

For learners, the focus has been on delivering clear, accessible, and supportive communication that breaks down the perceived complexity of RPL. Comprehensive resources—including guides, FAQs, and step-by-step explainers—have been developed to provide learners with practical insights into navigating the RPL process. These tools help learners to understand how to apply for RPL and empowers them to recognise its potential benefits in advancing their careers and educational goals.

For academics and institutions, communication efforts have centred on understanding RPL and supporting its adoption within the higher education sector. Awareness-raising events, institutional outreach, and the delivery of the RPL Digital Badge have all played a crucial role in building capacity and readiness at the institutional level.

For enterprise and business stakeholders, communication has highlighted the mutual benefits of RPL, including workforce development and upskilling opportunities. Testimonials from industry partners have reinforced RPL’s value as a tool for addressing skills gaps and supporting lifelong learning.

A standout element of the RPL Project’s awareness-raising efforts has been the use of learner testimonials and success stories through video content. These authentic, relatable accounts have proven to be among the most effective tools for demonstrating the value and impact of RPL. Testimonials from learners provide real-world examples of how RPL can be applied across a broad spectrum of industries and career paths, showing its versatility and relevance. These stories resonate deeply because they cut through complexity, showcasing RPL’s benefits in a direct and compelling way.

By sharing their experiences through videos, interviews, and social media posts, these learners have become ambassadors for RPL, inspiring others to explore similar opportunities.

With finite funding, the project is working toward its conclusion, making it essential to focus on creating a legacy that will continue to benefit learners, institutions, and stakeholders long after the formal project has ended. Part of this legacy lies in the resources developed throughout the project. These include learner-focused guides, step-by-step explainer content, and comprehensive FAQs that simplify the RPL process and empower individuals to navigate it confidently. Additionally, the collection of learner and industry testimonials—real stories that illustrate how RPL can be applied across diverse industries and career paths—will remain a powerful communication tool to inspire and inform future audiences.

As the RPL Project concludes, its communications efforts will leave behind a solid foundation for ongoing awareness and engagement. The carefully developed resources, testimonials, and tools will serve as a roadmap for learners and institutions, ensuring that the momentum built by the project can continue to drive recognition of prior learning as a pathway to and through higher education. Through these enduring contributions, the project’s impact can potentially extend far beyond its lifecycle, supporting a culture of lifelong learning and opportunity.

Atlantic Technological University

ATU is committed to the principles of transparency, equity and fairness in relation to RPL and to the principle of valuing all learning regardless of the mode or place of its acquisition. Over the duration of the project, great progress has been made in creating a more coherent and consistent process for RPL activity. Following the merger of GMIT, Sligo IT, LYIT and St. Angela's, to the establishment of Atlantic Technological University, the legacy policies and processes have been reviewed, to create updated policies, procedures and efficient systems to support a more user friendly and coherent process, for both learners and staff.

The establishment of an RPL Unit, within the Quality Office of the office of Academic Affairs and Registrar is a key indication of ATU’s commitment to support a coherent and consistent RPL process being embedded across the university. The unit will continue work in raising awareness of RPL internally and externally, supporting staff, applicants and students throughout the process.

The RPL unit has developed a webpage at www.atu.ie/rpl which provides information for applicants and employers, with resources, testimonials and contact details for the RPL unit. Internally, a dedicated RPL SharePoint site has been developed where staff can access a range of resources, exemplars and templates. The team can be contacted via a generic email address, and this is now used for all branded material.

The RPL team are continuing work with the CRM development team, to integrate RPL at programme application stage. Where programme applicants do not meet the formal entry criteria, the CRM system will refer applicants to the RPL unit. The inclusion of full RPL functionality into the CRM will support a more systematic approach for RPL referrals and applications as well as the dynamic tracking of the RPL portfolio development, assessment and final outcomes. The RPL team will also continue to work with the development team to ensure that RPL for Entry and Advanced Entry data can migrate from the CRM to

Banner, to allow for a more systematic approach to this data collection and entry to Banner.

ATU remains a member of the TESTER work group and acted as the pilot site for data collection and systems development. There was a considerable commitment of time and resources by ATU and the RPL unit. DXC were approached by EduCampus, to develop an add-on or ‘patch’ to the existing Banner system to record RPL data. Once tested at ATU the ‘patch’ was made available to all HEIs who use BANNER. Through a dual approach focusing on both system testing and business process development, ATU aim to streamline and improve the RPL process. The implementation of the Banner software patch and the development of a comprehensive business process aligning with RPL policy were central to this effort. The critical importance of RPL data at institutional and sectoral level was central to ATU’s approach to streamlining its RPL process and how it is endeavouring to embed a coherent, data-driven process for RPL across ATU.

RPL is fully embedded in ATU’s Academic Quality Assurance and Enhancement Framework. The Recognition of Prior Learning Policy sets out the principles and practice of recognition of RPL at ATU and includes the following: the values and principles that guide RPL at ATU; definitions and terms associated with RPL; the process and criteria used by ATU for the assessment of prior learning, and roles, responsibilities, and decision-making structures relating to RPL. The Procedure for Assessing Prior Learning and associated forms outlines the process of assessment of certified prior learning (RPCL); and assessment of prior experiential learning (RPEL), in relation to applications for initial or advanced admission to a programme of study at ATU, and registered students of ATU who are seeking exemptions from module(s) within a programme. Specific guidance on timelines, appeals and fees are included. In addition to the specific RPL policy and procedure three other policies inform the operation of RPL at ATU: Access, Transfer and Progression Policy, Programme Design Policy, and Marks and Standards Policy.

The RPL unit supported by the ATU marketing team in partnership with the Communications Officer for the National RPL in Higher Education project worked to create promotional artifacts including:

• What is RPL Video (ATU specific)

• Exemptions Explained Video (ATU Specific)

• RPL for Enterprise brochure (ATU specific)

• Guidelines for Learners and Staff

• Two RPL for Enterprise videos (including enterprise and learner voice)

• RPL Case studies and Learner Testimonials (including videos)

• RPL Flyer

• ATU RPL Exhibitions Stands

• RPL Pop-ups stands

Funded by the National RPL Project and the ATU Quality Office the RPL unit presented at four prestigious international conferences. Other publications include a case study documenting the RPL for Enterprise cohort learnings and a paper co-authored is shortly due to be published, ‘Quantifying the Contribution of RPL in Irish Higher Education: Progress toward embedding consistent and systematic RPL data collection and reporting processes in fourteen higher education institutions in Ireland’. Full citations and weblinks are available by contacting the team via rpl@atu.ie.

HRK Modus Conference: Recognition Culture in Higher Education. International Perspectives on Lifelong Learning and Student Mobility, 11 and 12 December 2023 in Bonn, Germany. RPL Coordinator, Christine McCabe presented with National RPL in Higher Education, Project Director, Grace Edge under the theme

Left to right, Christine McCabe, Myra Feely, Olive Kelly, RPL Coordinators and Dr. Simon Stephens, Assistant Registrar, Academic Recognition and Research QA.

Support RPL practices – data and digitisation on their progress to date towards the development of consistent RPL data collection and reporting processes in fourteen higher education institutions.

5th VPL Biennale: People, validation, and power: democracy in action? 6th – 8th May 2024 in Kilkenny, Ireland. RPL Coordinator, Christine McCabe presented with National RPL in Higher Education, Project Director, Grace Edge and SETU Academic Affairs Manager, Aisling O’Toole on progress made in developing a consistent sectoral Dataset across 14 Higher Education Institutions to quantify the contribution of RPL in Irish Higher Education.

UIIN Conference: Shaping Future Talent and Innovation, University Industry Innovation Network (UIIN) in Madrid in May 2024, under the theme of external collaboration and industry partnerships, the RPL Coordinators (Olive, Kelly, Myra Feely and Christine McCabe) presented on ATU's ‘Academic Programme Recognition for Industry Learners’ (APRIL). The objective of this case study presentation was to provide insights learned for a cohort model for academic programme recognition for industry learners. ePIC 2024 Conference: International Conference on Open Learning and Recognition Practices, Technologies and Policies, 6-8th November 2024 in Paris, France. RPL Coordinator Christine McCabe presented on ATUs ‘Academic Programme Recognition for Industry Learners’ (APRIL).

Quotes from Key Figures

“This collaborative project, aligned with ATU’s values of collaboration, inclusion and innovation, has helped to enhance access and flexibility in higher education, as well as engagement with regional communities. By recognising prior learning, we affirm our dedication to lifelong learning and fostering an accessible educational landscape for our regions. The success of this project is a testament to our shared ambition and the transformative impact of partnership. I look forward to the continued impact of our collective efforts.”

- Dr Orla Flynn, President Atlantic Technological University.

“At ATU, we understand that RPL is an essential component of a more accessible education by valuing the learning people have gained outside formal education settings. RPL has been on the policy agenda in Ireland for many years and is referenced across the breath of ATU’s quality assurance framework, not only limited to the Recognition of Prior Learning Policy. This ensures that RPL is embedded in our culture but also integrated in our processes for admissions, programme development and assessment.”

- Dr Billy Bennett, Vice President for Academic Affairs and Registrar, Atlantic Technological University.

ATU provides customised education options that utilise RPL to provide pathways into programmes and reduced workloads by valuing a diverse range of work-based learnings. The cohort approach delivers time and cost savings, expediating the training of larger numbers of employees. Our approach to cohort-based RPL for industry has been refined following three consecutive years of cohort RPL registrations. Learnings from the cohort scenarios have informed RPL policy and procedural development. The outcomes are embedding of flexible learning pathways while raising awareness of RPL for staff, current and potential students, and external partners (ranging from companies to civic and community organisations). The outcomes of cohort based RPL can be linked to the two key participant groups: For employees/ learners there is the achievement of a formal higher education qualification linked to a key knowledge/ skill set related to their existing role and future promotion opportunities. For employers their investment in staff training, enhances retention and staff satisfaction.

Table 1 presents an overview of the numbers of applications from one industry partner in the Northwest, tracked through to graduation, with a completion rate of 90% in 2022/23 and 85% in 2023/24.

ATU works with our industry partners and their employees, who have many years of experience as professionals, to increase their applied use of academic knowledge, and use RPL for access and exemptions in ATU programmes. Our students, staff and communities are intrinsically linked to regional employers, building sustainable employment opportunities and driving growth in the west and northwest. Cohort based RPL for Industry is branded as Academic Programme Recognition for Industry Learners (APRIL).

1 RPL Cohort Application, Registration & Graduate numbers * Students will graduate in Autumn 2025.

A detailed case study is available which profiles a cohort of employees from the industry partner who worked with the RPL unit and the Department of Computing ATU Donegal to successfully complete the BSc Applied Data Technologies (Major award, NFQ L7). ATU is currently working with additional employers including to develop further cohort based RPL initiatives.

Spotlight on Institution

Table

Cohort 1 on day of graduation, Autumn 2023

Dublin City University

A significant milestone in the enhancement of RPL at DCU is the development and implementation of a standardised RPL process, now applied across all postgraduate taught programmes. Initially, this involved disseminating and organising faculty-wide surveys and meetings to identify good practices, existing gaps, shortfalls and inconsistencies in the RPL process. The findings were used to inform recommendations for updating existing practices and procedures. The collaborative process involved hosting meetings and information sessions with members of the RPL Working Group, relevant staff in the Registry, Student Recruitment, and the Students’ Union, as well as academic and professional staff in the five faculties. The university-wide discussions were extremely valuable in implementing cultural change, challenging prevailing educational narratives and above all else, making the process more transparent for learners.

The work of standardising processes resulted in the front-loading of RPL information for learners, ultimately making it easier for both the learners and staff to access information about RPL. Working closely with the Digital Technology Solutions unit, communications and learners, the language used to describe RPL in DCU is now clear, concise and standardised across all programme websites. As a result, there has been an enhanced understanding of RPL, and what it means in practice. Additionally, an RPL statement is required for all new programme validations and a commitment to RPL is embedded in the University Teaching and Learning Strategy.

Standardising RPL processes and procedures also included the publication of DCU’s RPL website, which can be found at https://www.dcu.ie/recognition-prior-learning. This webpage contains information about RPL, its benefits, how to apply and a list of available programmes. This programme listing offers more detailed information about all RPL programme pathways, along with the next steps for applying. Aligned with DCU’s outreach and recruitment initiatives, we now receive RPL queries through three platforms, namely generic RPL mailbox, Pubble Bot and web form. The data gathered from these platforms has been invaluable in guiding further improvements.

Quotes from Key Figures

“My role as chair of the RPL Working Group has enhanced my understanding of RPL and its benefits for the institution and the learner. RPL is now firmly embedded in the DCU Teaching and Learning Strategy, with the processes streamlined across the institution. While the current number of RPL applicants remains small, we are eager to promote RPL as a viable entry route to spread the word that DCU values all learning — formal, informal or non-formal”.

- Dr Monica Ward, Dean of Teaching and Learning.

“In terms of the process, using RPL was very straightforward, and I was supported along every step of the way’ or ‘ I believe that many other early years educators, and the childcare sector as a professional body can benefit from allowing experienced, and passionate staff to have their vast experience and learning recognised to gain entry into university courses.”

