UnderstandingRPL: ExemplarsofPractice Aresourcefor
staffofHEIs
priorlearning.ie
Acknowledgements
PublishedbytheRecognitionofPriorLearninginHigherEducationProject. PreparedbyDr.ClareWalsh,HeadofStaffDevelopment,RPLinHigher EducationProjectwithcontributionsfrom50staffmembersinvolvedin RPLinIrishHigherEducation,includingRPLProjectLeadsandstaffofHEIs.
TheprojectisfundedbytheHumanCapitalInitiativePillar3(Innovation andAgility)andco-sponsoredbytheTechnologicalUniversities Association(TUA)andtheIrishUniversitiesAssociation(IUA).
PublicationInformation
Although every effort has been made to ensure the accuracy of the material contained in this publication, complete accuracy cannot be guaranteed All or part of this publication may be reproduced without further permission provided the source is acknowledged.
© 2026 National RPL in Higher Education Project This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), except where otherwise noted. To view a copy of this license, visit: https://creativecommons.org/licenses/by/4.0/
Foreword
Recognition of Prior Learning (RPL) has long represented one of the most meaningful expressions of a genuinely inclusive higher education system: a commitment to recognising knowledge and capability wherever they are developed, and to valuing the lived, professional and community experiences that shape learners long before they apply to a programme The National RPL in Higher Education Project has helped to advance that commitment in a collaborative and highly practical way.
Over the past five years, this project, funded through the Human Capital Initiative Pillar 3 and supported by sectoral partners, has brought fourteen higher education institutions together to build greater consistency, transparency, and confidence in RPL policy and practice. It has enabled the development of shared national foundations, including a Pilot Framework and an agreed Technical (Data) Definition, alongside the revision and publication of institutional RPL policies across the partner network. These national and local advances have been matched by sustained work to build staff capacity through resources and professional development, including the National Forum for the Enhancement of Teaching and Learning (NFETL) RPL Digital Badge and the supporting RPL Toolkit for Higher Education Staff.
This publication is a valuable companion to that work. It brings into focus real examples of RPL across disciplines, levels, and learner contexts Each exemplar demonstrates how evidence is gathered, how learning is mapped, how assessment is approached, and how institutional supports can make the process clearer and fairer for applicants and staff alike.
As Dean of Graduate Studies at Trinity College Dublin, I welcome this collection as a practical resource for colleagues across the sector and hope that the progress made through this national collaboration will endure in practice long after the project concludes.
Introduction
The Recognition of Prior Learning (RPL) in Higher Education Project is a five-year national initiative, funded through the Human Capital Initiative Pillar 3 (Innovation and Agility) and co-sponsored by the Technological Universities Association (TUA) and the Irish Universities Association (IUA). It brings together fourteen partner higher education institutions with a shared ambition: to realise the potential of RPL as a coherent, credible and accessible pathway into and through higher education.
Central to the work of the project has been the collaborative development of a Framework for RPL in Higher Education and the agreement of a Technical (Data) Definition of RPL, which were developed to support consistent language, principles, processes and reporting across institutions. These foundational outputs underpinned the review, updating and publication of RPL policies across partner HEIs and strengthened quality assurance and learner-centred practice A further cornerstone of the project has been investment in staff capacity. The national roll-out of the RPL Digital Badge has helped to expand expertise and confidence among academic and professional staff.
This collection of RPL Exemplars demonstrate how RPL is being applied across varied contexts, how assessment decisions are reached, and how learners are supported to articulate and evidence their learning. They reflect the diversity of Irish higher education and the breadth of RPL purposes, including entry, advanced entry and exemptions, across undergraduate and postgraduate provision. Collectively, they offer a practical resource for staff, a reference for institutions continuing to embed their revised policies, and a visible reminder of what the project has ultimately sought to achieve: a higher education system that recognises learning in all its forms and creates flexible, equitable and high-quality routes for learners to progress.
AbouttheExemplars
A total of 18 programme exemplars from 13 HEIs are included in this collection. Written by RPL project leads in conjunction with HEI colleagues from academic departments and faculties, the purpose of these exemplars is to highlight and share examples of RPL practice, as guidance for current and future RPL practitioners. Each programme exemplar includes a description of the RPL five stage process as it is applied in each HEI. i.e. information, identification (of learning), documentation, assessment, recognition/certification These exemplars 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 and how and by whom they are supported; 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.
These exemplars highlight RPL practice for entry (11); exemption (3); entry and exemption (2); and advanced entry (2). Two exemplars, SETU and UCC, provide a cohort approach to RPL The exemplars represent a range of discipline areas including business (5); science (4); engineering (3); health (3); humanities & arts (2); and social science (1) Three NFQ levels are represented including two programmes at Level 7; seven programmes at Level 8 and nine at Level 9 and includes undergraduate (6); higher diploma (1); and postgraduate masters (6); postgraduate certificate (1) and postgraduate diploma (2). 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
The exemplars also briefly describe the applicants and their circumstances. For example, in the exemplars where RPL for entry is utilised, many of the applicants have extensive informal and non-formal learning but not the necessarily the prerequisite formal learning. The applicant and learner circumstances are unique and no two applications are the same
Finally, it should be noted the exemplars align with each HEI policy and practice e.g. what is done in one HEI may not be done elsewhere. Also these practices were not universally developed through the project but within the respective institutions and so they are not developed against an agreed standard across the 14 HEIs beyond the 5 stages as per this project.
