TOOLKIT
A resource for staff in Irish Higher Education Institutions
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1. INTRODUCTION
Recognition of Prior Learning (RPL) is a process by which prior learning is formally valued. It is a means by which prior learning is identified, assessed, and recognised by an educational institution as part of its programmes, courses, and/or modules on the National Framework of Qualifications (NFQ). This makes it possible for an individual to build on learning achieved and to be rewarded for it.1
The need to understand how RPL is implemented continues to be raised by RPL practitioners and wider higher education institution (HEI) staff alike. 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 practices 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 implementation and practice. Some HEIs have mature and well established RPL policies and practices, others are gaining momentum and extending their practices across faculties and departments. 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, delivery and assessment of programmes and modules
• 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; 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
1Pilot Framework for RPL in Higher Education. (n.d.). Retrieved January 10, 2025, from https://www.priorlearning.ie/sites/default/files/2022-12/Pilot_Framework_RPL%20in%20HE.pdf
2. THE RPL IN HIGHER EDUCATION PROJECT
The RPL in Higher Education project is a Human Capital Initiative (HCI) Pillar 3 (Innovation & Agility) funded initiative . The goal of HCI Pillar 3 is to align innovation and agility with national strategic objectives, key system objectives for higher education, and future skills needs for society and the economy. The overarching aims of the RPL in Higher Education project is to embed and streamline RPL in HEIs; enhance HEI staff capacity to practice RPL and work with employers to develop upskilling and reskilling opportunities for staff.
The project is a collaboration of 14 HEIs including Atlantic Technological University (ATU), Dublin City University (DCU), Dundalk Institute of Technology (DkIT), Institute of Art, Design & Technology (IADT), Munster Technological University (MTU), Maynooth University (MU), South East Technological University (SETU), Trinity College Dublin (TCD), Technological University Dublin (TU Dublin), Technological University of the Shannon (TUS), University College Cork (UCC), University College Dublin (UCD), University of Galway (UG) and University of Limerick (UL). The HEIs are represented by 17 project leads who lead the implementation of the project on the ground. The project is co-sponsored by the Technological Higher Educational Association (THEA) and Irish Universities Association (IUA) and is operationalised by a project management office (PMO). Funded initiative Human Capital Initiative (HCI) Pillar 3 (Innovation & Agility)
€6,900,000
3. WHAT IS RPL?
The Pilot Framework for RPL in Higher Education 1 , developed collaboratively by the 14 project partner HEIs and agreed in principle by their registrars in 2022, offers definitions of RPL. The purpose of the framework is to assist HEIs in developing a shared understanding of RPL; to achieve coherency and consistency in policy and practice within and across institutions and; to support the continued embedding of RPL. The Pilot Framework for RPL in Higher Education includes the following definitions:
Recognition is a process by which prior learning is given a value. It is a means by which prior learning is formally identified, assessed, and acknowledged. This makes it possible for an individual to build on learning achieved and to be rewarded for it (e.g. in the form of acknowledgement or accreditation).
Prior learning is learning that has taken place but has not necessarily been assessed, measured, or assigned credits. Prior learning may have been acquired through formal, nonformal, and/or informal routes.
Recognition of Prior Leaning is a process by which prior learning is formally valued. It is a means by which prior learning is identified, assessed, and recognised by an educational institution as part of its programmes, courses, and/or modules on the National Framework of Qualifications (NFQ). This makes it possible for an individual to build on learning achieved and to be rewarded for it.
Recognition of prior learning encompasses formal, non-formal, and informal learning. These are defined as follows:
• Formal learning takes place through programmes or courses of study that are delivered in an organised, formal way by education providers and that attract awards or credits. Formal learning is sometimes referred to as certified or accredited learning.
• Non-formal learning takes place alongside or outside the mainstream systems of education and training. It may be assessed but does not normally lead to formal certification (i.e. it does not lead to ECTS credits). Examples of non-formal learning are planned learning and training activities undertaken in the workplace, voluntary sector, or in community-based settings.
• Informal learning takes place through life and work experience. It does not lead to certification.
Non-formal and informal learning are sometimes referred to as experiential learning. Many applications include evidence of a combination of prior certified and prior experiential learning. The table below reflects these distinctions. See chapter 4 for details of the extent to which the combination of learning types is used in RPL applications.
1 https://www.priorlearning.ie/resources-tools/pilot-framework-rpl-higher-education
RPL Five Stage Process
The Pilot Framework also outlines the process of RPL as typically including five stages. These stages are outlined below.