- Brenda, MEd in Early Childhood Education (Learner).

“The Elite Performance domain that our program sits within is populated with practitioners who have invested in years of CPD to help them navigate their way within and across a range of roles. Many accessed the domain through routes that didn’t require formal qualifications. The RPL process provides these practitioners with access to higher education, and an opportunity to apply the skills they have learnt across years of experience and CPD in an academic context. We have seen the immense benefit access to our programmes has for such students. Their professional experiences add context to module discussion, and many have progressed on to new roles in their organisations underpinned by their enhanced knowledge and understanding developed through our programs.”

- Dr Robin Taylor, MSc in Sport Performance (academic).

“I have found that students who join the MA in History programme through recognition of prior learning bring a wealth of real-life experience to classroom discussions. Depending on their age, many have actually lived through more recent events in modern Irish history and can offer a valuable perspective on topics covered in modules”.

- Dr Marnie Hay, MA in History, Programme Chair.

When the RPL project was established in DCU in July 2021, we were fortunate to have a valued member of staff, Billy Kelly, Deputy Registrar & Dean of Teaching and Learning, who was an advocate of RPL and a member of the National RPL Steering Group. While Billy’s retirement left a gap in DCU, his enthusiasm for RPL planted a seed that has been nurtured by an active Working Group, chaired initially by Dr Blanaid White in her role as Dean of Innovation Strategy and later by Dr Monica Ward, Dean of Teaching and Learning. The Working Group has representation from all five faculties and relevant units in DCU such as Student Recruitment, the Students’ Union, the Registry and Graduate Research Office. The faculty representatives are all Deans of Teaching and Learning with the power to make and implement decisions as actioned by the Working Group. Members bring a vast range of expertise across disciplines and units which has been invaluable in managing expectations and deliverables. The purpose of the Group is to develop and operationalise the DCU RPL action plan, which has met most of the deliverables under the HCI funding agreement. The Group advises and directs strategic decisions and was crucial in overseeing the enhancement of the RPL process now streamlined across the institution. The day-to-day work of implementing the RPL action plan was carried out by the Project Lead, Karina Curley and the project’s research assistant Kelly Adamson. Crucial to the success of RPL in DCU is the robust governance of the project, with documented reporting structures within the institution.

RPL was not new to DCU and has for many years been promoted and implemented by a small number of practitioners and champions across the university who believed in the potential benefits of recognising prior formal and experiential learning as an alternative entry route. The RPL project has helped to promote and socialise RPL across the institution, resulting in a growing interest and willingness to embed RPL in the majority of postgraduate programmes. Support is provided for staff, with training courses and resources for academic and professional staff available on the university’s online digital learning platform.

Managing tangible RPL data has been a challenge for DCU because the university is currently in the process of introducing a new Student Information System and transitioning to Banner. While this has not yet been implemented, we are confident that the new systems will contribute to a robust and accurate data recording and monitoring system within Banner.

Overall, our greatest outputs have been fostering an RPL culture within the institution, providing staff training, and creating a transparent and consistent process for the learner.

Dún

Laoghaire Institute of Art, Design and Technology

In June 2024, IADT launched its Strategic Plan, 2024 – 2028. This announces our ambition to become Ireland’s University for the Creative Industries. The formal implementation of RPL, with its emphasis on seeing the individual in the round, is a key mechanism for widening access and progression routes for under-represented groups, with transformative implications for diversity across our multi-disciplinary creative sector.

The IADT RPL Steering Group was formed in 2022 and is chaired by the Project Lead (Rebecca Roper, 2021 – Jun 2024; Dr Selina Guinness, Sep 24 ongoing). This Steering Group consists of key staff, including HODs, Admissions, Academic and Student Affairs and Registry, and reports to the Teaching and Learning Subcommittee. In 2023, a revised and updated RPL Policy was formally approved. This policy includes the five-stage framework adopted by the National RPL Project team and Project Leads and represents a significant milestone in embedding RPL at the core of our programme design and delivery, with particular significance for life-long learning.

In 2024-2025, supported by the National RPL Network, the Steering Group will focus on training HODs and Programme Chairs to produce RPL learner packs, improving consistency in the implementation and assessment of RPL across our provision. We warmly acknowledge the generosity and expertise of Dr Deirdre Goggin (MTU) in facilitating this training.

To date, eleven staff have undertaken the National RPL Projects Digital Badge, with five staff obtaining the RPL Facilitators Badge.  A new stackable micro-credential in RPL is scheduled for delivery in September 2025 as an elective within IADT’s new MA in Teaching and Learning (pending validation).

Since 2021, our Admissions Office has updated the IADT online application form to include RPL as a pathway for applicants and RPL is included in the prospectus as an advertised route for entry, advanced entry and module exemption across all our programmes.

IADT now tracks and breaks down RPL figures by programme on Banner. Eighty-nine RPL applications were processed 2021- 2024, with seventy-one RPL offers made. RPL remains a popular route for admission to Springboard and to Level 9 micro-credentials provided by the Creative Futures Academy – a HCI Pillar 3 partnership involving IADT, NCAD and UCD. Thirteen RPL places have been offered on Creative Futures Academy programmes at IADT since 2022.

In July 2024, Documenting and Improving the RPL Learner Journey at Dún Laoghaire Institute of Art, Design and Technology was published on priorlearning.ie.  Instigated by the Case Study Working Group, interviews with eight successful RPL applicants revealed a specific need to improve communications around application timeframes on our website.  This case-study will inform the work of the RPL steering group through 2025.

The National RPL in HE Project has set consistent standards for updating the RPL section of HEI websites. IADT’s dedicated webpage breaks down the definition, terms and steps of the RPL process, and includes learner testimonies from our graduates. We now provide a central hub for all information pertaining to RPL – including information for Enterprise cohorts, the National Project’s RPL Guide for Learners, IADT’s RPL Policy and more information about the National RPL Project itself.

Committed to listening to, and respecting, individual voices in our Strategic Plan, the Steering Committee also produced and released two learner testimonial videos in 2024. These featured RPL learners, Brendan Courtney, (M Bus in Equality, Diversity + Inclusion), and Audrey Rigley-Smith, who graduated from IADT’s Bachelor of Business. The National RPL Project has broadly shared these videos to showcase RPL as an effective pathway to higher education.

The ‘RPL @ IADT’ brochure, produced by Louisa Keogh (IADT Research Assistant, RPL for Enterprise), has been circulated to SMEs throughout Dún Laoghaire-Rathdown, outlining the benefits of RPL to enterprise cohorts. RPL @ IADT is featured in the DLR Chamber of Commerce’s online newsletter which reaches more than 500 companies, from start-ups to multi-nationals, and over 50 industry sectors in IADT’s immediate catchment.  A presentation on RPL opportunities at IADT was also delivered to representatives of the Sandyford Business District in 2024 with follow-up currently in process through IADT’s industry engagement office.

The National RPL Project has fostered a strong culture of collegiality and cooperation among its partners. Just as we encourage and support our learners to make their experiential learning explicit to allow us to assess their readiness for the next stage, so we will continue to advocate for the support and implementation of best practice ably demonstrated by colleagues across the FE & HE sectors.

“RPL offers a vital bridge for non-traditional learners, opening doors to microcredentials and new learning pathways by validating their knowledge and skills.”

- Dr Elaine Sisson, Academic Lead for the Creative Futures Academy at IADT.

“Seeing my years of practical experience and learning valued equally to a traditional degree was affirming. It made me feel seen and respected, not merely as a candidate lacking a specific credential but as a competent individual whose diverse experiences contribute significantly to my field.”

- Gabriella Kate Cannon, 2024 Cyberpsychology graduate .

Darran Anderson: Masters by Research in Writing as Practice

Supervision: Dr Selina Guinness with co-supervisor, Dr Sarah Nolan, Department of Humanities and Arts Management, IADT.

Darran Anderson is a London-based Irish writer, journalist and urbanist, originally from Derry. He is the author of the creative nonfiction books Inventory (Chatto and Windus / Farrar, Straus and Giroux, 2020) and Imaginary Cities (Influx Press / University of Chicago Press, 2015), chosen as a ‘Book of the Year’ by The Financial Times and The Guardian. In 2023, he was the recipient of a Windham Campbell Award from Yale for his nonfiction writing.

Darran Anderson has written extensively for publications such as The Atlantic, The Guardian, The New York Times, and The Architectural Review as well as publishing essays on speculative urban themes for Dezeen, Citylab and Aeon.

He explores psychogeographies from Paris to Phnom Penh, and has lectured on the intersection of architecture with video games, science fiction, literature, politics and futurology at the V&A, the Venice Biennale, the LSE, and the London Festival of Architecture.  His work focuses on the intersection of cities, literature and memory, as well as repression, autonomy and resistance.

Twenty years ago, financial hardship forced Darran to quit his primary degree. Earlier this year, despite

his considerable career achievements, Darran found that without a Level 8 qualification, he was unable to secure a teaching position in the UK university system. He bravely posted about this situation on Instagram in May 2024, and knowing the integrity of Darran’s work, I felt he represented an ideal candidate for our IADT Masters by Research in creative practice for admission via RPL.

Darran completed a Europass CV and a detailed application outlining how his prior learning attained the QQI’s generic standards of knowledge, skills and competencies at Level 8 of the National Framework of Qualifications. He also compiled a robust portfolio of supporting evidence.  Dr Kevin Wallace, Head of Department, Humanities and Arts Management, assessed this portfolio and certified Darran’s prior learning as attaining Level 8 equivalence for access. Separately, Darran’s formal research proposal and postgraduate application were assessed by an external examiner with permission to register on the MA (Res) granted in July 2024.

Darran is now a registered postgraduate researcher in IADT’s Department of Humanities and Arts Management. He has completed his first semester on the MA by Research and is making great progress on his thesis, ‘Towards Ecumenopolis - City Exploration as Resistance & Autonomy.’ RPL has enabled an outstanding candidate to work towards attaining the qualifications he needs to succeed as an educator in his extensive field of practice.

Dundalk Institute of Technology

A core aim of the national RPL project was to bring RPL “from the margins to the mainstream” of every HEI’s ATP activity. While theoretically with us for decades, RPL implementation was widely acknowledged to be fragmented, with the process often difficult to navigate, both for learners and for institute staff.

The National RPL Project in Higher Education has given structure to the efforts of all participating HEIs as we worked together to address these issues. The agreed Framework Document has united our planning and broken our workload into achievable tasks. The agreed Technical Definitions have streamlined our language and laid solid foundations for the collection of usable data. Staff training, both via the RPL Digital Badge and by internal mentoring, has developed the Institute’s ability to process RPL in a consistent and competent manner. Focus has now turned to the provision of useful resource material, tailored for use by learners, by staff, and for engagement with enterprise.

DkIT now has a clear RPL Policy Document which can be consistently applied across all four schools and in each department. RPL is promoted as an available access route on all applicable programmes, and there is a structured mechanism in place to support learners as they navigate the stages of an RPL application. As with any process, ongoing promotion, policy improvement, and staff training continue to be needed, but DkIT can say with confidence that RPL is making that positive progression ‘from the margins to the mainstream’.

Quotes from Key Figures

“The RPL route is attractive to learners as it often facilitates access to further education that might not otherwise be possible. Many learners will have built up extensive role-specific experience, but may lack the minimum entry-level qualification for a particular course. This academic gap can be bridged by RPL, which recognises and places value on the learner’s experiential learning. Overcoming this hurdle can be a catalyst for career progression or workplace fulfilment.”

- Patrick Logue, RPL Lead, DkIT.

At DkIT we’ve tracked a significant increase in interest in Engineering and Building Surveying programmes via RPL. Vibrancy across the construction sector has rocketed demand for suitably qualified professionals, attracting learners who may be highly qualified in non-cognate fields but who are already well experienced in this sector. Many are considering a change of career, and here lies one major advantage of RPL - it can help you to switch to where your true career passion may be calling you.

For many learners, immediate progression to higher education is simply not an option. Far too frequently, circumstances intervene, and life paths are set, not chosen. RPL has an important role to play in creating fresh opportunities for learners held back by economic or cultural roadblocks. Its focus is on prior learning rather than past work experience, so the entirety of a learner’s backstory can be valued: voluntary activities and hobbies as well as courses and job titles, all the non-formal and experiential learning gathered along life’s often-meandering course.

DkIT RPL Learner Story

Susann Sullivan used RPL to gain Advanced Entry to a Bachelor (Hons) in Business Studies programme at DkIT. Here is her RPL story.

“RPL afforded me the opportunity to access a Level 8 degree in Business Studies. Through recognition of my previous experience, where I could match my prior experience to module learning objectives and fast track into year three of a four-year part-time course. The course material is industry relevant and has increased my knowledge and business acumen. Subsequently I landed a role as a Business Development Manager within a few weeks of starting the course.”

“Obtaining a degree was essential for broadening my career opportunities. I couldn’t commit to three years of full-time study; I opted for the four-year part-time option. Without Recognition of Prior Learning (RPL), my prior experience wouldn’t have been recognised, and I wouldn’t have been able to leverage that experience to fulfil module requirements and gain exemptions for the first two years of the course, as had I pursued a more traditional college route. Thanks to RPL, I’m on track to graduate in 2025.”