Exemplar.1
DundalkInstituteofTechnology(DkIT)
Programme: Sound Design and Implementation for Creative Media
RPLasaroutetoprogrammeentry
Drawingonasubstantialshowreelandevidenceofnon-formallearning,an applicantholdingLevel8andLevel9qualificationsinanon-cognatefield securedentrytotheprogramme.
The Programme
CertificateinSoundDesignand ImplementationforCreative Media.
Institution:DkITSchoolof Informatics&CreativeArts, Dept.ofCreativeArts,Media& Music
Level/Credits:Level7|40 ECTS
Mode:Part-time,online
Coursetype:Flexible& Professional
Entrycriteria(summary):Level 7orsubstantialaudio experience
RPLopportunity:EntryviaRPL
About the Learner
HoldsLevel8&Level9 (non-cognate)
Builtasubstantial showreelportfolio
Completedaseriesof non-formalrelevant courses
Demonstrating and Assessing Prior Learning
The applicant contacted the RPL Office by email and received an RPL information pack.
EvidenceSubmitted
Institutional RPL Application Form plus a portfolio of showreels. Application form and evidence was reviewed by the Programme Board.
AssessmentProcess
Applicant participated in an interview. A marking rubric with a points-based scheme confirmed attainment of a pre-set entry threshold.
The Outcome
Theapplicant wasacceptedfor entrytothe programmevia RPL.
Readthefull Exemplar
Access without repeating learning already achieved
Recognition of non-formal learning
Support and guidance offered throughout the application process
Decision recorded by Programme Board and shared with Admissions & RPL Office
Acknowledegments:
Exemplar.2
MunsterTechnologicalUniversity(MTU)
Programme: Bachelor of Business (Honours) in Global Supply Chain Management
RPLasaroutetoprogrammeentry
TheapplicantsoughtentrytotheAbInitioHonoursDegreeusingRecognitionof PriorLearningbasedoninformalandnonformallearningequivalenttoan OrdinaryDegree
The Programme
BachelorofBusinessHonoursin
GlobalSupplyChain Management.
Institution:MTUCork
Level/Credits:Level8/60 ECTS
Mode:Part-time,blended
Coursetype:Undergraduate
Entrycriteria(summary): OrdinaryBachelordegreein
SupplyChainorequivalent,at gradeH2.2orhigher
RPLopportunity:Entryby evidencingequivalencetoLevel 7/OrdinaryDegree(180ECTS) throughpriorinformaland non‑formallearning.
About the Learner
Priorlearningwasinformaland non-formalinnature
Mappedlearningtolevel7 learningoutcomes.Priorlearning evidencedtoLevel7(Supply ChainManagement)equivalence Presentedtheirunderstandingof eachprogrammelearning outcomethroughanarrative piece(includedexamplesfrom theworkplace)
ThelearnerprovidedaCV, documentedlearningachieved, andevidencetosupporttheir application
Demonstrating and Assessing PriorLearning
ThelearnerusedRPLtodemonstrateequivalenceto Level7outcomesforentrytotheprogramme.
EvidenceSubmitted AssessmentProcess
Template (3 sections): CV; Learning Achieved and Supporting Evidence
Narrative statements mapped to programme learning outcomes
Supplementary items (e.g., CPD/micro‑credentials, employer statements) where relevant
Initial contact with course coordinator and referral to RPL Student Mentor
Mentor support to identify, reflect on, and map learning to Level 7 programme outcomes
Academic judgement by course coordinator on equivalence for entry
The Outcome
Theapplicant wasacceptedfor programmeentry viaRPL
Readthefull Exemplar
Prior learning deemed equivalent to an Ordinary Degree
Direct access to Level 8 study without repeating prior learning
Recognition of substantial informal/non formal experience
Time efficiency and a clearer pathway to career progression
Flexible study via part‑time, blended delivery
Acknowledgements: Dr Deirdre Goggin, RPL Project Lead, MTU
Dr. Phil O’Leary, Student Mentor
Exemplar.3
DublinCityUniversity(DCU)
Programme:MScinEliteSportPerformance
RPLasaroutetoprogrammeentry
Theapplicantpresentedsubstantialpracticebasedlearningbutdidnotmeet thetraditionalentrycriteria.ThroughRPL,theydemonstratedLevel‑8‑equivalent toaccesstheprogramme
The Programme
MScinEliteSportPerformance
Institution: DublinCity University(DCU),Facultyof ScienceandHealth,Schoolof HealthandHuman Performance
Level/Credits:Level9/90 ECTS
Mode:Parttime,blended
Coursetype:Postgraduate (MSc)
Level8HonoursDegree(2.2) insport/performanceor equivalent
RPLopportunity:Applicants withoutthismayapplyviaRPL. Duetotheprogramme’s specialistnature,additional indicatorsmaysupportsuitability (e.g.,role/appointmentinelite sport,relevantprofessional qualifications.
About the Learner
Didnotmeettheentrycriteria (L8sportsrelated)butdidhave considerablerelevant experience
Hadextensiveformal,nonformalandinformallearning Identifiedtheirlearningthrough discussionwiththeProgramme ChairandusedtheNational FrameworkofQualificationsas guidance
Demonstrating and Assessing PriorLearning
AspartoftheRPLprocess,theapplicantprovided evidenceofLevel8equivalency.
EvidenceSubmitted AssessmentProcess
Written application detailing highest academic level attained, professional training, accreditation and practical sport‑performance experience
500 word written assessment on experience & role in elite performance
One reference (academic/ professional)
Interview (recorded; structured questions)
Applicant emailed the Programme Chair followed by an informal meeting
Evidence was mapped against the NFQ.; applicant invited to interview
Programme Chair and Elite Performance staff members led the interview and reviewed the documentation to make a decision on the application
Registry made a formal offer via email
The Outcome
Theapplicant wasacceptedto theMScinElite Sport Performancevia RPLforentry.