5STAGE
Information
Identification
Documentation
Assessment
Certification
Stage 1 Information: The learner obtains information about what is possible and how the RPL process works.
Stage 2 Identification: The applicant explores their prior learning (e.g. in relation to a programme’s entry requirements, learning outcomes of a module, NFQ level indicator or NFQ award standard) with a view to making an application for formal recognition.
Stage 3 Documentation: This stage makes visible the individual’s learning in the context of their application. For the learner, this involves a reflective process and gathering relevant materials to substantiate their application.
Stage 4 Assessment: The learner’s application is assessed. A range of assessment mechanisms may be used (e.g. portfolios, interviews, essays, examinations, etc.,). Assessment should be designed to demonstrate the achievement of or equivalency to the programme learning outcomes, module learning outcomes, NFQ level indicator or NFQ award standard. The assessment design should be cognisant of over assessment.
Stage 5 Certification: If the application is successful, the learner will receive formal recognition (i.e. acknowledgement/certification) which will lead to one or more of the following outcomes:
• Entry to a programme 2
• Credit towards an award or exemption from some programme modules
• Advanced entry to a programme
• Full Award 3
In summary, the RPL process invariably involves a mapping of prior learning being undertaken, and an academic judgement being made as to the appropriateness of the learning.
2 Entry to a programme was not the originally intended purpose of RPL, but RPL can be (and is) used in this way
3 Full Award not widely available
4. RPL IN NUMBERS
As part of the RPL in Higher Education project, the Technical (Data) Definition of RPL in Higher Education was developed with the purpose of assisting HEIs to develop their capacity to collect RPL data for their own internal use. The Technical (Data) Definition, like the Pilot Framework for RPL in Higher Education was developed collaboratively by the 14 partner HEIs and was also agreed in principle by senior leaders in June 2022. As a resource, the technical definition supports HEIs in achieving consistency in RPL data collection, both internally and across the higher education sector. The systems implementation of the technical definition is a work in progress. When using this toolkit, it is useful to appreciate the scope of RPL activities.
14
3,807
HEIs Representing data RPL learners in 2022/23
Aggregate RPL Activity
3,544
2021/22 Learners baseline
4,518 RPL learners in 2023/24
Representing data from 14 HEIs, the 2021/22 baseline is 3,544 RPL learners which increased 7.4 per cent to 3,807 RPL learners in 2022/23. The number of RPL learners in 2023/24 was 4,518, an increase of 18.7 per cent (see Table 1).
https://www.priorlearning.ie/sites/default/files/2023-04/Pilot_Technical_Definition_RPL%20in%20HE_FINAL.pdf
TABLE 1: INSTITUTIONAL AGGREGATE RPL ACTIVITY
Institutional RPL Activity: Headcount
Aggregate RPL Activity by Type
RPL for entry (table 2) was the prominent activity in 2023/24 followed by credit/ module exemption (table 3) while advanced entry experienced increase in activity (table 4). Full award is reported by two HEIs (table 5).
TABLE 2: INSTITUTIONAL RPL ACTIVITY BY TYPE (ENTRY)
Institutional RPL Activity - Entry
TABLE 3: INSTITUTIONAL RPL ACTIVITY BY TYPE (CREDIT/EXEMPTION+)
Institutional
TABLE 4: INSTITUTIONAL RPL ACTIVITY BY TYPE (ADVANCED ENTRY)
Institutional RPL Activity - Advanced Entry
TABLE 5: INSTITUTIONAL RPL ACTIVITY BY TYPE (FULL AWARD)
Institutional RPL Activity by Full Award
The types of prior learning utilised across entry, credit/exemption, advanced entry and full award indicates that experiential learning on its own is utilised less than formal or combination. The data in Table 6 indicates that in the case of RPL for entry, combination is the most utilised type of prior learning across the three academic years. In the case of credit/exemption the primary learning type utilised is formal, while advanced entry utilises mostly formal and combination learning across the reporting periods.
TABLE 6: INSTITUTIONAL RPL ACTIVITY BY TYPE OF PRIOR LEARNING*
*Total does not reflect total in table 2, 3, 4, & 5 as some HEIs could not categorise the type of prior learning
In summary, the above tables present aggregate RPL learner data, collected using “best available” approach by project leads in 14 partner HEIs. The data was collected utilising the Pilot Framework for RPL in Higher Education and the Technical Definition categories of RPL type (entry, credit/exemption and advanced entry) and types of prior learning (formal, experiential and combination). Aggregate RPL learner numbers continue to grow since the 2021/2022 baseline data was established, leading to an overall increase of 27.5 per cent (n=974) from 3,544 in 2021/22 to 4,518 in 2023/24. Additional reporting can be found at this link.