“I highly recommend RPL as an option for anyone considering returning to education. The process was straightforward, and the RPL coordinator and lecturers at DKIT provided excellent support throughout. Since commencing my studies, I have acquired extensive industry knowledge, which has opened up new opportunities in my career and boosted my confidence.”

Maynooth University

For over 30 years, Maynooth University has welcomed mature student learners, where experiential learning has long been recognised as a natural and valuable complement to traditional education. The formal implementation of Recognition of Prior Learning, which holistically assesses learners prior formal, non-formal and informal learning as a mechanism for access and progression, aligns with our institutional ethos and strategic commitment to access, inclusivity and lifelong learning.

Since the project commenced in 2021, we have reached significant milestones, notably in the formal approval of a University-wide RPL policy. Grounded in best practice and aligned with the National Framework for RPL in Higher Education, this policy establishes the key principles for RPL practice at the University. Learner-centred and accessible, the policy is supported by a comprehensive suite of resources and guides designed for staff and applicants, ensuring consistent experience for all stakeholders engaged in RPL.

A core focus for Maynooth University has been on the transformational impact of RPL at an individual level. The introduction of RPL Scholarships to reward excellence in prior experiential learning has highlighted the extraordinary journeys of students who have joined the University through RPL pathways. The real-world expertise these learners bring to the classroom enriches the academic environment, encouraging peer engagement, practical knowledge-sharing, and the ability to bridge theory and practice.

Through a number of academic champions, our faculties and departments have embraced RPL, embedding it into academic programme structures and integrating it as a valued component of the University’s educational framework, whilst central University services including Admissions and Academic Registry have provided the vital operational oversight to embed RPL into our core University business.

HCI Pillar 3 funding has been instrumental in creating a dedicated and protected space for RPL development in higher education. At Maynooth University, this investment has, since 2022, resulted in over 500 prospective students seeking to have their prior learning recognised as a means to access, or progress in, over 70 academic programmes of study.

The progress achieved to date provides a strong foundation for the future. We remain committed to supporting learners from diverse backgrounds as they embark on or continue on their higher education journey. As the formal phase of the project concludes, Maynooth University is focused the scalability and sustainability of the remarkable progress made ensuring that RPL continues to thrive as a cornerstone of access, equity, and lifelong learning.

“The RPL project has been beneficial in making the process more visible and familiar across the university and extending its reach to Departments and programmes where RPL has historically been rarely used. The process has been particularly beneficial in allowing admission of experienced professionals who are in the workforce but lack the formal qualifications, and for students from the global South who have limited formal qualifications. This has been a transformative process for some of the students involved.”

- Professor Ronan Farrell Vice President Academic and Registrar Maynooth University.

As Director of the MSc Climate Change at Maynooth University, RPL has transformed our course by opening up access to a new cohort of students who have facilitated the integration of critical skills and experiences into the classroom.

Quotes from Key Figures

This has enhanced learning for staff and students and brought new dimensions and richness, strengthening the student experience at Maynooth University. Post-programme student feedback has highlighted the diversity of experiences among their peer group that they are exposed to as one of the most important learning opportunities.

A recent student enrolled in 2023-24 brought his experience as a climate change negotiator in the Ministry of Agriculture, Climate Change and Environment in the Seychelles. This student’s experiential and prior learning opened up insights for both staff and students on negotiation processes, the vulnerability of small island nations to climate change and critical international topics like loss and damage.

His contributions and insights continue to impact the course even after his graduation and he has now progressed to become a senior international negotiator in COP meetings, working on behalf of his government to help the international community meet our targets on greenhouse gas emissions reductions, while ensuring justice issues and national priorities are addressed in global climate policy.

On his experience of studying the MSc Climate Change at Maynooth, he reflected that “This experience has enabled me to develop the skills, ethics and values conducive to being not only an effective citizen of the world but also to become one of tomorrow's leaders.”

This academic year (2024-25) I am delighted to have four RPL students on the MSc Climate Change. These include a meteorologist with detailed knowledge into the challenges of observing and analysing climate data, a student who has worked with the Malawian Forestry Department, bringing skills and insights of working with vulnerable communities on sustainable development and climate action, and another with a background in agronomic engineering with more than a decade of experience in fields such as agribusiness, waste management, environmental education, and ecosystem recovery. These students are excelling in their studies and sharing their expertise and experiences with other students.

In conclusion, the RPL route has been a hugely positive experience for me and the students for whom I am responsible. Moreover, it has resulted in increased diversity in the classroom and heightened the reputation and reach of the MSc Climate Change and by extension, Maynooth University. In particular, RPL has been a route through which leaders from the global south have been able to access our MSc course, which also increases Maynooth’s contribution to the Sustainable Development Goals.

Professor Conor Murphy

Department of Geography, Maynooth University Programme Director, MSc Climate Change

Munster Technological University

RPL in Munster Technological University is a mature model which has had resources committed since 1999. We have seen an evolution of policy and practice over the years with a focus both on serving the needs of individual applicants and on RPL as a core part of our engagement with enterprise.

In January 2021, Cork Institute of Technology (CIT) and Institute of Technology Tralee (ITT) merged to become Munster Technological University. The commencement of the project coincided with this transformation, and it has enabled the university to dedicate additional time and resources to developing and updating existing policies, procedures and approaches to data collection relating specifically to RPL – helping to bring practices and policies from the antecedent institutions closer together. Through this and other funded HCI projects advances have been made in enhancing knowledge and awareness of RPL within the university and among our external partners.

The project has also contributed to the broader university focus on training and development for staff through our existing 10 credit module as part of the MA in Teaching and Learning in Higher Education and with the National Forum for the Enhancement of Teaching and Learning in Higher Education digital badge which was originally designed, developed and delivered by staff of CIT and Mary Immaculate College (MIC). Several iterations of staff development have occurred over the lifetime of the project.

A significant impact of the project in Cork has been the collaboration of the RPL lead with the MTU Extended Campus and supporting the work of that unit whose purpose is to facilitate engagement between the university and those external. The project resources have been used to enable networking events between the university and enterprise with a particular focus on upskilling and reskilling, highlighting the relevance of RPL to those with prior learning relevant to a particular course or discipline. It has also reinforced our positioning of RPL and workforce development within broader enterprise engagement.

“While we in CIT and more recently MTU have long-established RPL processes we have always been conscious that there is considerable variability across higher education in Ireland as a whole. This project which brought Universities across the system together was a valuable intervention as it allowed a deeper, system-wide reflection on what we mean by RPL and how we might facilitate a broader range of applicants and build capacity and capability to meet the needs of industry and society.”

- Professor Irene Sheridan, Head of Extended Campus, MTU

Enhancing awareness and understanding of RPL through outreach initiatives with enterprise

RPL has been part of the fabric of MTU since 1999 and in more recent times and enhanced through the project there have been further opportunities to increase awareness through learning clinics and networking events.

Learning Clinics and RPL

A learning Clinic is an outreach activity pioneered by MTU Extended Campus since 2011. The purpose of the learning clinic is to make the university accessible to those within enterprise and industry considering returning to education. It provides enterprise staff with the opportunity to speak with staff from across the different disciplines of the university and to explore the options available to them. RPL is a key component of this activity as staff generally have informal and non-formal learning which could be relevant in further education.

Dr Deirdre Goggin who instigated the concept of the Learning Clinic explains the motivation behind the outreach initiative.

“In our experience the greatest barrier for an individual to return to education can be walking through the entrance to a university or institution. The assumption still exists that higher education is only for certain individuals or that you need to know exactly what you would like to do in advance. The learning clinic breaks down barriers as the university and its staff are available at a time and place convenient to those in the workplace. This makes the university more accessible and provides an opportunity for discussion and exploration on the different options available including how workplace learning and in-house training could be considered within a course. Invariably there are more options available to an individual than they originally may have thought possible. There are also opportunities for universities and institutions as it creates connections and provides insight into current and future workplace needs.”

- Dr Deirdre Goggin, RPL Project Lead, MTU

Over the project period, 30 learning clinics have been coordinated by the MTU Extended Campus in conjunction with departments across the university. This has spanned 15 companies and approximately 25,000 employees.

In addition to the learning clinics, targeted networking events have also been arranged where RPL has been a key focal point. Three key networking events were supported through the HCI project and coordinated by the MTU Extended Campus. These networking events engaged 450 companies and 1200 employees with MTU staff to explore future and further opportunities in staff upskilling and reskilling, research and development, internships and graduate opportunities.

As outlined by Sean Donovan, Enterprise Engagement Facilitator from the MTU Extended Campus and the Faculty of Business & Humanities.

“These networking events which have been attended by companies from all sectors of the Irish economy have proved to be very beneficial to them in relation to informing them on the benefits of RPL in relation to upskilling their current workforce to meet their needs in the future. Any company that uses RPL in this regard also benefit from enhanced “staff retention” and “enhanced loyalty” from staff members.

With Ireland currently at “full employment” (4.5% unemployment CSO) and with the economy predicted to return to growth in 2025, the demands for a “skilled workforce” to satisfy this growth will be a concern for all employers going forward and RPL can play a vital role in securing the Irish economy in the future.”

- Sean Donovan, Enterprise Engagement Facilitator, MTU

South East Technological University

While SETU has a strong legacy of RPL practice significant progress has been made at SETU over the course of the project timeline in terms of building consistency and mainstreaming RPL as a pathway. The RPL Project Lead role has been transformative in terms of having dedicated personnel responsible for the coordination of RPL practice.

From the onset key focus areas for development were outlined in the RPL Action Plan. Over the course of the project timeline several key milestones have been reached in terms of awareness raising, staff development, policy development and implementation.

RPL Awareness Raising

• SETU RPL Webpage – a comprehensive RPL section on the SETU website represents a central location for the dissemination of RPL information.

• SETU RPL Community of Practice (COP) – the establishment and continued strengthening of the COP is a means by which a critical mass of expertise and shared practice can continue to support implementation of best practice

• RPL Marketing Campaign – RPL Alumni stories are forming part of a designated marketing campaign happening over the course of the 2024/2025 academic year.

Staff Development

• NFETL RPL Digital Badge – this is a free online course designed specifically for staff working in tertiary education. To date 23 SETU staff have completed this course.

• SETU RPL Micro-credentials – the recent development of three dedicated SETU RPL micro-credentials signals a strong commitment to staff development in RPL

• RPLHUB – The rplhub concept is a three-tiered entity.

1. A dedicated rplhub@setu.ie email address has been set up as a main contact point for both staff, students and potential RPL applicants.

2. A dedicated space of the VLE has been set up as sharing space for RPL Faculty Advisors and RPL Committee Members.

3. A dedicated space for resources for SETU staff is being developed.

RPL Policy Development

RPL Steering Group – As part of the SETU RPL policy development process it was important that the vision for RPL in SETU was agreed through a consultative process and that the institutional commitment to RPL was communicated clearly to all stakeholders. The Steering group supported the policy development at each stage of the approval process.

SETU RPL Policy – the new policy was approved by Governing Body in February 2024 after a rigorous committee approval process in line with SETU policy development guidelines.

Phase 1 of the RPL Faculty Advisor Model has been implemented whereby 4 academic staff have been appointed as RPL Faculty Advisors.

“RPL is an opportunity for employers to formally recognise the skills of their employees. It allows them to identify areas for upskilling and reskilling among their workforce that ultimately enhances the experience of the individual as well as greatly enriching an organisation’s performance. I am delighted that we can provide this pathway to education at SETU.”

- David Denieffe, Vice President for Academic Experience, SETU

“RPL has impacted me greatly. Now I can sit in meetings with great confidence. After such a fulfilling and enhancing experience of higher education through RPL, Kevin said, “The advice I would give to anybody who’s looking at RPL is have courage. Be brave, be courageous, take that step forward. There’s an element of RPL to suit absolutely everybody. And I can tell you it’s very, very rewarding.”

- Kevin Farrell, ASL Airlines

“I used the experience I had gained in industry to prove that I had appropriate learning. It was great to look at my life’s work, not just as something I did, but as something that is invaluably informative and educational.”

- Helen Meaney, MBA Graduate, SETU

“Completing the RPL portfolio process helped me to realise the value of my experiential learning and how I could apply that to other roles in the future.”

- Michael Mc Kenzie, Defence Forces, BA in Leadership, Management and Defence Studies, SETU.

RPL Policy implementation - RPL Faculty Advisor Pilot

The RPL Faculty Advisor pilot was proposed and developed to ensure the SETU RPL policy is implemented on the ground and a way of sustaining the enhancement of RPL practice going forward.

The model involves teaching time buy-out of 2 hours to be allocated to RPL Faculty Advisors in line with the strategic priorities outlined above. The aim is to support a coherent, structured and consistent approach to RPL practice across SETU thereby supporting learners and staff to enhance and scale up RPL as a pathway. While some SETU Faculties/Schools are actively engaged in RPL practice it is hoped that this model will allow for a more consistent and formalised approach to RPL. The purpose of the pilot is to ensure consistent expertise across all Faculties to facilitate a potential scale up of RPL across the university.