Readthefull Exemplar
Access to Level 9 study without a standard sport related Level 8 degree
Recognition of extensive professional experience and non‑formal learning
Structured, supported pathway
Flexible study through part‑time blended delivery
Acknowledgements:
Karina
Exemplar.4
DúnLaoghaireInstituteofArtDesignand Technology
Programme:MasterofBusinessinEquality,DiversityandInclusion
RPLasaroutetoprogrammeentry
Theapplicantdidnotmeetformalentrycriteriabutpresentedsignificant experientiallearning(Level8Honoursequivalence),enablingthemtoaccessthe programmeviaRPL
The Programme
MasterofBusinessinEquality, DiversityandInclusion.
Institution:IADT,Dept.of Entrepreneurship(Business)
Level/Credits:Level9/90 ECTS
Mode:Parttime,hybrid,18 months
Coursetype:Postgraduate (MBus)
Entrycriteria(summary):Level 8degree(2.2orhigher)
RPLopportunity:Applicants withoutthismaybeconsideredif theycandemonstrateLevel8 equivalenceviaRPL.Two referencesmustsupportthe application.
About the Learner
Didnotmeettheformalentry criteriaandwasadvisedtoapply viaRPL
Mappedlearningfrom professionalexperiencetoNFQ Level8AwardsStandards (includingknowledge,skillsand competence)
Academicengagement evidencedthroughreviewofan academicarticle
Desiretoformalisepriorlearning andprogressatMaster’slevel
Demonstrating and Assessing PriorLearning
TheapplicantevidencedLevel8equivalenceby mappinglearningfromexperiencetoLevel8Awards Standards.
EvidenceSubmitted AssessmentProcess
Skills‑based CV detailing roles, responsibilities, and skills acquired
Completed mapping of learning to Level 8 Awards Standards
Applicant response to an academic paper on EDI
Applicant made contact and was advised to apply via Admissions
Applicant had an informal meeting with Programme Chair and Head of Department
Applicant submitted a skills based CV, identification of prior learning from mapping to Level 8 Awards Standards, review of an academic paper on EDI Documentation reviewed by Programme Chair in conjunction with Head of Department
The Outcome
Theapplicant wasaccepted tothe programme viaRPLfor entry.
Readthefull Exemplar
RecognitionoflearningfromprofessionalEDIexperienceas equivalenttoLevel8
Clear,supportedroutethroughAdmissionswithclearguidance
Recognitiongainedforpriorlearning,enablingprofessional developmentandcareerprogression
Acknowledgements: Dr Therese Moylan, Head of Department of Entrepreneurship Louisa Keogh, Lifelong Learning Officer
Exemplar.5
TrinityCollegeDublin
RPLentryforexperiencedpractitionersinbrainhealth/dementiacare. Programme:PostgraduateCertificateinEquityinBrainHealth, ProgrammedeliveredthroughtheGlobalBrainHealthInstitute(GBHI)
Theapplicanthadsignificantinformalandnonformallearningand,viaRPLforentry, joinedthisfulltimeLevel9programme,andlaterprogressedtoresearchindementia careandsupport
The Programme
PostgraduateCertificateinEquity inBrainHealth
Institution:GlobalBrainHealth Institute(GBHI),TrinityCollege Dublin
Level/Credits:Level9/30 ECTS
Mode:Full-time
Coursetype: Postgraduate
Entrycriteria(summary): 2.1HonoursDegree
RPLopportunity:RPLEntryfor applicantswithsubstantial informal/nonformalprior learning.
TheRPLApplicantTemplate capturesacademicand experientiallearning.
About the Learner
Experiencedindementiacare andsupportwithextensive experientiallearning;didnot meetstandardacademicentry
Significantinformal& nonformallearningalignedto programmeexpectations
Evidenceofleadershipand mentorshipinbrainhealth contexts Theapplicantwasaimingto formaliseexpertise,deepen impactonequityinbrainhealth, andaccessGBHI’snetworkto progressresearchandpractice
Demonstrating and Assessing PriorLearning
Theapplicantdemonstratedevidenceofpriorlearning whichwasmappedagainstfourcriteria.
EvidenceSubmitted
RPL Applicant Template demonstrating academic and experiential learning
Supporting evidence mapped to four criteria including knowledge, skills, leadership and mentorship Statements of Purpose, CV, and letters of support
AssessmentProcess
Applicant spoke with the Programme Lead in consultation with the Executive Director and Dean of Graduate Studies. It was agreed to pursue RPL for entry.
Applicant completed the RPL Template with evidence of learning based on four criteria Course Committee reviewed the template and evidence
The Outcome
Theapplicant wasacceptedto thePostgraduate Certificatein EquityinBrain HealthviaRPLfor entry.
Readthefull Exemplar
Recognition of extensive informal/non formal expertise
Access to a Level 9 programme without repeating prior learning
Structured support via a tailored template and guidance
Progression to graduation and continued research in dementia care & support
Exemplar.6
AtlanticTechnologicalUniversity(ATU)
Programme: MSc in Sports Performance Practice
RPLasaroutetoprogrammeentry
Theapplicantdidnotmeetthetraditionalentrycriteria,buthadextensive professionalexperience,andwasencouragedtoapplytotheprogrammeusingthe RPLprocess
The Programme
MScinSportsPerformance Practice
Institution:Atlantic TechnologicalUniversity(ATU)
Donegal
Level/Credits:Level9/90 ECTS
Mode:Full-timeorpart-time
Coursetype:Postgraduate
Entrycriteria(summary): Level8sportrelateddegree (orequivalent)ornonsport degreeholderswithsignificant sport‑industryexperience
RPLopportunity:RPLforentry includessubmissionofportfolio andinterview.