5. HOW TO USE THE TOOLKIT
The primary purpose of this toolkit is to provide practical guidance for implementing the RPL 5 stage process. The toolkit is intended for use by staff of HEIs including academic, professional and administrative personnel.
The RPL toolkit is designed around the 5 stages of the RPL process. For each stage the toolkit includes key factors to consider for RPL practice. The factors to consider for RPL practice are informed by primary data collected from each HEI. While the toolkit provides practical guidance, users should adapt the approaches to fit the specific context and needs of the individual HEI.
6. TOOLKIT LIMITATIONS
While the toolkit collates a range of RPL practice identified across 14 HEIs, the following limitations should be noted:
• Cultural and institutional differences: The practices described in this toolkit do not consider variations in HEI priorities, culture or practices. With the exception of the agreement to the 5-stage RPL process, there is no national standardised approach to RPL practice.
• Scope limitations: The practices outlined in this toolkit do not comprehensively reflect or represent all RPL practices implemented across every programme within the 14 HEIs. This toolkit represents a sample of RPL practice, limited in scope, and not intended to be a comprehensive overview.
• Implementation variability: RPL practice as evidenced in the toolkit may be interpreted or implemented differently depending on HEI capacity, resources, or policies.
• Terminology variations: Titles of roles within HEIs are not universal in nomenclature. The use of a title is followed by “or equivalent”. E.g. Head of department (or equivalent).
7. PRIMARY DATA – RPL IN PRACTICE
The primary data used to inform the guidance offered in this toolkit was collected via the RPL in practice programme template (see appendix 2). Project leads in conjunction with HEI colleagues from academic departments completed details of RPL practice through the lens of the 5-stage process as it applied to a programme(s). Other sources include the Pilot Framework for RPL in Higher Education and the Technical (Data) Definition of RPL in Higher Education. Where data is referenced, it generally reflects the 14 HEIs involved in the RPL in HE project.
Programme samples from 14 HEIs were reviewed as a means to inform the development of the practices outlined in the toolkit. Analysis of the data from the RPL in practice programme template submissions signpost the following:
• How RPL applicants obtain information about what is possible and how the RPL process works;
• How RPL applicants and learners identify prior learning;
• How prior learning is assessed and by whom;
• Tools used by assessors;
• How decisions on RPL applications are made and by whom;
• And the outcome(s) of the RPL assessment.
The programme samples included RPL for entry, exemption and advanced entry as well as samples of a cohort approach to RPL. The programmes reviewed represent a range of discipline areas including business; science; humanities & arts; engineering; and health. Three NFQ levels are represented including Level 7, Level 8 and Level 9 including undergraduate; higher diploma; postgraduate; and lifelong learning. The ECTS ranges from 30 credits to 240 credits. The modes of delivery range from full-time and part-time, including blended, online and hybrid.
Finally, it should be noted that while there is agreement across the 14 HEIs with regard to the 5 stage RPL process, there is an absence of a standardised approach to RPL. The programme samples reviewed align to their respective institutions’ RPL policies and practices, which varies between HEIs. This toolkit aims to identify common practices and, in doing so, reveal the underlying standard approaches to RPL implementation.
Higher Education Institutions (HEIs)
1 STAGE
8. STAGE 1: RPL INFORMATION
This stage is largely concerned with how an applicant obtains information about what is possible and how the RPL process works.
From a HEI staff perspective, the factors to consider when gathering information on what is possible and how the RPL process works includes the following:
FACTORS TO CONSIDER FOR RPL PRACTICE
HEI RPL policy
Consult the HEI RPL policy. Does the HEI RPL policy offer guidance on the RPL process?
Programme entry criteria
Does the programme entry criteria refer to RPL or work based learning?
HEI RPL webpage
What information is available on the HEI RPL webpage for learners and staff?
Staff RPL resources
Is there is a dedicated HEI RPL staff resource on the VLE/intranet/webpage?
Learner RPL guide
Does the HEI have a dedicated guide for learners?
HEI application process (non-CAO)
Does the HEI have an application portal or general application process that identifies RPL?