Reporting to: Faculty Head/Head of School

Eligibility – Staff currently on the Assistant Lecturer, Lecturer and Senior Lecturer scale are eligible.

RPL Faculty Advisor activities:

1. Act as a point of contact for applicants, students and SETU staff and faculty office staff in relation to RPL

2. Liaise with Faculty Heads/Heads of School/Heads of Department in relation to the RPL activity within the Faculty

3. Conduct initial screening and review of RPL applications and provision of advice to applicants

4. Provide support to staff on RPL related queries

5. Record RPL data on applications, progression and learner outcomes.

6. Liaise with the RPL Project Lead and other RPL Faculty advisors

7. Explore opportunities for RPL for Enterprise relevant to the Faculty

8. Attend monthly meetings of the RPL Committee and RPL Community of Practice sessions and events

9. Engage in upskilling opportunities in the field of RPL

10. Participate in committees appropriate to the RPL project and attend meetings convened by management

Phase 1 of the pilot has assigned four RPL Faculty Advisors across the new Faculty structure at SETU. See Figure 1.1.

An RPL Committee was also established with the aim of supporting the RPL Faculty Advisor model and ensuring representatives from all Faculties and Senior Management were part of the process. Figure 1.2 below illustrates the governance structure for the RPL Committee.

Staff Development:

All RPL Faculty Advisors for the Academic Year 2024/2025 have completed the SETU RPL microcredential “RPL Portfolio Development”.

Induction training has been provided by the RPL Project Lead and bi-monthly meetings provide ongoing support for the RPL Faculty Advisors.

A number of resources for RPL activity are available for the RPL Faculty Advisors on the shared RPLHUB space on the VLE and a dedicated email address of rplhub@setu.ie is managed by the RPL Lead and the RPL Faculty Advisors.

Figure 1.1

Technological University Dublin

The TU Dublin Recognition of Prior Learning Policy was approved in 2022. While all three predecessor institutions had RPL policies, the new University-wide policy represents a much more ambitious approach to RPL. The policy provides for RPL for entry, advanced entry, module exemptions and for full award and a guiding principle is that there shall be no limits placed on the number of modules/ECTS that can be exempted through prior experiential learning where it can be demonstrated that the learning outcomes have been achieved. Any programme that does not wish to apply this policy must seek a derogation from this policy from the University with a strong rationale provided.

RPL is fully embedded in TU Dublin’s quality assurance and enhancement processes and documentation requirements. This means that when a programme is undergoing a validation or review process, the application of RPL will be documented within the submission document and evidence of information provided to learners on RPL particularly module exemptions will be provided. RPL will also be more specifically embedded in the University’s curriculum management system, the Programme and Module Catalogue. While derogations from the full implementation of RPL in line with policy may be sought, no such derogations have been since the approval of the RPL policy.

RPL data can only be collected manually in TU Dublin currently, and so it is not possible to know for sure what the increase in RPL learners is. However, there has been an increase in programme teams considering the role of RPL in the ongoing development of programmes.

Examples include:

• An advanced entry part-time programme designed for qualified craftspersons where the number of exemptions granted has increased and the length of the programme shortened;

• Special Purpose Awards delivered in collaboration with or for external partners where work-based training is supporting module exemptions;

• Micro-credentials where RPL is an entry route, for example, a Level Nine Micro-credential where candidates with a Level Six or Level Seven award rather than a Level Eight award but who have significant and relevant work experience will be considered eligible for entry.

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“While RPL has been used across the HE sector for many years for the purposes of both access and the formal recognition of experiential learning, the application and approval processes have not always been clear or readily accessible. This lack of transparency, in addition to the inconsistent application of RPL processes, has meant that the potential of RPL is not easily understood outside of the HEIs. In addition, HEIs have tended to be reactive instead of proactively engaging with enterprise and potential learners to further the application of RPL. The development of national guidelines and resources has, and will continue to, improve the use and application of RPL, resulting in a greater engagement with enterprise and a great diversity of learners.”

Professor Brian Bowe, Head of Academic Affairs, TU Dublin

The Bachelor of Arts (Honours) in Screen Industry Practice has recently been approved within TU Dublin. This is a 60 ECTS part-time programme, 18-months in duration with a focus on critical reflection and self-directed learning. It has been designed to provide an opportunity for high-level practitioners in the screen industries with extensive experience to formalise their prior learning and gain formal qualifications through an accelerated route. The programme emerged out of discussions between the HCI -Pillar 3 Convene Project (TU Dublin Enterprise Academy (Hugh McAtamney and Sorcha Hyland), the School of Media (Dr Caroline O’Sullivan and Dr Mary Ann Bolger) and Screen Ireland (Emer MacAvin and Gareth Lee). The programme was TU Dublin’s proposal for the RPL for Enterprise pilot.

The context for the development of this programme is the continued and projected growth of the screen industry in Ireland and the need to provide lifelong learning opportunities. The screen industry needs to attract and develop new talent and develop accredited progression pathways. This add-on Honours Degree that recognises the learning acquired by practitioners is one of several potential pathways that this engagement will explore and develop.

An extensive stakeholder engagement commenced in July 2022, including meetings with industry bodies, and a survey of crew members and prospective candidates for the programme. Feedback following an RPL open night for screen industry members was overwhelmingly positive and provided reassurance that there was wider support amongst the crew for such an initiative. Engagement with TU Dublin colleagues continued, ensuring that TU Dublin strategic objectives, policy, quality assurance criteria and academic standards were being appropriately addressed.

The programme proceeds from the principle that students on this programme are experienced, professional learners who will benefit from “bridging the gap” between their extensive experiential learning and the themes and skills covered in contemporary BA programmes aimed at entrants to the screen industries. Thus, modules support the contextualisation of prior professional learning and the enhancement of critical, academic, and analytical skills. The programme is ambitious even among other degrees with an RPL component in that it welcomes a full range of learners, from those with no formal qualifications to those with a Level 7 degree. It is also unusual in that it combines RPL with the chance to develop new skills at Level 8, providing the opportunity for continuing lifelong learning and opening up new educational horizons. The learner’s previous work-based learning provides both the means to enter the programme and the material on which they will base the capstone Major Project, which seeks to contextualise their life-long learning.

The Screen Ireland Competency Framework, developed by Screen Ireland and Screen Guilds of Ireland, has played a significant role. This Framework is a detailed matrix of skills and competencies required for each grade in each sector of the Screen Industries and, as such, it facilitates alignment of these competences with the National Framework of Qualifications. Applicants to the BA (Hons) in Screen Industry Practice must submit a portfolio of evidence of their prior experiential learning. Supporting documentation should also be submitted including a Personal Statement. The portfolio is rigorously assessed by the Assessment Committee with reference to the relevant Competency Frameworks. Applicants may be advised to complete the Screen Industry Portfolio Preparation 5 ECTS module which will provide guidance and support in the preparation of this material.

Here are some examples of the positive reception the programme has received from potential candidates:

“While I am extremely proud of my career achievements and how I have worked my way up the ladder within the industry, I often feel like I have missed out on the experience/opportunity of having an educational degree.”

“It would be valuable to quantify all the on-the-job learning I have done in my 35 year career, in a way that will enable me to operate more effectively in education and training roles in the future.”

“Studying Media was not something that felt like a realistic option when I was leaving school. However, it is something that I’ve been lucky enough to work in for over 16 years, learning on the job from talented colleagues. Although I feel I have learned a huge amount throughout my working life, I also would like formal recognition of my expertise in this industry. Eventually, I would like to teach and feel I have a lot to offer the next generation of Media professionals. This qualification would help me to reach that goal.”

“The reflective learning side of my career is something that I have not put much time into…I’m hoping that

the portfolio prep workshop will help me realise and appreciate what I have achieved in my career so far. Hopefully this will lead to access to the BA Screen Industry Practice course. Eventually I would love to progress into directing.”

“Further education would allow me to explore contemporary media trends, collaborate with like-minded peers, and gain tools to innovate in the screen industry. Advanced studies will expand my creative toolkit, equipping me to bring fresh perspectives and refined skills back to my work and contribute to impactful, resonant media.”

It is intended that the programme will commence in February 2025 with approximately 10 students. While there have been similar approaches to RPL in TU Dublin, this represents a significant development for TU Dublin in terms of its ambition and the extensive development process completed, and one that will serve as an exemplar for others to consider.

Technological University of the Shannon

TUS went through a significant merger during the lifetime of the National RPL in Higher Education project. This merger resulted in the creation of a new Technological University, replacing the Institutes of Technology in Limerick and Athlone. This merger required a considerable cultural change for both staff and learners.

TUS approached the RPL in HE project by firstly concentrating on its RPL policy and secondly by putting procedures and practices in place to support this policy. The TUS RPL policy applies to all TUS programmes, unless exempted due to restrictions imposed by professional bodies.

A number of initiatives were undertaken to promote and support RPL within the institution. Webpages were developed on the TUS website to provide information for the public, for learners, for staff and for enterprise. Guides and online application forms were developed for learners to help them to navigate the RPL journey. Mentoring was provided for learners by the RPL Project Lead.

Staff were kept informed about RPL in TUS via email and LinkedIn. The NFETL RPL Digital Badge, delivered by the RPL in HE project, was heavily promoted and staff were encouraged to take part in each iteration of this. In total 18 TUS staff have completed the RPL Digital Badge and 5 have completed the Facilitator Badge training.

Toolkits were developed for staff to guide them through advising and assessing RPL applications. These, along with other relevant information and resources, are available on a staff resources area on Moodle. The RPL Project Lead also provides one-to-one support for staff who advise learners and assess RPL applications.

RPL in TUS was promoted to enterprise by using existing industry contacts, such as the Regional Skills Managers. Managers in both the Midwest and the Midlands agreed to promote RPL during engagements with enterprise and to disseminate RPL promotional material to them. TUS has longstanding, strong links with enterprise, particularly through our Flexible and Lifelong Learning departments. RPL has always been promoted through these links and is availed of by many of our part-time learners. Links between the flexible learning department and the RPL office were strengthened during this project.

Prior to the RPL in HE project, no RPL data was available on the SRMS. Work was carried out by the project team to develop and pilot a patch for Banner 9 that enables HE institutions to report on the number of RPL learners availing of entry, advanced entry and module exemption or full award. TUS has seen a significant growth in numbers availing of RPL since the beginning of this project.

RPL is firmly embedded in TUS policies and procedures and should grow in strength from this point on.

“The RPL in Higher Education Project has afforded HEIs the opportunity to focus on promoting RPL to a wider audience and to encourage greater engagement with RPL. TUS is committed to facilitating lifelong learning and to helping the learner, to fulfil greater academic ambition. The establishment of a dedicated RPL Officer has provided the University with the experience and capacity necessary, to garner the increased student and staff engagement, making RPL a viable choice for engagement with third level education.”

- Mary Goode, Assistant Registrar and Head of Quality, TUS

“The RPL project has enabled the achievement of its three goals, to embed RPL in TUS, to develop RPL staffing and to work with employers through RPL for Industry. Coherent RPL policy has been developed and rolled out across the university. The project has been particularly helpful in supporting the building relationships with regional employers and the Regional Skills Initiative. Numbers of students availing of RPL are growing, with RPL benefitting 45t00 students nationally in 2024.”

- Dr. Terry Twomey, VP Academic Affairs & Registrar, TUS

RPL Learner Tara Dunn Acheson, Programme – MA Art, Psyche and Creative Imagination

RPL used for Entry

“The Prior Learning (RPL) framework and my current academic journey have been totally transformative in my life. I feel it has boosted my confidence and stimulated my curiosity across a range of subjects, expanding the horizons of my future career prospects within this new discipline. “

When translator and real estate consultant, Tara Dunn Acheson, discovered that RPL could help her to fulfil a lifelong ambition of pursuing a third-level degree, she seized the opportunity.

Tara completed her Leaving Certificate many years ago and worked in real estate and as a translator internationally for many years. Tara completed short certificate programmes to support her work in these areas. Third level education was not an option for Tara due to other commitments in her early work and family life.

In 2024, Tara discovered a short part-time programme in TUS. This was the Certificate in Jungian Psychology with Art Therapy, a 10 credit, Level 8 programme. Tara is very creative and realised during this short programme that RPL could allow her to gain entry onto a masters programme using her prior

experience and interests. Tara was uncertain about her eligibility for the programme but was encouraged by close contacts to pursue her ambition.

Tara approached the MA in Art, Psyche and Creative Imagination programme leader to discuss her options and, as a result, submitted an RPL application for entry on to the programme. Tara was interviewed by the programme team and was also asked to submit a written piece of work. As a result, she was offered a place on the masters programme.

Tara says: “Being able to grow academically and expand my knowledge has impacted both my personal and my professional life. I am now assessing new paths for my future. In the meantime, I feel enriched and can see it is affecting my current career in the sense that I just see things through a different lens.” Tara found that the RPL process was quite straight forward and encourages others to pursue RPL to access areas of study of interest to them.