About the Learner
Considerableexperiencewithin thesportsindustrybutlackinga Level8credential
Accumulatedinformal& non‑formallearning
Providedaportfoliocomprisingof foursectionsandcompleteda mappingtableagainst programmelearningoutcomes
Theapplicantwasaimingto formalisetheirexpertiseinorderto progresstoLevel9study
Demonstrating and Assessing PriorLearning
Theapplicantevidencedequivalentlearningfor programmeentryviaportfolioandinterview.
EvidenceSubmitted AssessmentProcess
Portfolio of Evidence including mapping of learning to NFQ Awards Standards
Portfolio of evidence includes formal, non formal, and informal learning
Interview to elaborate on evidence and impact
Application reviewed by Head of Dept and referred for RPL. The RPL Coordinator briefed the applicant on the process Applicant drafted portfolio; Coordinator gave feedback on two drafts and guidance on articulating informal learning
Interview and portfolio assessed using assessment criteria of validity, sufficiency, authenticity, reliability, currency
Head of Department validated the outcome and recommended an offer
The Outcome
Theapplicant wasacceptedto theMScinSports Performance PracticeviaRPL forentry.
Readthefull Exemplar
Access to Level 9 without duplicating prior learning
Recognition of real world expertise and informal/non formal learning
Faster progression through a clear, supported RPL route
Flexible modes (full‑time/part‑time) to fit professional schedules
Acknowledgements: Ms Nicola Dunnion, Head of Department of Tourism and Sport
Dr Ken van Someren, Academic, Department of Tourism and Sport
Christine McCabe, RPL Coordinator
Exemplar.7
UniversityofGalway
Programme: Postgraduate Diploma in Construction Innovation
Theapplicantbroughtsubstantialindustryexperiencebutdidnotmeetthe programmeentryrequirements.ThroughRPL,theyevidencedLevel8equivalent learningtoaccesstheLevel9programme RPLasaroutetoprogrammeentry
The Programme
PostgraduateDiplomain ConstructionInnovation.
Institution:Universityof Galway,SchoolofEngineering
Level/Credits:Level9/60 ECTS
Mode:Parttime,hybrid
Coursetype:Postgraduate Diploma
Entrycriteria(summary):
Level8Honoursdegreeor
Level7honoursplus5years relevantindustrialexperience
RPLopportunity:Completionof RPLApplicationFormandPortfolio ofLearningincludingmappingof priorlearningtoNFQLevel8 AwardsStandards.
About the Learner
Hadconsiderablerelevant experiencebutdidnotmeetthe programmeentrycriteria
Alevel8awardstandardwas usedbytheapplicanttomaptheir priorlearningagainsttheNFQ
Sequencedthevariousrolesthey hadheldthroughouttheircareer, includingnon-formallearning activities
Submittedextensiveportfolioof learningtogetherwithevidenceto supporttheirapplication
Demonstrating and Assessing PriorLearning
TheapplicantusedastructuredRPLPortfolioofLearning todemonstrateLevel‑8‑equivalentoutcomesforentry.
EvidenceSubmitted
RPL Application Form
Portfolio of Learning: including mapping of learning to NFQ Level 8 award standards
Curated evidence substantiating prior learning - projects, roles, outputs, CPD
AssessmentProcess
RPL Project Lead contacted applicant, explained steps, shared resources, and offered consultation
Through one to one consultations, the applicant identified learning from various roles and mapped that learning to Level 8 Awards Standards
Programme Director assessed the submission against NFQ Award Standards and entry requirements
The Outcome
Theapplicant wasacceptedto thePostgraduate Diplomain Construction Innovationvia RPLforentry
Readthefull Exemplar
Access to Level 9 without repeating prior learning
Recognition of extensive industry learning aligned to NFQ standards
Structured support through a clear portfolio process
Flexible study via part time, hybrid delivery
Exemplar.8
TechnologicalUniversityDublin
Programme: BSc (Honours) in Electrical Services & Energy Management
RPLasaroutetoprogrammeentry
TheapplicantheldOrdinaryNationalCertificateandaHigherNationalCertificate (UK)plusextensiveBritishMerchantNavyexperience.TheUKawards/creditsdidn’t aligntotheECTSbasedNFQattherequisitelevel ThroughRPLforentry,thelearner evidencedLevel7equivalencetojointhisLevel8add‑onprogramme.
The Programme
BSc(Honours)inElectricalServices &EnergyManagement
Institution:TUDublin,Faculty ofEngineering&Built Environment,Schoolof Electrical&Electronic Engineering
Level/Credits:Level8/60 ECTS
Mode:Part‑time,evenings
Coursetype:Undergraduate (addonhonours)
Entrycriteria(summary):Level 7OrdinaryDegreeinElectrical ServicesEngineeringor equivalent
RPLopportunity:Entrypathwayfor candidateswhosequalifications don’tmeetLevel7equivalencebut whocanevidencesubstantial professionallearning.