Colleagues
Liaise with head of department, programme chair, programme director (or equivalents) for guidance on departmental/discipline specific approaches.
RESOURCES TO SUPPORT RPL PRACTICE
• ATU RPL Policy (see a full list of HEI RPL policies in stage 5)
• MTU RPL Information Guidelines for Students
• TUS RPL Guide for Learners
• University of Galway Steps in Making an RPL Application
• Universal RPL Learner Guide
2STAGE
9. STAGE 2: IDENTIFYING PRIOR LEARNING
This stage is concerned with how the applicant identifies and explores their prior learning (e.g. in relation to a programme’s entry requirements or the learning outcomes of a module, or NFQ level indicator or NFQ award standard) with a view to documenting that learning in an application for formal recognition. Learning experiences are explored in the context of four key educational standards: NFQ Grid of Level Indicators; NFQ Award Standards; Programme Learning Outcomes; Module Learning Outcomes. The factors for HEI staff to consider include the following:
FACTORS TO CONSIDER FOR RPL PRACTICE
Programme entry criteria
Review the programme entry requirements.
Types of learning
The applicant identifies and explores their prior learning across the three domains e.g. formal, non-formal and informal.
Distinguishing types of learning
The applicant may need support in clarifying the three types of learning e.g. formal, non-formal and informal. Knowledge of the types of learning supports the applicant in exploring and identifying their own learning in the context of their application and the standard in which the learning is measured against.
Identifying formal learning
Applicant identifies formal learning.
Identifying informal and non-formal learning (experiential learning)
Applicant explores learning that happens through everyday experiences, such as work, volunteering, hobbies, life experiences and workplace training. In the case of workplace learning, the applicant identifies experiences and critical incidents that provide a learning opportunity.
Identifying learning of cohort of learners
Identification of prior learning is completed by university staff by mapping to programme/module learning outcomes. Learner not involved in the process.
Mapping of learning
The applicant’s learning experiences are explored in the context of the following:
• National Framework of Qualifications (NFQ) Grid of Level Indicators or
• National Framework of Qualifications (NFQ) Award Standards or
• Programme Learning Outcomes or
• Module Learning Outcomes
RESOURCES TO SUPPORT RPL PRACTICE.
• NFQ Grid of Level Indicators
• NFQ Award Standards
Programme learning outcomes/module learning outcomes (available via the normal HEI channels/curriculum management systems e.g. Academic Module Manager (AMM) System (ATU); Akari Curriculum Management System (DkIT); Programme and Module Catalogue (TU Dublin); Module Manager (TUS) etc.,).
3 STAGE
10. STAGE 3: DOCUMENTING PRIOR LEARNING
This stage makes visible the individual’s learning in the context of their application. In this stage, the applicant is focused on documenting their learning. The approaches to documentation can include written, oral, and practical. This is not an extensive list and other approaches may be applicable in a discipline area. Regardless of the approach to documentation it is necessary that the applicant is describing their learning in the context of the relevant educational standard e.g. level indicator, award standard, programme learning outcomes; module learning outcomes.
FACTORS TO CONSIDER FOR RPL PRACTICE
Documenting learning
The techniques used for documenting learning can include but are not limited to the following:
• Application form
• Portfolio (as a means to structure the application)
• Curriculum Vitae including academic & professional qualifications, skills, experience
• Statement of motivation
• Personal statement
• Mapping of learning tables
• Interview
• Audition
• Summary of experience
Mapping of learning
The focus of mapping is to describe learning in the context of the educational standard e.g. level indicator, award standard, programme learning outcomes or module learning outcomes. For example, the focus is on learning acquired through work experience and not a description of the work experience itself. This learning is then related back to the standard it is being mapped to.
Evidence
Evidence of non-formal learning can include course outlines, certificate of attendance; for informal learning evidence such as job descriptions, references, samples of work can be included. For a full list of evidence see this learner guide https://www.priorlearning.ie/ resources-tools/rpl-learner-guide
RESOURCES TO SUPPORT RPL PRACTICE.
• DkIT RPL Application Form
• University of Galway RPL Application Form
• University of Galway RPL Portfolio Template
4 STAGE
11. STAGE 4: ASSESSMENT
In this stage, the learner’s application is assessed. As is normal within programmes and modules, a range of assessment methods can also be used for RPL. Assessment should be designed to demonstrate the achievement of or equivalency to programme learning outcomes, module learning outcomes, NFQ level indicator or NFQ award standard. The principles of assessment design are as relevant within the RPL process as they are in the general approach to programme assessment design. In relation to the number of assessments required, if one assessment method can demonstrate achievement of or equivalency to the standard used, then that is sufficient.