“The RPL system is a significant opportunity, as it opens up new career pathways and educational advancements. I think it is important, however, that participants possess a foundational interest in the field and a genuine eagerness to learn, as these elements are critical for maximizing the benefits of this recognition process.”

Tara feels that by formally acknowledging her prior experience and interests RPL has allowed her to gain further skills and has helped her to better engage with the learning on the masters programme.

University College Cork

Key Achievements/Progress

The UCC RPL Project Leads developed a three-pronged approach which focused on policy, systems, and people to secure the long-term impact of the Higher Education Authority’s Human Capital Initiative (HCI) RPL project.

Policy

The 2022/23 academic year marked significant progress in establishing a robust institutional RPL policy. The draft policy, developed in collaboration with UCC’s RPL Steering Group—comprising diverse university stakeholders—underwent rigorous review by key academic committees. Following iterative revisions and consultations with senior leadership, the policy was approved by Academic Board and Academic Council in mid-2023. This policy establishes a framework for consistent and inclusive recognition of prior learning, ensuring accessibility for students and alignment with institutional goals.

Systems

The systemisation of Recognition of Prior Learning (RPL) within UCC integrates RPL into core university systems, enhancing accessibility and transparency for staff and students. Key achievements include updates to UCC’s Curriculum Management System, where RPL attributes will be incorporated into the Academic Programme Catalogue by 2025. This ensures academics consider RPL during curriculum development and provides clear, public-facing information on RPL availability.

The UCC Application System now includes RPL fields for Adult and Continuing Education (ACE) courses, with a pilot launching in January 2025 and full implementation for postgraduate taught programmes by October 2025. This makes RPL integral to the application process, increasing visibility and streamlining access.

While updates to the Student Records System are ongoing, stakeholder engagement and iterative testing have been critical to ensuring system robustness. These enhancements form a sustainable foundation for RPL at UCC, fostering inclusivity and long-term impact.

People

Staff: Training is critical to embedding RPL within UCC’s culture. Targeted interventions are in development for academic, admissions, and administrative staff. Additionally, the NFETL RPL Digital Badge was faciliated by one of the UCC Project Leads, Dr Ciara Staunton. Several UCC staff partook in one of the four badge iterations and has drawn considerable requests for further internal knowledge sharing from Dr Staunton.

Students: A communications plan is underway to inform current and prospective students about the RPL policy. Success stories of RPL learners will be showcased to inspire engagement. UCC’s RPL webpages are currently in development.

Employers: While the focus has been internal capacity-building, UCC has extended RPL initiatives to employers such as Carbery Co-op, Kerry Group, and KOSTAL Ireland, integrating RPL into bespoke programme admission routes.

Challenges

A key challenge lies in managing dependencies on university teams with pre-existing operational commitments, particularly for implementing systems changes. Strategic negotiation and collaboration will be crucial for achieving project objectives.

Participation in the National RPL project has helped position UCC as a leader in RPL innovation, fostering inclusivity, accessibility, and sustainable growth.

“Recognition of Prior Learning is a cornerstone of UCC’s commitment to inclusivity and lifelong learning. By valuing the skills and experiences individuals bring, RPL not only expands access to education but also strengthens the connection between our university, industry, and society. It empowers learners, fosters innovation, and ensures that education remains relevant in an ever-evolving world.”

- Prof. Paul McSweeney, Vice President for Teaching and Learning, UCC

“Recognition of Prior Learning is a powerful tool for bridging the gap between academic learning and industry needs. By acknowledging and accrediting the real-world expertise of employees, RPL enables organisations to invest in their workforce, drive innovation, and adapt to change. At UCC, RPL has proven invaluable in fostering meaningful partnerships with industry and empowering professionals to achieve their full potential.”

- Dr. Lyndsey El Amoud, Deputy Director and Joint Project Lead, Adult Continuing Education, UCC

“Recognition of Prior Learning not only validates the knowledge and skills learners already possess but also instills a deep sense of self-belief and achievement. By affirming their abilities, RPL enhances their social and psychological capital, empowering them to pursue new opportunities with confidence and contribute more meaningfully to their personal and professional communities.”

- Dr Ciara Staunton, Joint Project Lead, Adult Continuing Education, UCC

Impact of Recognition of Prior Learning (RPL): The KOSTAL Case Study

KOSTAL, a century-old family-owned company, has long prioritised fostering strong relationships and loyalty between its employees, the company, and the Kostal family. To remain competitive and meet evolving market demands, KOSTAL Ireland recognised the importance of upskilling its workforce. Partnering with Adult Continuing Education (ACE) at University College Cork (UCC), the company cocreated a tailored learning pathway that not only empowered employees but also aligned with its strategic goals.

The Programme: Certificate in Work and Organisational Behaviour

Together, KOSTAL and ACE developed the Certificate in Work and Organisational Behaviour, a 30-credit, Level 6 university-accredited course. Designed to enhance workplace skills and knowledge, the programme focused on individual and team behaviour, emotional intelligence, decision-making, and

critical thinking. The course aimed to foster agility and resilience among employees, equipping them to navigate modern organisational challenges effectively.

Leveraging RPL for Accessibility

A defining feature of the programme was the use of Recognition of Prior Learning (RPL), which allowed employees to gain course entry based on their work experience rather than formal academic qualifications. This inclusive approach addressed barriers to higher education and validated the skills employees had already acquired.

Liam Linehan, KOSTAL Ireland’s Head of Human Resources, emphasised that RPL helped dispel employee reluctance and facilitated an accessible learning opportunity. “By recognising prior learning, we eliminated perceived barriers and created a positive shift in how employees viewed education,” he explained.

Human-Centred Outcomes

For KOSTAL employees, the programme offered far-reaching benefits. It provided access to higher education for individuals who might not have otherwise pursued it. Employees reported that the coursework was highly relevant, challenging, and directly applicable to their roles, boosting their confidence and workplace engagement.

Aileen O’Driscoll, a course lecturer, highlighted how RPL created a pathway to learning many employees had never considered. “By valuing real-world skills, RPL made higher education more inclusive and motivated participants to aim higher in their careers,” she noted.

Anne Murphy, Personnel Officer at KOSTAL, affirmed the dual impact: “RPL created a win-win scenario— enhancing employee morale and employability while supporting the organisation’s goals in a changing business landscape.”

Strengthening University-Industry Collaboration

The programme underscored the potential of university-industry partnerships. Co-created with input from KOSTAL, it demonstrated how higher education can adapt to meet specific workforce needs. This collaboration not only enriched the skills of KOSTAL employees but also reinforced the relationship between academia and industry, paving the way for future initiatives.

Conclusion: The Transformative Power of RPL

The KOSTAL case demonstrates how RPL fosters career advancement, inclusivity, and employee engagement. By bridging work experience with formal education, it empowered employees while meeting organisational goals. For KOSTAL, the programme reinforced its commitment to continuous learning, creating a resilient workforce capable of thriving in a dynamic marketplace.

Through RPL, KOSTAL exemplifies how human-centred approaches to education can drive success for individuals and organisations alike.

University College Dublin

UCD has participated in the RPL National Project from November 2021 to March 2025 with a hiatus from December 2023 to the middle of March 2024 inclusive.

During this time the University has focused on the following key milestones:

• Establishment of an RPL Implementation Steering Group which meets monthly and is chaired by the UCD’s Dean of Students, Professor Jason Last. The Steering group is made up of representatives from the Academic, Operations Management and Support Administrative Staff. The Steering group is responsible for defining the strategic direction of RPL implementation, for setting policy, for review of data trends and identification of opportunities for improvement. They are the advocates of RPL practice in the University.

• Review and update of the University RPL Policy to ensure alignment with the National Framework. The updated Policy was approved by UCD Academic Council in December 2024.

• Availability of RPL resources for staff, learners and enterprise including RPL website, Staff & Learner Guides, Enterprise and Learner Flyers, Staff workshops.

• Definition and documentation of RPL processes for Credit/Exemption and Admissions. Input was received from ~ 20 stakeholders across the University and captured on aligned and agreed process maps. This work has supported consistent and standard RPL application processes across the University which were previously discrete, non-standard and in some cases undocumented.

• Modification of Student Decisions workflows (Delegated Authority) to include new RPL attributes, e.g. Purpose of RPL (Advanced Entry, Credit/Exemption, etc), Prior Learning Type (Formal, Experiential, Combination etc), Sum Of ECTS (total no. of ECTS per application) and No. of modules receiving RPL C/E.

• RPL data reporting. The attributes described above were used to develop a bespoke report for RPL applications for Credit/Exemption. This report will facilitate immediate and accurate access to RPL data which was previously compiled once per year via a manual process. A data definition document was also prepared to inform staff responsible for RPL data reporting as to what to include and what to exclude as “RPL”. This will allow for the trending and analysis of RPL data to identify areas of best practice and areas for potential improvement. The number of learners availing of RPL in UCD over the past three years is presented in the table below:

Availability of Information of RPL under the “entry requirements” section in each UCD programme online. This information is now published online for all Taught Graduate programmes. It is planned to include information for all Graduate Research Programmes by end March 2025. A section on RPL availability has also been added to the Undergraduate Prospectus.

RPL Community of Practice has been established and meets monthly. This is a forum for RPL practitioners to facilitate continued dialogue across the University on RPL best practices and sharing of knowledge. Will

also support continuous improvement activities for RPL implementation in UCD.

UCD is committed to sustainable RPL implementation and practices.

Senior Leadership – Professor Jason last – Dean of Students and UCD RPL Project Sponsor

Professor Jason Last is a medical graduate and began teaching in the UCD School of Medicine in 2000. In 2008, he was appointed Director of Preclinical Education. In 2014, he was appointed School Director of Educational Development & Academic Affairs and chaired sequentially the Global Engagement Group and Education Group at a College level.

Professor Last lead the development of the UCD Student Mental and Wellbeing Policy which was launched in 2015. Appointed Dean of Students in January 2017, Professor Last has responsibility for the student experience in UCD, and is committed to the continued enhancement of UCD’s programmes and educational environment so that every student may be fully supported in reaching their potential. As Dean of Students, Professor Last also acts as the University Child Protection Officer.

“Recognition of prior learning has long been a priority for UCD, but the RPL HCI project has enabled us to refocus on our commitment to recognising and valuing the experience that our learners bring to their learning environment. This has also increased the diversity of the student population and enriched peer to peer knowledge transfer in addition to positively impacting on the inclusivity”.

- Jason Last, Dean of Students

Staff Directly involved in RPL Activities

Associate Professor Tara McMorrow – former Associate Dean of Science (2019-2024)

Tara is currently the chair of the UCD Academic Council Committee on Student Appeals And Complaints (ACCSAC). She was previously the Associate Dean of Science and chair of the programme board in the College of Science (20192024). She is also the Director of the UCD Centre for Toxicology.

“During my term as the Associate Dean of Science, I found that the use of recognition of prior learning could bridge the gap between experience and opportunity, allowing students who hadn’t followed the usual educational route, to access and complete university degrees. It empowered individuals to transform their life experience and skills into formal qualifications. It also fostered inclusivity and promoted lifelong learning through valuing diverse learning pathways. It is a powerful tool for opening doors to further education and professional development in our fast-changing world.’’

- Tara McMorrow, Former Associate Dean of Science (2019-2024)

The UCD spotlight focusses on Staff members involved in the project and RPL practitioners.

One of the key priorities identified in UCD for completion prior to the close out of the RPL National Project in March 2025 is the availability of clearly defined and documented processes for RPL applications in the University.

The following approach was taken to achieve this objective:

15-20 face-to-face meetings were conducted by the Project Lead with key stakeholders representing the 6 Colleges and 38 Schools from across the University. The purpose of the meetings was to understand and establish the RPL processes currently in place in the relevant College/School/Unit. The meetings were held between July and November 2024 and included Academics (Assessors), Professional staff (Programme Managers & Admin Support) and Operations Management. These meetings were structured, fact finding interviews based on a standard pre-prepared list of questions which covered the processes employed for the receipt, handling, assessing and governance around RPL applications & the reporting of RPL data in the relevant unit.

Once all the information was gathered it was clear that different processes and different application forms were in place across the University for the 2 types of RPL applications which dominate, namely:

• RPL applications for Credit /Exemption, which is appropriate to students at Undergraduate, Taught Graduate and Graduate Research level.

• RPL application for Admissions – primarily appropriate to Taught Graduate level.

• Draft process maps were prepared as a baseline for discussion with RPL practitioners.

A process mapping workshop was held in October with key RPL practitioners and stakeholders. Objectives included:

• To review and align on the draft process maps to ensure they reflect current practices.

• To capture and align on suggested improvements.

• To provide a forum to discuss RPL practices across the University and to share knowledge.

Desired outputs from the workshop:

• Aligned & agreed processes for RPL applications, consistent interpretation of RPL data and accurate data reporting.

• To include the new process maps in updated Staff & Learner guides for RPL in UCD

• To set up a Community of Practice for RPL practitioners to ensure continued dialogue across the University on RPL best practices and sharing of knowledge.