About the Learner
UKbasedelectricalengineerwith significantseagoingengineering experienceintheBritishMerchantNavy includingworkrelatedtraining
Ledateammaintaining/operating2.5 MWdrivetrainpropellingaship. Responsibilitiesincludedroutine operationtoscheduled&emergency maintenance
OrdinaryNationalCertificate(ONC)and aHigherNationalCertificate(HNC)in ElectricalEngineering(Level4onthe FrameworkforQualifications,England)
Theapplicantwantedtogain recognitionforpriorlearningtoprogress intotheLevel8honoursqualification whilestudyingparttime
Demonstrating and Assessing PriorLearning
TheapplicantusedRPLtoevidenceLevel7equivalencyfor entrytotheadd-onhonoursdegree.
EvidenceSubmitted
Details of academic qualifications (ONC/HNC) curricula and learning outcomes
CV and summary of learning from prior experience highlighting roles, responsibilities and projects
Interview with the Admissions Board, including submission of mathematics task
AssessmentProcess
The application was assessed by the Programme Coordinator, Programme team members, and the Head of Discipline. The interview was carried out by the Admissions Board using the School Interview Template
The applicant was required to complete an assessment in mathematics to evidence their ability. Practice questions were provided in advance to aid in preparation for the assessment
The Outcome
Followinga decisionbythe Admissions Board,the applicantwas madeanofferby theschool.
Readthefull Exemplar
The applicants UK qualifications did not align with the NFQ and the required standard for entry to the programme however the RPL process was used to assess the learners suitability
The RPL process allowed the applicant to document and gain recognition for their formal, non-formal and informal learning and to address gaps by completing an assessment
Acknowledgements: 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
Exemplar.9
DublinCityUniversity
Programme: MA i Léann na Gaeilge
TheapplicantdemonstratedstrongIrishlanguageskills,butdidnotmeettheformal entrycriteria(anundergraduatedegreeinIrish).RPLprovidedanalternativepathto entry RPLasaroutetoprogrammeentry
The Programme
MAiLéannnaGaeilge
Institution:DublinCity
University,facultyof Humanities&SocialSciences
Level/Credits:9/90ECTS
Mode:FulltimeorParttime
Coursetype:Postgraduate (MA)
Entrycriteria(summary): Level8honoursdegreeinIrish (minSecondClassHonours), oraLevel8honoursdegreein anotherdisciplinewith supportingevidenceof sufficientcompetenceinIrish
RPLopportunity:EntryviaRPLfor applicantswhocandemonstrate appropriateIrish‑language competenceandpriorlearning (formal,non‑formal,informal) againsttheNFQ.
About the Learner
Prospectivestudentwithmixed formal,non‑formalandinformal learninginIrishbutnotaLevel8 honoursdegree
Previousstudy/experience evidencingcompetenceinIrish
Documentedlearningalignedto NFQ
DesiretoformaliseIrishlanguage scholarshipatMaster’slevel,build academic/professional opportunities,andbenefitfrom flexibleFT/PTstudymodes
Demonstrating and Assessing PriorLearning
Theapplicantpreparedawrittenessayandparticipatedin aninterview.
EvidenceSubmitted
Following a meeting with the Programme Chair, the applicant was encouraged to apply for entry to the programme using RPL
Written assessment: 500 word essay
Interview to assess suitability
Providing a CV and language competence evidence
AssessmentProcess
Applicant emailed the Programme Chair, followed by an informal online meeting. The applicant was encouraged to apply via RPL
Applicant reflected on and documented prior learning using NFQ as guidance and completed the written assessment
Programme Chair and Assistant Dean of Teaching & Learning assessed the application
The Outcome
ThroughRPL,the applicantaccessed theprogrammeand broughtadepthof livedexperience andIrishlanguage proficiencytothe academicsetting.
Readthefull Exemplar
Access to Level 9 study by evidencing competence in Irish via RPL
Recognition of learning across formal, non formal & informal contexts
Clear, supported pathway with guidance throughout Flexibility to study full time or part time
Acknowledgements:Dr Gearóidín Uí Laighléis, Head of School, Dr Pádraig Ó Liatháin, Programme Chair, Dr Caoimhe Nic Lochlainn, Dr Éadaoin Ní Mhuircheartaigh, Karina Curley, RPL Project Lead, Kelly Adamson, RPL Research Assistant
Exemplar.10
DundalkInstituteofTechnology
Programme: Postgraduate Diploma in Building Surveying
RPLasaroutetoprogrammeentry
HowRPLenabledanexperiencedprofessionalwithanon-cognateLevel8degreeto accessaLevel9conversionprogramme
The Programme
PostgraduateDiplomainBuilding Surveying
Institution:DundalkInstituteof Technology(DkIT),Schoolof Engineering
Level/Credits:9,60ECTS
Mode:Postgraduate (Springboard),Full-time,blended
Coursetype:Postgraduate Diploma
Entrycriteria(summary):The programmewasdevelopedas analternativerouteintothe buildingsurveyingprofession otherthanbywayofthe traditionalhonours undergraduatedegree.RPLis embeddedintotheprogramme
RPLopportunity:EmbeddedRPL routeforbuildingenvironment specialists(e.g.,construction managers,architects,quantity surveyors,propertymanagers)
About the Learner
Prioraward:Level8ina non-cognatediscipline
Experience:Extensivecivil engineering/project managementexposure; redevelopmentofurban commercial&residential spaces
Strongmixofformal,informal, andnon-formallearning alignedwithlevel8programme learningoutcomes
Demonstrating and Assessing PriorLearning
TheapplicantcompletedanRPLapplicationformincluding mappingoflearningtoundergraduateprogrammelearning outcomes.