Academic staff undertake the design of assessments and the subsequent academic judgement. This work is undertaken either individually or collectively to make an academic judgement and/or validate the assessment outcomes. Practice includes the use of panels, boards, or committees. Informed judgement is made on whether the applicant has sufficient prior learning for entry, advanced entry, module exemption(s) or full award.
FACTORS TO CONSIDER FOR RPL PRACTICE
Assessment methods
As standard practice across programmes, a variety of assessment methods can also be employed in the RPL process. These methods may include portfolios, interviews, practical demonstrations, written exams, among a wide range of other assessment approaches. Principles of assessment should be applied to RPL as they are elsewhere in a programme.
Assessment criteria
Assessment criteria range from specifically designed rubrics, which are based on the standards applied or the learning required, to the widely accepted principles of validity, sufficiency, authenticity, reliability and currency. Judgements can also be made based on the equivalency to NFQ level indicators, NFQ award standards, programme learning outcomes or module learnings outcomes, the use of which depends on the nature of the application and what the individual has been asked to develop their application against.
Assessors
Assessors, typically academic staff, may assess applications individually or collaboratively in various formats, such as panels, boards, or committees. The assessment can be conducted by individuals such as module lecturers, programme chairs, or department/school members; in some instances, the assessment is validated by a head of department (or equivalent). Alternatively, assessment may be carried out by the programme board, interview and assessment panel, or programme admissions boards, all of which are composed of academic staff.
RESOURCES TO SUPPORT RPL PRACTICE.
• Recognition of Prior Learning (RPL) Guide for UCD Academic Staff in assessing RPL applications
• ATU Procedure for the Assessment of Prior Learning
12. STAGE 5: ASSESSMENT OUTCOME(S)/CERTIFICATION
A successful application results in the learner achieving recognition. Recognition, in the form of acknowledgement/certification, leads to one or more of the following outcomes - entry to a programme, credit towards an award or exemption from some programme modules, advanced entry to a programme, full award.
FACTORS TO CONSIDER FOR RPL PRACTICE
Notifying applicant of decision
Notification of the outcome of an application can occur at two levels:
• Formal Notification: Typically conveyed through the admissions or registry office.
• Informal Notification: Applicants may also receive updates from staff within the school or department overseeing the application process.
It is important to note that not all applications are successful. Consult the HEI RPL policy for further guidance.
Assigning a grade for RPL
The assignment of grades for RPL varies across HEIs and depends on the HEI RPL policy. An analysis of practice indicates that grades are typically not assigned. Consult the HEI RPL policy for further guidance.
Transcript
The inclusion of the outcome of RPL on academic transcripts varies by institution. For example, some HEIs indicate a module exemption on the transcript using abbreviations e.g. XF - exemption formal learning; XE – exemption experiential learning. Some HEIs do not include exempted modules on the transcript. Given these differences, consult the specific RPL policy of the HEI to understand how RPL is reflected on the transcript.
Award classification
The relationship between RPL and award classification varies across HEIs and is governed by specific policies. Generally, when RPL is granted, it acknowledges prior learning and may exempt learners from certain modules for example. However, these exempted modules are typically not included in the calculation of the final award classification.
RESOURCES TO SUPPORT RPL PRACTICE.