The engagement of attendees at the workshop was great with lots of discussion and interactive sessions. Suggested improvements to the online RPL application system were captured and collated. It is planned to implement these improvements once agreed with the system owner and IT services. These improvements will address the issues raised by Colleges and Schools not currently using the online tool and will encourage them to switch to using this tool thereby ensuring a consistent approach to RPL applications for Credit/Exemption which account for almost 90% of the annual RPL applications in UCD. Final agreed process maps have been prepared - see example here.

The RPL Community of Practice is now active in UCD with monthly meetings scheduled. It is planned to use this forum to share best practices and to work on other continuous improvement ideas for RPL practices in the University.

University of Galway

Recognition of Prior Learning (RPL) plays a key role in advancing the University of Galway’s ambitions to offer accessible, agile, and flexible lifelong learning pathways. It is also recognised as a valuable mechanism for enriching the diversity of the learner community by expanding opportunities for access, transfer, and progression into and through academic programmes.

The Human Capital Initiative Pillar 3 - Recognition of Prior Learning in Higher Education Project has supported University of Galway to make significant progress in its aspirations to embed consistent and coherent RPL practice across its Colleges and Schools.

Key milestones achieved over the course of the Recognition of Prior Learning in Higher Education project included the approval of a new Recognition of Prior Learning policy which reaffirmed the University of Galway’s commitment to RPL. The new policy is aligned to the Pilot Framework for RPL in Higher Education and supports the implementation of the aligned Pilot Technical Definition of RPL in Higher Education.

The University has also created a new RPL website which provides advice and guidance to RPL learners and other important stakeholders. New resources for learners include an online RPL enquiry system within its CRM Recruit application system, learner application guides and learner information videos. Significant resources for staff have also been developed including a new RPL SharePoint Toolkit site and RPL Assessment Guides. An RPL Consultation System is proving to be very popular with both students and staff.

Raising awareness of RPL was an important objective for the University of Galway throughout the project. Collaboration with the University’s Centre for Adult Learning and Professional Development has resulted in an increased awareness of RPL by adult and mature learners evident by the increased applications for entry and module exemptions seen across part-time undergraduate and postgraduate programmes of study. The addition of RPL as a new header to all course webpages highlights the commitment the university has to ensuring that prospective students have access to information about the potential of RPL for widening access and participation.

The introduction of Banner as the new Student Record System will enable the University to implement the RPL Banner patch developed by the national project. Aligned with this the University is developing automated workflows for RPL learner applications that will integrate with Banner and streamline RPL processing and validation. This initiative will also enable accurate data capture and data analysis which will support a systems-based approach to RPL implementation and reporting.

The University of Galway is committed to implementing best practice in relation to the application of RPL across its constituent Colleges and Schools. Its achievements to date are evidence of a long term commitment to ensuring that all learners have fair, transparent and equitable access to higher education learning pathways.

“The University of Galway recognises Recognition of Prior Learning (RPL) as an essential element of its lifelong learning strategy. We value knowledge and skills acquired through a variety of learning experiences and aim to provide accessible, flexible pathways that enable these learners to build on their achievements. RPL serves as a critical mechanism in realising this goal, reflecting our commitment to

fostering an inclusive and equitable education system for all learners.”

-

Professor Becky Whey, Deputy President and Registrar

“RPL is a key component of Lifelong Learning. It offers solutions for upskilling, reskilling, organisational development and talent retention in the enterprise sector. We work with a range of stakeholders to develop agile and dynamic solutions for workforce learning needs to ensure Ireland’s competitiveness in a larger world economy. RPL is one of the mechanisms that we can draw on when we are developing flexible and progressive learning pathways. There are so many entry and exit routes to choose from to enable learners reskill and upskill at each and every stage of their personal and professional lives. What a wonderful time to be an adult learner!”

- Nuala McGuinn, Director of Adult Learning and Professional Development

“By collaborating with employers, we can leverage Recognition of Prior Learning (RPL) to identify opportunities that help workers keep their knowledge, skills, and competencies relevant and effective. RPL also enhances flexibility in our system, enabling us to value learning acquired outside formal education and to design courses tailored to employees’ existing skillsets.”

- Suzanne Golden, RPL Project Lead

Case Study

Applying RPL in the Postgraduate Diploma in Construction Innovation

Photo Caption L-R: Suzanne Golden, RPL Project Lead, Joe Sharkey, Graduate, Cathal McNicholas, Graduate, Professor Jamie Goggins, Programme Director, Postgraduate Diploma in Construction Innovation.

The Postgraduate Diploma in Construction Innovation was developed in response to critical and proven skills needs in the construction/built environment sector. It is a one-year part-time course, funded through HCI Pillar 1, that aims to equip students with key knowledge and skills needed to develop sustainable technological solutions to the challenges facing the construction and built environment sector in Ireland and elsewhere.

The course will develop the newest breed of global entrepreneurs, construction experts and sustainable construction leaders, who can develop innovative concepts, identify market opportunities and tackle challenges related to getting new building products and services to market. This course will support the development of a modernised and sustainable construction sector underpinned by circular economy and climate action.

This diploma has gained significant popularity, offering learners critical expertise and knowledge to foster innovation within the construction industry.

To increase access and learner diversity, the program actively promotes the Recognition of Prior Learning (RPL) mechanism. Potential applicants are informed on the programme webpage that RPL may be used to assess eligibility: “Candidates who do not meet the minimum entry criteria are encouraged to contact the program’s administrators to discuss eligibility through Recognition of Prior Learning (RPL) and may be interviewed to ascertain their suitability for the program.”

In the 2023/24 academic year, two prospective students sought entry through the RPL mechanism. Both had substantial industry experience but did not meet the minimum entry requirements, which were as follows:

• An undergraduate degree (Level 8) with 1st or 2nd class honors in any discipline, plus three years of relevant industrial experience;

• OR an ordinary bachelor’s degree (Level 7) or 3rd class honors undergraduate degree, plus five years of relevant industrial experience;

• OR a recognised professional qualification, along with five years of relevant industrial experience.

The Programme Director referred these candidates to the Recognition of Prior Learning Project Lead, a role funded through the RPL in Higher Education project. The RPL Project Lead guided the applicants through the 5-Step RPL Process: Information, Identification, Documentation, Assessment, and Recognition. They received support in preparing a Portfolio of Learning, the RPL assessment tool for programme entry. In their portfolios, the candidates mapped their prior learning (a blend of certified and experiential knowledge) to the standard required for a Level 8 major award- the minimum entry requirements.

The Programme Director reviewed the portfolios and determined that both candidates had successfully demonstrated equivalence to the entry criteria. Consequently, they were admitted to the programme.

Further Information on this programme is available at here: https://www.universityofgalway.ie/scienceengineering/postgraduateprogrammes/postgraduate-taught-courses/construction-innovation.html

University of Limerick

The University of Limerick (UL) has made significant strides in advancing the implementation of RPL, aligning with our institutional commitment to equity, access, and lifelong learning.

Over the course of the HCI Pillar 3 project, our efforts have focused on building capacity, streamlining processes, and fostering a culture of inclusion and innovation. Our key milestones reached include the development of resources for applicants including RPL application guides, our webpage, learner testimonial videos, as well as an updated RPL policy which reflects best practices, ensuring consistency, transparency, and alignment with national frameworks.

Since the project’s initiation, UL has seen an uptake in both awareness and interest of the RPL entry pathway. Collaborative efforts with the wider Limerick community, most recently the UL Access Hub in Roxboro, Limerick, have facilitated the development of resources and tools.

In addition, RPL has been a catalyst for a cultural shift within UL, promoting a broader understanding of the value of experiential learning. Faculty and staff have embraced RPL and lifelong learning, leading to a more inclusive educational environment. RPL’s longtime integration into UL’s academic structures has expanded access for non-traditional learners, particularly mature students and professionals seeking career advancement.

Through these achievements, UL has solidified its position as a champion of RPL, empowering learners, supporting staff, and contributing to a more inclusive higher education system. Looking forward, UL is committed to scaling these efforts, deepening enterprise engagement, and ensuring RPL’s sustainability across all levels of the institution.

“The MA in Youth, Community and Social Regeneration places a strong emphasis on the recognition of prior learning. We have recruited students on the basis of RPL in the last few years and all have successfully graduated with their Masters, going on to work in the NGO and Community Sectors. Our view is that education and learning has to be interpreted in the broadest sense and we take further study, volunteering, work experience and indeed life experience itself into account when selecting students.”

- Professor Eoin Devereux, Co-director, Centre for The Study of Popular Music and Popular Culture, Faculty of Arts, Humanities and Social Sciences, University of Limerick.

“RPL has been important for many programmes at UL for several years. Acknowledging and valuing the diverse experience of applicants has helped to foster inclusivity throughout the institution, enabling people to access programmes or advance their studies based on prior achievements. RPL has also strengthened the links between education and industry, ensuring that curricula remain relevant and responsive to real-world skills and knowledge. We look forward to continuing to support and develop RPL into the future.”

- Dr. Sandra Joyce, UL RPL Lead.

RPL Learner Tim Farrelly

For Tim Farrelly, a piper and current student in the MA in Irish Traditional Music Performance at the University of Limerick (UL), RPL was the bridge that reconnected him with his lifelong passion for music. After a long career in business and technology, Tim’s aspirations to formally study music came to realisation when the RPL entrance pathway at UL opened a door.

“RPL was kind of a pathway for me to get back into education,” Tim explains. “I always had aspirations to study music in a formal or academic environment, so the RPL programme really opened the door for me to pursue that kind of dream, to be honest, and so far, it’s been fantastic.”

Prior to coming to study in UL, Tim’s educational background was rooted in technology. Over the years, he engaged with music through informal study, gaining experience in composition, arrangement, and music theory. However, his lack of formal qualifications in music initially posed a barrier to pursuing advanced studies. The RPL process at UL allowed Tim to demonstrate his deep knowledge and skills in traditional Irish music. By presenting evidence of his prior learning and professional experience, he successfully met the criteria for entry into the Master’s program, bypassing the need for a conventional academic background in music.

Now immersed in the program at UL’s Irish World Academy of Music and Dance, Tim reflects on the journey so far:

“The Academy is an amazing place. It’s been quite an immersive experience, a great relaxed environment but hard-working environment, great people, great tutors, and the whole kind of idea of having an Academy to accommodate people like me is just fantastic.”

Picture courtesy of Maurice Gunning

His experience underscores the inclusivity and adaptability of UL’s RPL approach, which recognizes diverse pathways to expertise and opens opportunities for learners from all walks of life.

Tim’s advice to others considering RPL is simple: pursue it. “Be prepared for hard work, I guess. There is an academic dimension to it, but if you’re prepared to put the work in and put the hours in, it’s extremely rewarding. I would just encourage people to consider it regardless of where they are at in their career.”

Whether aspiring to a career in music or seeking personal enrichment, Tim believes that RPL can empower learners to deepen their skills and explore their passions. Tim’s story exemplifies how RPL transforms lives, offering new pathways to education and personal fulfilment. At UL, there is a commitment to lifelong learning and its ability to foster talent and ambition, regardless of prior academic backgrounds.

Trinity College Dublin

In February 2022, a Trinity RPL Working Group was established with a clear focus on realising both the national RPL in Higher Education project and Trinity’s specific ambitions. Building on this strategic foundation, RPL practice was examined over 2022 and 2023 across all Schools and areas which led to a consolidated action plan to design, develop, and implement support resources for both applicants and staff. Concurrently, staff engagement was fostered through participation in the RPL Digital Badge and Facilitator Badge programmes provided by the National RPL in HE project. The work carried out by the RPL Working Group, in collaboration with Schools, led to the creation of several RPL case studies and video testimonials to showcase RPL best practice at Trinity. In January 2024, an Annual Quality Report RPL case Study was prepared by the Quality Office, underscoring the initiative’s commitment to continuous improvement.

A new postgraduate online application form was launched in November 2024 and now includes additional options for submitting RPL evidence as part of the application process. Together with the application form enhancements, further work is under way with IT Services and Academic Registry to capture RPL data for reporting purposes. To date, RPL activities have predominately focused on postgraduate education with an increase in successful cases for postgraduate programme entry through RPL.

The Trinity RPL Policy was reviewed and subsequently approved by Academic Council in November 2024. The revised policy provides a solid foundation for the future of RPL at Trinity. In supporting the practice of RPL, an RPL Resource Hub was launched at a Knowledge Sharing event held in January 2025. The resource hub provides RPL assessment tools, guides, case studies and testimonials, with a staff training course currently being developed to promote good practice while fostering the growing Community of RPL Practice at Trinity. An enhanced RPL website was also launched in January 2025 to provide detailed information and resources to support prospective RPL applicants.

The work carried out by the RPL Working Group has also benefited the Micro-credentials project where RPL is utilised as a supportive application mechanism. RPL remains embedded in the admissions processes at Trinity and will play a crucial role in supporting Trinity’s inclusive access to higher education goals into the future.

Quote from Key Figures

“The ability to include the Recognition of Prior learning in our programme was a very important step, what you really want to bring in by RPL is perhaps students who may not consider themselves eligible otherwise from a programme perspective. I think it is definitely something that enriches the learning experience for students, and from a student perspective, it opens up new opportunities to diversify the learner community”.