EvidenceSubmitted
RPL application form including mapping to the 36 PLOs of the cognate Level 8 Civil Engineering degree
Learning evidence: Mix of formal, informal, and non-formal learning (courses, projects, urban (re)development aligned to the programme learning outcomes
Online interview: Used to verify claims, probe depth/recency, and confirm programme learning outcome alignment
AssessmentProcess
Referred via Springboard; RPL Officer meeting & iterative email feedback to strengthen mapping
Panel review: Programme Coordinator & subject lecturer, chaired by a non-adjudicating member; rubric and points threshold applied
RPL for entry awarded (no grade); Admissions confirmed place on the Level 9 PG Dip in Building Surveying
The Outcome
ThroughRPL,the applicantentered theLevel9 programme, bringing substantialbuiltenvironment experience.
Readthefull Exemplar
Successful RPL application for programme entry
Learner progressed to the Level 9 Postgraduate Diploma opening a pathway to the building surveying profession and further study in higher education
Recognition of learning across formal, non‑formal & informal contexts
Acknowledgement: Patrick Logue, RPL Project Lead
Exemplar.11
MaynoothUniversity
Programme: MSc in Strategy and Innovation
Howonelearnerusedtheirprofessionalexperience,informalandnon-formallearning togainentrytoaMScinStrategyandInnovation RPLasaroutetoprogrammeentry
The Programme
MScinStrategyandInnovation
Institution:MaynoothUniversity, SchoolofBusiness
Level/Credits:9|90Credits
Mode:Full-time/part-time/ blended
Coursetype:Postgraduate
Entrycriteria(summary):Entry typicallyrequiresaLevel8 (minimum2.2)inbusiness/ business-related;anon-business Level8(2.2)withatleast5 years’ experience;orviaRPL(nodegree with10+yearsincluding3+in management).International equivalentsareaccepted
RPLopportunity:FormalMURPL pathwayforexperienced professionals,includingapplicants withoutaprimarydegreemeeting experiencethresholds.
About the Learner
Theapplicantmetwith theMatureStudent Officertodiscussentry pathwaystoaLevel9 Masters
Theapplicanthad extensiveprofessional experienceandwas encouragedtoapply forentryusingRPL
Theapplicantfocused onaligningtheir substantialinformal andnon-formal learningtothe programmeentry criteria
Demonstrating and Assessing PriorLearning
Theapplicantdemonstratedadequatepriorlearningforthe MAstudyviaaconciseevidencesetandinterview.
EvidenceSubmitted
Portfolio: Extended CV, records of informal/non-formal learning, and a personal statement evidencing learning from achievements
NFQ L8 alignment: Portfolio content assessed against Level 8 indicators (mapping performed by assessor)
Interview: Confirmed scope, level, and currency of learning for programme entry
AssessmentProcess
In-person meeting with Mature Student Officer, meeting with Head of School & Programme Director, portfolio developed
Programme Director assessed the portfolio; mapped details to NFQ Level 8 indicators; interview held Recommendation to offer approved by Faculty Dean and Registrar’s Nominee
The Outcome
ThroughRPL,the applicant accessedtheMSc inStrategy& Innovation, bringing managementand industryinsightto theprogramme.
The applicant brought current industry insight into the classroom, strengthening peer learning and programme relevance
Demonstrates how extensive professional learning can be mapped to NFQ Level 8 to enable Level 9 entry Entry enabled for seasoned professional who may have been excluded by traditional criteria
Exemplar.12
AtlanticTechnologicalUniversity
Programme: BA (Hons) in Early Childhood
Education & Care
HowpriorlearningenabledadvancedentrytoYear2oftheBA(Hons)inEarly ChildhoodEducation&Care,ATUGalway/Mayo RPLforadvancedentry
The Programme
BA(Hons)EarlyChildhoodEducation &Care
Institution:ATUGalway/Mayo, Dept.ofNursing,HealthScience& IntegratedCare
Level/Credits:Level8,240ECTS
Mode:Full-time
Coursetype:Undergraduate
Entrycriteria(summary): AdvancedEntrytoYear2is normallyopentoholdersofaQQI FETLevel6majoraward,via directapplicationtoeitherthe MayoorGalwaycampus
RPLopportunity:Applicantsreferred forRPLcanevidenceequivalenceto Year1bydemonstratingthattheir priorlearningmeetstheYear1 modulelearningoutcomes
About the Learner
Appliedforadvanced entryand,afterreview, wasreferredforRPL Theapplicantwas requiredtodemonstrate howtheirpriorlearning metthemodulelearning outcomesofyear1 Completedaportfolio comprisingoffour sectionsandamapping table,whichincludeda sectionofsupporting documentsand evidencetosupport theirapplication
Demonstrating and Assessing PriorLearning
Theapplicantprovidedevidenceoftheirpriorlearning throughdocumentation,mappingandportfolio preparation.
EvidenceSubmitted
RPL application form, portfolio and mapping of learning to year 1 module learning outcomes
Identification of learning: Formal, non-formal, and informal learning articulated with guidance from the RPL Coordinator
Documentary proof: Certificates, role descriptions, and artefacts evidencing validity, sufficiency, authenticity, reliability, and currency
AssessmentProcess
Guidance & prep (5 weeks): Portfolio guidelines provided; meetings clarified how to evidence Year 1 module learning outcomes
Assessment conducted per AQAE009 RPL Policy against criterion of validity, sufficiency, authenticity, reliability, currency
Governance: Head of Department validated the assessment outcome; Admissions issued the offer
The Outcome
ThroughRPL,the applicantentered Year2oftheBA (Hons)inECEC, bringingpracticebasedexpertise directlyintothe classroom.