HEI RPL Policies
• ATU RPL Policy
• DCU RPL Policy
(note policy under revision as of February 2025)
• DkIT RPL Policy
• IADT RPL Policy
• MTU RPL Policy
• MU RPL Policy
• SETU RPL Policy
• TCD RPL Policy
• TU Dublin RPL Policy
• TUS RPL Policy
• UCC RPL Policy
• UCD RPL Policy
• UG RPL Policy
• UL RPL Policy
(note policy under revision as of February 2025)
13. RESOURCES
HEI RPL Webpages
Other resources
Pilot Framework for RPL in Higher Education
Pilot Technical (Data) Definition for RPL in Higher Education
www.Priorlearning.ie
Cohort of Learners Case Study
Self-assessment template for recognition of prior informal and non-formal learning
Professionalisation of Validation Experts (PROVE). Supporting the professional development of Validation Experts in Europe
European guidelines for validating non-formal and informal learning
European database on validation of non-formal and informal learning
14. APPENDIX 1 – LIST OF CONTRIBUTORS
RPL in Higher Education: Project Leads
Project Lead
Christine McCabe
Olive Kelly
Karina Curley
Patrick Logue
Dr Selina Guiness
Dr Deirdre Goggin
HEI
ATU
ATU
DCU
DkIT
IADT
MTU
Carol Lynch MU
Deirdre Harkin
Dr Graham Glanville
Jan Cairns
Anne Griffin
Dr Ciara Staunton
Dr Annemarie Lawley
Suzanne Golden
Dr Sandra Joyce
SETU
TCD
TU Dublin
TUS
UCC
UCD
UG
UL
List of Contributors by HEI
ATU
Ms Nicola Dunnion, Head of Department of Tourism and Sport
Dr Ken van Someren, Academic, Department of Tourism and Sport
Dr. Christina Larkin, Head of Department
Louise Kilbane, Programme Chair
Christine McCabe, RPL Coordinator
Olive Kelly, RPL Coordinator
DCU
Dr. Robin Taylor, Assistant Professor in Elite Performance, Programme
Chair MSc Elite Sport Performance
Dr Gearóidín Uí Laighléis, Head of School
Dr Pádraig Ó Liatháin, Programme Chair
Dr Caoimhe Nic Lochlainn
Dr Éadaoin Ní Mhuircheartaigh
Dr Paul Davis, Programme Chair
Karina Curley, RPL Project Lead
Kelly Adamson, RPL Research Assistant
DkIT
Patrick Logue, RPL Project Lead
IADT
Dr Therese Moylan, Head of Department of Entrepreneurship
Louisa Keogh, Lifelong Learning Officer
MTU
Dr Deirdre Goggin, RPL Project Lead
Dr Phil O’Leary, Student Mentor
MU
Professor Robert Galavan, Carol Lynch, RPL Project Lead
SETU
Larry Banville – Lecturer
Dr. Patricia Maher - Lecturer
Tracey O’ Neill - Lecturer
Eoin O’ Brien – SETU Lifelong Learning Manager
LT COL Colin Lawlor – Defence Forces (Registrar)
COMDT Oisin Branagan -Defence Forces
Deirdre Harkin, RPL Project Lead
TCD
Eoin Cotter, Programme Lead, Global Brain Health Institute
Dr Graham Glanville, RPL Project Lead
TU Dublin
Dr Emma Robinson, Head of Discipline, School of Electrical and Electronic Engineering
Dr Thomas Woolmington, former Programme Chair for the B.Sc. (Hons) in Electrical Services and Energy Management and Lecturer, School of Electrical and Electronic Engineering
Paul Leamy, Programme Coordinator, B.Sc. (Hons) in Electrical Services and Energy Management, School of Electrical and Electronic Engineering
Jan Cairns, Academic Quality Advisor
TUS
Dr Ciara Healy, Head of Department of Fine Art and Education, LSAD, TUS
Anne Griffin, RPL Project Lead
UCC
Dr Ciara Staunton, RPL Project Lead
Belinda Gascoigne, ACE Centre Manager, Programme Coordinator
UCD
Emily Delaney – FCCI Programme Manager in School of Computer Science
Dr Annemarie Lawley, RPL Project Lead
UG
Professor Jamie Goggins, Programme
Director, Construction Innovation
Nuala McGuinn, Director of Adult Learning and Professional Development
Róisín McCormack, Programme Co-ordinator
Dr. Cian Twomey, Programme Director
Suzanne Golden, RPL Project Lead
UL
Dr Jenny Roche, Course Director Contemporary Dance Stream
Dr Sandra Joyce, RPL Project Lead
Caoimhe Ní Riain, RPL Research Assistant
Special thanks to:
Professor Irene Sheridan (MTU), Dr. Deirdre Goggin (MTU) and Dr. Ciara Staunton (UCC) for their review contributions.
Compiled & edited by Dr Clare Walsh (RPL in Higher Education Project, Project Management Office)
15. APPENDIX 2: RPL IN PRACTICE PROGRAMME TEMPLATE
RPL in Practice Programme Template
HEI
RPL type
Description of the applicant
School/Discipline Area
Programme name
Programme entry criteria
Level
Credits
Course type
Mode of delivery
Learner information on RPL process
Identifying prior learning
Documenting & assessing prior learning
Details of assessment of prior learning
Timelines for preparation
Assessors
Assessment tools used by assessors
Assessment outcome(s)
Link to course
Acknowledgements
Other resources