- Eoin Cotter, Programme Lead, Global Brain Health Institute

“I wasn’t aware of RPL, I had never been to college, I left school and went straight on the road with a band and toured around the world for all of my adult life. The impact of the course has been immense because I got to meet new friends, neurologists, clinicians, a film director and an application designer, all sitting in the one room. I learned so much from my fellow students and I would like to think I taught them a lot about the power of the creative arts, but it was two-way street. I’m so delighted and proud and it’s probably been one of the best decisions I’ve made in my life and one of the best years of my life”.

- Mike Hanrahan

Using a Recognition of Prior Learning (RPL) Approach to Evaluate Formal, Informal and Non formal Learning for Access to a Postgraduate Education Programme

The School of Religion and Political Science run an MPhil in International Peace Studies programme that aims to give students the analytical skills to examine the causes and consequences of war and armed conflict, with a view to understanding the achievement of sustainable peace. This is done through engaging students in interdisciplinary learning in subject areas such as conflict resolution, nonviolence, gender, human rights, international development, the role of religion and other topics relevant to understanding the dynamics of peace and conflict.

On the 7th March 2024, the Head of School of Religion received a scholarship application for its NFQ Level 9 MPhil in International Peace Studies programme. The applicant presented with a degree from abroad that did not meet the Irish NFQ Level 8 standard expected for programme entry. A process was developed by the School of Religion and the RPL Project Lead to assess the applicant’s prior formal, informal and non-formal learning to ensure sufficient rigour could be applied for waiving the 2.1 Honours Degree requirement for programme entry. This approach was used to design and build a case study to inform RPL practice at Trinity.

The applicant had extensive prior formal, informal and non-formal learning and a method of capturing and assessing this learning was required to inform the decision-making process. A NFQ Level 8 Rubric was developed to assist in evidencing the applicants extensive formal certified learning against the expected generic outcomes at NFQ Level 8 (Knowledge, Skill, Competence). The applicant submitted their evidence portfolio for final review on the 26th March 2024. Following a review by the Peace Studies Committee (Module leads and Programme Director), the Committee recommended the applicant for entry onto the programme on the 4th April 2024. This decision was approved by the Dean of Graduate Studies on the 11th April 2024 followed by Academic Registry Approval on the 15th April 2024.

The RPL Project at Trinity has allowed for the sharing of good practice in RPL application processing and decision making across Schools and has created awareness of the potential use of RPL across programmes. The NFQ Level 8 evidence mapping tool developed in this case study has subsequently been approved for broader school consideration in similar cases and now features on the Trinity RPL Resource Hub. This case study details a robust tailored approach to measure and evaluate formal, informal and non-formal learning for postgraduate programme access at Trinity, which other Schools and HEIs can learn from.

Conclusion for the Publication

As the Recognition of Prior Learning (RPL) in Higher Education Project draws to a close, it is clear that the journey undertaken has added value to higher education institutions in Ireland as an inclusive, equitable, and adaptable sector. The journey, while marked by significant achievements, has also been one of collaboration, strategic planning, and a shared vision of building a culture of RPL across the sector. The potential impact of this project, however, extends far beyond the milestones reached or the frameworks and data definitions implemented. The real success lies in the collective transformation of both institutional and societal attitudes toward RPL, as well as the momentum now set in motion to continue advancing its integration across Ireland’s higher education landscape.

The development of the Pilot Framework for RPL in Higher Education and the Pilot Technical (Data) Definition were not mere technical achievements, but fundamental building blocks that have laid the groundwork for a sustainable, national approach to RPL. These documents have not only established clarity and consistency in the practice of RPL across institutions but have also provided the foundation for institutions to build upon, ensuring that RPL practices are embedded with equity, quality, and accessibility at their core. The Pilot Technical (Data) Definition, for instance, is more than just a tool for tracking and reporting RPL activities—it is a catalyst for evidence-based decision-making that will shape future policy and the effective integration of RPL into higher education systems across Ireland.

Furthermore, the success of the project is due to the power of cross-institutional collaboration. The

partnership between 14 higher education institutions created a vibrant, dynamic network where knowledge sharing and collective problem-solving were central to the development of innovative RPL practices. By fostering a culture of open dialogue and cooperation, this project has helped to overcome challenges and shape solutions that reflect the needs and aspirations of diverse learners and educational institutions alike. This community of practice, which has emerged as one of the key legacies of the project, is crucial for sustaining the work beyond the project’s official conclusion. It provides a platform for continued learning, support, and collaboration in the years ahead.

However, as with any transformative initiative, the work cannot end here. While much has been achieved, the true value of the project lies in the continued commitment of institutions to build upon the foundations laid and to fully integrate RPL into their practices and cultures. The preconditions for a national approach to RPL have been established, but it is now up to individual institutions to take up the mantle and make RPL a central part of their educational strategies. It is essential that the culture of RPL be nurtured, supported, and expanded. By mainstreaming RPL into institutional practices, higher education in Ireland can truly fulfil its role as a driver of social mobility, equity, and lifelong learning.

The future of RPL in Ireland depends on sustained efforts and continued investment. Further funding will be crucial to support the next phase of mainstreaming activities, ensuring that RPL continues to evolve and meet the needs of learners, educators, and employers alike. As we look to the future, it is clear that the legacy of this project will not only be seen in the policies and frameworks established but in the lasting impact of RPL on the lives of learners, the workforce, and society at large. Building a culture of RPL is no longer just an ambition; it is a national imperative that holds the potential to transform education and employment opportunities for generations to come.

Dr. Ciara Staunton, Director of the National RPL Project

Dr. Ciara Staunton is the Project Director for the National Recognition of Prior Learning (RPL) in Higher Education Project in Ireland, bringing over 20 years of experience at University College Cork (UCC). With a diverse academic background spanning Computer Science, Counselling & Health Studies, Applied Psychology, and Adult Continuing Education (ACE), she has dedicated her career to fostering lifelong learning, accessibility, and innovation in education.

Her early work in forensic psychology led to the creation of impactful programmes, including the Diploma in the Psychology of Criminal Behaviour, which continues to support professionals in the criminal justice sector.

Since transitioning fully to ACE in 2014, Dr. Staunton has championed inclusive education initiatives, particularly in RPL. She spearheaded a pioneering pilot project for West Cork farmers, improving access to the Diploma in Environmental Science and Social Policy through blended learning and streamlined RPL pathways. As Project Director, she now leads strategic efforts to embed RPL in Ireland’s higher education system, driving policy change, fostering institutional collaboration, and delivering training initiatives such as the national rollout of the Digital Badge in RPL. Her work continues to shape a more accessible and equitable education landscape.

Dr Clare Walsh, Head of Staff Development

Dr Clare Walsh is Head of Staff Development for the National RPL in Higher Education Project in Ireland.

Clare was formerly the Project Lead for Recognition of Prior Learning (RPL) and Work Integrated Learning at SETU Carlow. In her role as Head of Staff Development, her mission is to work with colleagues and RPL stakeholders to design and develop RPL education resources and toolkits aimed at supporting the wider implementation of RPL.

She is passionate about evidence-based practice. She is striving for RPL practitioners, learners and employers to have evidence-based and fit-for-purpose RPL processes. She subscribes to the philosophy of lifelong learning and has secured a range of qualifications as an adult learner through part-time study.

Maria Casey is the Digital Engagement & Communications Lead

Maria Casey brings years of expertise as a marketing and communications professional to the Recognition of Prior Learning Project. Her extensive background, marked by a senior role in the industry, is further strengthened by an MSc in Marketing from ATU Sligo.

Maria is experienced in developing tailored content for various publications and has a notable track record in creating national advertising campaigns. Maria’s commitment to raising awareness and understanding of RPL is evident in her every initiative, reflecting her passion for advocating the importance and benefits of recognition of prior learning in the educational landscape.

Orla

Kelly,

Project Liaison Officer

Orla brings over twelve years of expertise in project management and the delivery of full life-cycle projects to the Recognition of Prior Learning Project. Orla works throughout the project to capture progress, support deliverables, and uphold clear lines of communication to and from stakeholders. She supports the philosophy of lifelong learning, and her project management background is further strengthened by a range of project management qualifications as an adult learner.

Orla is experienced in financial and programmatic reporting and project planning. She is committed to capturing the progress of information dissemination and implementation of RPL across HEIs and strongly supports the importance and benefits of Recognition of Prior Learning in the educational landscape.

RPL Project Leads

Atlantic Technological University

Christine McCabe, Project Lead at ATU Donegal

Christine is an experienced higher education professional, with over twenty years’ experience between further and higher education. She is currently the Recognition of Prior Learning (RPL) Coordinator for Atlantic Technological University (ATU). Christine also acts as Project Lead on the National RPL in Higher Education project, provides RPL support to the Higher Ed 4.0 project and is a member of the steering group for the RPL Practitioner Network Ireland.

Christine is dedicated to advancing RPL in higher education, working with both individual applicants and cohorts of enterprise learners to broaden access to education. Her work focuses on building institutional capacity and raising awareness of RPL opportunities across ATU, enabling more learners to benefit from the inclusivity RPL provides.

Myra Feely, RPL Co-ordinator and Project Lead at ATU Sligo

Myra Feely is the RPL Co-Ordinator for the National RPL Project at ATU Sligo. Myra is a passionate higher education professional who is dedicated to supporting lifelong learners to meet their professional, educational, and personal goals through the offerings of RPL. She believes in the opportunities RPL offers mature students and the wider community, having experienced the RPL process herself as a student.

Olive Kelly, RPL Co-ordinator and Project Lead at ATU Galway

Olive Kelly is RPL Co-ordinator and Project Lead at ATU Galway. Olive is an experienced further and higher education professional and is passionate about lifelong learning, understanding what it takes to reengage higher education. Having obtained many of her qualifications while working full-time, she is a strong believer that RPL helps establish employees existing competencies and enhances employee mobility and employability.

Dublin City University

Karina Curley, RPL Project Lead at DCU

Karina is currently employed at Dublin City University (DCU) as a widening participation officer and project lead for the national Recognition of Prior Learning (RPL) project. She joined DCU in 2010 and worked as a Student Learning Officer under the Student Support & Development Service prior to taking up her new roles.

Karina’s work on the RPL project aligns well with her belief that education is transformative. She views RPL as an opportunity to challenge existing structures and systems and offer new and enhanced entry pathways to individuals based on having prior learning formally recognised. She believes that higher education institutions need to adapt to the changing demographics of Irish society by recognising prior learning and offering more flexible part-time learning options.

Dún Laoghaire Institute of Art, Design and Technology

Dr. Selina Guinness, RPL Project Lead, IADT

A lecturer in English in the Department of Humanities and Arts Management for many years, this new role allows IADT to implement national standards in embedding RPL pathways as we expand provision towards becoming Ireland’s university for creative industries. Selina is committed to building on IADT’s record of partnership with FE and other HEIs (Creative Futures Academy, FilmEU, Maynooth University) to advance initiatives that will diversify participation across the creative and cultural industries, and sees RPL as a central platform to achieve this aim.

Patrick Logue is RPL Lead at Dundalk Institute of Technology

Historically, RPL practice has been uneven, fragmented and often very difficult to navigate, both for learners and for higher education staff. In response, the RPL Project has two overarching goals: to bring RPL from the margins to the mainstream, and to substantially grow RPL opportunities.

This means that my role in DkIT is twofold. Learners who are interested in the RPL process are directed to me, and I accompany them as they explore how RPL can help them to achieve their educational goals. For many, the language of ‘prior learnings’ can be quite alien, and the concept of mapping them against specified module or programme learning outcomes can be daunting; learners need the support of a designated RPL officer. In this learner-facing part of my role, nothing is as rewarding as witnessing those moments when learners realise that access or advanced entry to a long-desired programme is now possible.

While not every learner will be successful with their RPL application, there is still something tremendously worthwhile in taking stock of the non-formal and informal learning we have accumulated over our various work scenarios, life experiences and community engagements. Pausing, taking time to reflect upon it, and seeing it assessed and validated is of great value, and often opens doors to unexpected educational and career tacks.

The other part of my role is internal, working with academic staff and institute management to develop sensible policies, user-friendly application forms, and helpful assessment guidelines to support the RPL function. Thankfully, great work had already been done in these areas by my predecessor in post, allowing me to work towards consistent implementation across the Institute.

Ultimately, the role is impermanent by design; bringing RPL “from the margins to the mainstream” means RPL being understood, embraced and evenly-facilitated in every department and school within the Institute, and in a manner consistent with every other HEI within our sector. The objective is cultural change within the existing functions of the Institute, so that all RPL learners are welcomed and supported as seamlessly as any other group, and I’m pleased to have played my small part in this task.

Technological University Dublin

Jan

Cairns is Academic Quality Advisor at TU Dublin

Jan Cairns is Academic Quality Advisor in TU Dublin and was Quality Assurance Officer in one of its predecessor institutions, the Dublin Institute of Technology. Prior to returning to Ireland, Jan worked in similar roles in universities in the UK.