All criteria met (validity, sufficiency, authenticity, reliability, currency)
HoD validation; Admissions offer confirmed advanced entry to Year 2
RPL recognised equivalence to Year 1 learning, accelerating progression
Acknowledgements: Dr. Christina Larkin, Head of Department, Louise Kilbane, Programme Chair, Olive Kelly, RPL Coordinator, ATU Galway
Exemplar.13
TechnologicalUniversityoftheShannon
RPLforAdvancedEntry Programme:BA(Hons)Painting
HowpriorlearningenabledadvancedentrytoYear3oftheprogramme.
The Programme
BA(Hons)Painting
Institution:Technological UniversityoftheShannon (TUS),LimerickSchoolofArt& Design(LSAD)
Level/Credits:Level8,240 ECTS
Mode:Full-time
Coursetype:Undergraduate
Entrycriteria(summary): Applicantstypicallyqualifyvia LeavingCertificate(min.2H5 &4O6/H7incl.English/Irish), QQIFET/FETACawards,oras MatureApplicants.Inallcases, aportfolioassessmentis required
RPLopportunity:Foradvanced entrytoYear3,applicantscan useRPLtoevidencethatYear1& Year2modulelearningoutcomes havebeenmet.
About the Learner
ContactedtheFacultyOffice directlyaboutadvancedentryto Year3
Advisedtocompletethe advancedentryapplicationand ticktheRPLbox;Admissions sharedtheonlineRPLform
Receivedprocessguidanceand documentconfirmationfromthe RPLProjectLead
Demonstrating and Assessing PriorLearning
TheapplicantdemonstratedYear1&2module equivalenceviatheRPLadvancedentryprocess.
EvidenceSubmitted AssessmentProcess
Curated portfolio with evidence of exhibited work, showing progression, technique, and critical reflection. Written personal statement, detailed CV and Certificate from CPD course Interview to communicate relevant learning
Faculty Admin, Admissions, and RPL Project Lead supported the submission and clarified evidence requirements
Head of Department and two programme team members reviewed whether learning outcomes were met
Assessment ungraded; advanced entry doesn’t appear on the transcript
The Outcome
ThroughRPL,the applicantentered Year3ofBA(Hons) Painting.
Readthefull
Exemplar
Portfolio, CV, personal statement, CPD certificate, and interview validated equivalence to years 1–2
HoD & programme team confirmed criteria met; advanced entry recommended
Admissions progressed the offer; no grades applied for years 1–2 (advanced entry status implicit)
Acknowledgements: Dr Ciara Healy, Head of Department of Fine Art and Education, LSAD, TUS, Anne Griffin, RPL Project Lead
Exemplar.14
UniversityofGalway
Programme: Bachelor of Commerce
RPLforModuleExemptions
Howpriorcertifiedlearningledtotwomoduleexemptionsonapart-time,onlineLevel 8degree
The Programme
BachelorofCommerce
Institution:UniversityofGalway, SchoolofBusiness,PublicPolicy &Law
Level/Credits:Level8,180ECTS
Mode:Adult&Continuing Education,part-time,online
Coursetype:Undergraduate
Entrycriteria(summary): Applicantsnormallyrequirepass MathematicsatLeaving Certificate(orequivalent)and mustsubmitproofoftheir LeavingCert(orequivalent).
Goodcomputerliteracyis requiredforonlinedelivery
RPLopportunity:Exemption-based RPLforspecificmoduleswhereprior certifiedlearningdemonstrably mapstothemodulelearning outcomesusingastructured applicationformand documentation.
About the Learner
Hadpreviouslystartedbutnot completedstudiesatanother IrishHEI
Enquiredaboutexemptions afterapplyingtotheB.Comm (online);metwiththe ProgrammeCo-ordinator/RPL ProjectLead
TwoB.Commmoduleswere identifiedforexemptionbased onalignmenttopaststudies
Demonstrating and Assessing PriorLearning
Theapplicantevidencedpastformallearningand mappedtomodulelearningoutcomes.
EvidenceSubmitted
RPL Application Form: Included the mapping table aligning prior certified learning to the target module learning outcomes Official transcripts verifying successful completion of relevant prior modules
Module information: Module outlines/prospectus from the previous HEI to evidence content, level, and learning outcomes
AssessmentProcess
RPL Project Lead explained the 5-step process and requirements for certified learning-only claims
Academic review: Programme Co-ordinator circulated the mapping to the two module lecturers for evaluation against the module learning outcomes
On approval, the student record was updated with two exemptions; only modules undertaken at University of Galway appear on the transcript
The Outcome
ThroughRPL,the learnersecured twomodule exemptions, accelerating progressonthe part-timeonline B.Comm.
Certified learning mapped to target module learning outcomes Module lecturers confirmed equivalence; exemptions approved and recorded
Transcript clarity: exempted modules don’t appear; only University of Galway modules are listed
Acknowledgements: Nuala McGuinn, Director of Adult
and Professional Development; Dr. Cian Twomey, Programme Director, Suzanne Golden, Programme CoOrdinator (& RPL Project Lead); Two module lecturers.
Exemplar.15
SouthEastTechnologicalUniversity
Programme: Higher Diploma in Business in Supply Chain Management
RPLExemplar:Entry(cohort)toHigherDiplomain BusinessinSupplyChainManagement
HowaDefenceForcescohortusedRPLportfoliostoaccessaLevel8HigherDiploma.