In TU Dublin Jan’s role focuses on advising academic staff, schools and professional services on quality matters and guiding them through the quality assurance and enhancement processes such as programme validations and reviews. The Recognition of Prior Learning has long been an important component in programme development as part of the commitment to supporting lifelong learning and widening participation in Higher Education. As such, Jan’s involvement in the development and implementation of the quality assurance and enhancement processes and of student assessment regulations has greatly facilitated her role as the TU Dublin RPL Project Lead.

During the project, Jan has had a particular focus on the development of TU Dublin’s RPL policy and on ensuring that RPL is fully embedded within TU Dublin’s Quality Framework. It is now the case that information must be presented on how RPL applies in terms of entry to a programme and exemptions from modules. RPL matters are well-interrogated at quality assurance and enhancement events. While the RPL project is coming to an end, Jan will continue to oversee the embedding of RPL in TU Dublin as university-wide systems and related processes including data collection are developed. She will also ensure that the wealth of knowledge, experience and best practice from the RPL National Project continues to inform RPL policy and practice in TU Dublin.

Carol Lynch is Project Lead at Maynooth University

As the RPL (Recognition of Prior Learning) Project Lead at Maynooth University, Carol has been instrumental in advancing RPL as a recognised pathway for entrance and progression in higher education. Collaborating closely with peers across the sector, she has championed RPL as a vital mechanism for fostering accessibility and inclusion in third-level education.

Carol, along with colleagues across the Higher Education project, played a key role in the development of a pilot framework and technical definition for RPL, leveraging these insights to design Maynooth University’s first RPL policy. This policy, learner-centered and accessible, is firmly aligned with the University’s core values of integrity, collegiality, and responsibility.

Returning to education as a mature student with extensive professional experience, Carol earned a Degree in Management Information Systems and later a Masters in Education and Training Management from DCU. Reflecting on her own educational journey, she shares:

“Returning to education as an adult learner was a transformative experience. It allowed me to consolidate my professional learning and contribute meaningfully to my studies and peers. Those years were immensely rewarding.”

Inspired by her personal journey, Carol now actively collaborates with colleagues across the University, including Mature Student and Adult Education teams, to ensure best practices in RPL. Her efforts have led to innovative initiatives such as RPL Taught Masters scholarships, which formally recognise and reward excellence in experiential learning.

University of Galway

Suzanne Golden is RPL Project Lead at University of Galway

Suzanne Golden is the Project Lead for the National RPL Project and works in RPL/ Flexible Learning at the University of Galway.

Suzanne has worked for over three decades in supporting teaching and learning at the University of Galway. During that time, she has overseen the University’s participation in numerous EU and nationally funded initiatives, including the Socrates/Erasmus programme, the Strategic Innovation Fund, and Springboard Plus.

As a major contributor to the development of the University’s Recognition of Prior Learning (RPL) policy, Suzanne has played a key role in shaping the processes and practices that support its implementation. A key focus of her work has been raising awareness of RPL within the academic and wider University community. Her extensive experience working with adult learners has given her a deep understanding of the importance of providing strong support and guidance throughout the RPL process. Suzanne believes that RPL holds significant transformative potential for those who participate in it.

In her role as Project Lead, Suzanne has concentrated on refining the business processes related to RPL, particularly as the University transitions to Banner as its new student record system. Additionally, as the Flexible Learning Development Officer in the Centre for Adult Learning and Professional Development, she brings a unique perspective on how RPL can open up pathways into and through education.

Suzanne is a University of Galway science graduate and completed her Masters in Adult Learning and Development there in 2012.

Munster Technological University Cork

Deirdre Goggin is Project Lead at MTU Cork

Dr Deirdre Goggin is the MTU Cork Project Lead and is based within the MTU Extended Campus and has worked in RPL and Work Integrated Learning since 2003.

As part of the HCI project Deirdre has been engaged in a number of core activities including contributing to the development of MTUs RPL principles, policy and procedures, building on the existing systems of the predecessor institutions of CIT and ITT.

Locally, she has been active in staff training and development on systems and supports for RPL including the delivery of a 10 credit level 9 RPL module as part of the MA in Teaching and Learning, the National Forum for the Enhancement of Teaching and Learning in Higher Education Digital Badge ‘Introduction to RPL in Higher Education’ and updating of staff and student guidelines. She has also contributed to the numerous iterations of the digital badge and the development of enterprise, staff guides and toolkit as part of the national project.

As part of her role within MTU, in 2012 Deirdre pioneered the ‘Learning Clinic’ concept with industry to enhance awareness and opportunities for those within the workplace seeking to upskill, reskill or upqualify. Under the auspices of the project, she has collaborated with colleagues across the university in delivering 28 ‘learning clinics’ across 15 employer organisations with a potential reach of 25,000 employees within the region and beyond. In addition, 3 networking opportunities for enterprise and the university were organised, facilitated and supported by Deirdre and her colleagues within MTU Extended Campus providing the opportunity to promote RPL to hundreds of enterprises and discuss opportunities with 2000 attendees.

Munster Technological University Kerry

Niamh Foley is RPL Lead at MTU Kerry

Niamh Foley is an experienced educator and a dedicated professional in the field of Recognition of Prior Learning (RPL). As the RPL Lead and a lecturer at Munster Technological University Kerry, she plays a pivotal role in supporting students and learners by helping them gain formal recognition for their prior knowledge, skills, and experience. With a deep-rooted passion for education, Niamh’s commitment to lifelong learning is evident in both her academic achievements and professional development journey.

Her academic foundation in Agricultural Engineering has equipped Niamh with a solid understanding of the technical and practical aspects of the agricultural sector. This has been further enhanced by her postgraduate studies in Sustainable Agriculture and Biomass, which have expanded her knowledge in the areas of environmental sustainability and energy systems. Throughout her career, Niamh has remained committed to broadening her expertise by actively participating in various professional development programmes and workshops, focusing on both educational practices and RPL methodology.

Niamh’s role as RPL Lead allows her to actively engage with learners, guiding them through the RPL process, and ensuring they receive the recognition they deserve for their prior learning and advancing their education and career development by recognising the value of the knowledge and experience they have acquired over time. She understands the importance of recognising informal and non-formal learning and is passionate about empowering learners to achieve their full potential.

Her extensive experience in both the agricultural sector and education has provided Niamh with a comprehensive understanding of how continuous professional development can shape careers and transform industries. She is particularly interested in the impact of RPL on learners’ career development, believing it to be a vital tool for enabling individuals to progress in their chosen fields and pursue further qualifications with confidence. By providing learners with the tools and recognition they need, we are helping to create a more inclusive and adaptable workforce.

South East Technological University

Deirdre Harkin is the Project Lead for the National RPL Project at SETU Carlow

Technological University of the Shannon

Deirdre is a highly motivated education professional with over 20 years of experience in teaching, delivery of professional development and driving innovation in the education sector. She is passionate about the provision of high-quality educational opportunities for all learners with a strong focus on delivering transformative and sustainable organisational change.

As Project Lead for Recognition of Prior Learning in SETU Carlow she sees RPL as an opportunity to further contribute to building agility into programme provision and creating pathways to learning. At SETU her focus has been on driving RPL policy and practice that aligns with the core principles of RPL and the national and European-wide developments in validation and recognition. The policy provides learners, staff and all key stakeholders with clarity and support around the RPL process in SETU. Employing a collaborative and consultative approach has strengthened stakeholder engagement with RPL and the recent RPL Faculty Advisor pilot signals a strong commitment to embedding consistent practice across all Faculties. Sustaining this momentum through staff development and the establishment of a dedicated RPL Committee are further steps towards embedding RPL as an access and participation route.

Anne Griffin is RPL Project Lead at TUS

Anne is the RPL Project Lead in TUS and has worked, in collaboration with her colleagues, to streamline and embed RPL in TUS. Progress has been made in all three of the key project areas.

RPL policies and procedures were examined and improved to build coherency and consistency of practice across all TUS campuses. RPL was embedded in all programmes and policies. RPL webpages were created and updated to provide detailed information about RPL and its associated opportunities. Resources were made available to make the RPL application process more accessible.

Staff capacity to practice RPL was enhanced by encouraging staff to avail of the RPL Digital Badge. Staff resources were enhanced on Moodle with toolkits to assist staff in advising and assessing RPL applications. These, together with one-to-one support for staff, have increased staff capacity to process RPL queries and applications.

Anne has worked in co-operation with our Regional Skills Managers who promote RPL and disseminate RPL promotional material to our industry partners, with a view to providing new upskilling and reskilling opportunities for workers.

Trinity College Dublin

DR Graham Glanville is the Project Lead at Trinity College Dublin

Graham represents Trinity College as an RPL Project Lead and is responsible for driving the delivery of Trinity’s strategic ambitions for RPL as part of a National RPL in Higher Education project. This innovative and ambitious collaboration between Universities, the Institutes of Technology, and Technological Universities seeks to build a coherent approach to RPL within and across the higher education sector. Graham has lectured in the fields of Computing and Business for over fifteen years and holds a Postgraduate Diploma and Master of Science in Strategic Information Systems Analysis, and a Doctorate in Education. His research areas include Student Engagement, Social Learning and Self Efficacy in Higher Education. Graham is an Executive Committee member of the All Ireland Society for Higher Education (AISHE), an academic submission reviewer for SIGCSE (Special Interest Group on Computer Science Education), and was recently a project team member of the National Student Engagement Programme’s (NStEP) Task Force focusing on the development of a new national framework for student engagement.

The profile of RPL in TUS has been raised as a result of the RPL project and will grow in strength with the support of our incredible community.

University

College Cork

Dr Lyndsey El Amoud is Joint Project Lead at UCC

As the joint lead of the HCI RPL project for University College Cork (UCC), Dr Lyndsey El Amoud has led the development and implementation of a new RPL policy for UCC. Lyndsey has also led a systems project in the university with the aim of enhancing UCC’s IT infrastructure (namely the curriculum management system, application system, and student records system) in an effort to systematise RPL within the university. Over the lifetime of the project, Lyndsey has led consultations with staff across multiple disciplines in UCC looking to understand how RPL can be applied to their courses. One such example is UCC’s groundbreaking Master of Social Work apprenticeship programme (the first of its kind in Ireland) which now contains very clear RPL entry routes for prospective applicants. Lyndsey has also worked with multiple enterprise clients over the last several years and has been keen to promote the application of RPL in courses designed for client organisations to ensure that prior experiential learning is valued for all applicants.

University

College Dublin

Dr Annemarie Lawley is the Project Lead at UCD

Annemarie holds a B.Sc. from TUD and a PhD in Chemistry from UCD.

Previous experience spanning 30 years centred on operational and project management roles within the Life Sciences sector.

She joined UCD in March 2024 as the Project Lead for the University for the last year of the National RPL project. Since then, she has focused on working with key stakeholders across the University to increase awareness around the opportunities RPL presents and to document RPL processes and activities. This work has improved the availability of information on RPL to academics, professional staff and learners. It has produced learner & staff guides which support individuals to navigate the various RPL processes and activities across the University, to gain Admission, Advanced Entry and/or for Credit/Exemption from specific course modules. Another key focus area has centred on improving the consistency, accuracy and availability of RPL data in the University. A guide was developed to define, what activities are considered as RPL, how RPL data is collected and reported. A bespoke report now ensures up to date, accurate RPL data is immediately available. Accurate data is seen is seen as a key component in advancing the resourcing, mainstreaming and longer term sustainability of RPL and related activity.

University College Limerick

Dr Sandra Joyce, University of Limerick

In June 2023, Dr Sandra Joyce was appointed Executive Dean, Faculty of Arts, Humanities and Social Sciences and had served as Interim Executive Dean since July 2022. Prior to this position, she held the role of Director at the Irish World Academy of Music and Dance for more than 9 years. While leading the Academy, she played a key role in several impactful curricular and research developments, including the enhancement of the arts practice research landscape and its broader recognition within and outside of UL. She facilitated numerous important collaborations between the university and the arts sector, including prestigious partnerships with the renowned Silkroad ensemble and the appointment of Grammy and Pulitzer Prize winner Rhiannon Giddens as artist in residence.

Sandra’s research interests include the Irish harp and song traditions, historical ethnomusicology, and environmental humanities.

Sandra is also a traditional singer and bodhrán player. She has performed extensively around the globe, with recent performances at Harvard University and Milwaukee IrishFest. On February 7th, 2023, she released her solo song recording, titled ‘Since you and I have been: songs of love and loss from the Irish tradition,’ which features notable artists Dónal Lunny, Niall Keegan, Cora Venus Lunny and Ernestine Healy.

Areas of responsibility

Leadership, governance and management of the Faculty of Arts, Humanities and Social Sciences, which includes the following units:

• Department of History

• Department of Politics and Public Administration

• Department of Sociology

• Irish World Academy of Music and Dance

• School of English, Irish and Communication (including Aonad na Gaeilge)

• School of Law

• School of Modern Languages and Applied Linguistics

• University of Limerick Language Centre

• Accountable for the academic programmes within the Faculty

• Staffing and resourcing in the Faculty

• Quality in research teaching and processes

• Risk Management

• Budgetary control

• Member of the University’s Executive Committee and Academic Council

• Chairs AHSS Management Committee and Faculty Board

• Develops and implements the University’s vision and strategy.