The Programme
HigherDiplomainBusinessinSupply ChainManagement
Institution:SETUCarlow
Level/Credits:Level8,60ECTS
Mode:HigherDiploma,Part-time, blended
Coursetype:HigherDiploma
Entrycriteria(summary): Applicantsnormallyrequirean NFQLevel8award(or equivalent).Otherapplicants maybeconsideredviaRPLinline withuniversitypolicy
RPLopportunity:RPLforEntry:Cohort portfoliosevidencingequivalenceto Level8entryrequirementsusingNFQ Level8indicators.
RPLforExemption:MappingDefence Forcestrainingtomodulelearning outcomes(MLOs)forpotential exemptions(seeoutcome).
About the Learners
Cohort:11DefenceForces personnel,eachwithaLevel7 qualificationplusextensive experientiallearning
Support&governance:Guided byasuperiorofficer;Defence ForcesRegistrarprovided oversight
Engagement:Multiplemeetings withRPLProjectLead,Lifelong Learning,andBusinessfaculty academics
Demonstrating and Assessing PriorLearning
Howthecohortoflearnersdemonstratedequivalence, andtheprocessusedtoverifyit.
EvidenceSubmitted AssessmentProcess
Each applicant addressed NFQ Level 8 indicators with reflective writing on professional practice
Training-to-MLO Mapping (for Exemptions): Cohort-wide mapping of Defence Forces in-house training to module learning outcomes
Supporting materials: Structured guidance; cohort coaching from RPL Project Lead; context-specific language prepared by lead academic and RPL lead
Presentation on portfolio construction (incl. reflective writing); direct support available
Supply Chain Management academic assessed portfolios against NFQ L8 indicators; mapping document circulated for exemption consideration
Portfolios judged equivalent for entry; module exemptions not awarded following academic review
The Outcome
ThroughRPL,11
DefenceForces learnerssecured entrytotheHigher Diploma,bringing expertiseintothe classroom.
RPL for Entry granted to all 11 applicants; no grades assigned for entry decisions
Exemption review found DF training did not evidence full MLO equivalence, no exemptions issued Cohort progressed into a Level 8, part-time blended programme aligned with their operational experience
Acknowledgements: 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.
Exemplar.16
UniversityCollegeCork
Programme: Diploma in Environment, Sustainability & Climate
RPLforCohortModuleExemptions
Howafarmercohort’sworkplacelearningtranslatedinto40creditsofexemptionson aLevel7Diploma.Snapshotofevidence,assessment,andoutcome.
The Programme
DiplomainEnvironment, Sustainability&Climate
Institution:UniversityCollege Cork,AdultContinuingEducation (ACE)
Level/Credits:Level7,60ECTS
Mode:Part-time
Coursetype:Diploma
Entrycriteria(summary): Applicantsaretypically21+with LeavingCertificateorFETACLevel 5(orequivalent).Applicantsover 21withoutLC/FETACmaybe deemedsuitablewithsufficient relevantexperienceanda
PersonalStatement
RPLopportunity:Acohortrouteto moduleexemptions
About the Learners
Cohort:Farmerswithextensive experientiallearningviaa company-ledsustainability programme
Initiation:Conversation betweenthecompany’s SustainabilityManagerand ACEDirectorledtoacohortRPL approach
Processmodel:Evidence gatheredcentrallybythe company;farmerswerenot directlyinvolvedincompiling submissions
Demonstrating and Assessing PriorLearning
Howthecohortoflearnersdemonstratedequivalence, andtheprocessusedtoverifyit.
EvidenceSubmitted
Learning Outcome Portfolio (cohort): Company-collated documentation and records evidencing training and on-farm practice against each module learning outcome
Measured performance data: Quantitative indicators captured by the company to corroborate competence and currency
Traffic-light mapping and weighted scoring per module to show level and sufficiency
AssessmentProcess
UCC staff mapped cohort learning to module LOs using a traffic-light system
Subject matter experts, course coordinator, external examiner, and a past student conducted an independent review with written feedback against validity, currency, level, sufficiency, authenticity
Cohort met the learning outcomes of five modules
The Outcome
ThroughRPL,the farmercohort gained40credits inexemptions, accelerating completionofthe Level7Diploma.
Acknowledgements: Dr Ciara Staunton, RPL Project Lead, Belinda Gascoigne, ACE Centre Manager Readthefull Exemplar
5 of 8 modules exempted (40 ECTS); remaining 3 modules completed in blended mode
Award classification applied via revised Marks & Standards based on assessed modules only
Learners were advised of the outcome and registrations were progressed for the remaining modules
Exemplar.17
UniversityofGalway
Programme: BSc in Science & Technology Studies
RPLforAdvancedEntry
Howsignificantworkexperienceandnon-formallearningweremappedto20 modulestoentertheprogrammeattheappropriatelevel.
The Programme
BScinScience&TechnologyStudies
Institution:CollegeofScience, CentreforAdultLearning& ProfessionalDevelopment, UniversityofGalway
Level/Credits:Level8,120ECTS
Mode:Part-time,hybrid
Coursetype:Undergraduate
Entrycriteria(summary): Applicantsshouldhavea DiplomaatNFQLevel7of90ECTS minimum,inaScience, EngineeringorTechnicalarea,or otherwiseprovethattheysatisfy theprerequisitesofeachofthe modules
RPLopportunity:Advancedentryvia exemptions:Mappriorlearningto Diploma-stagemodulelearning outcomes.
About the Learner
Soughtathird-levelawardto advancecareer;extensive workexperienceandnonformallearning
SentaquerytotheRPLemail address;metwiththeRPL ProjectLeadtoexploreoptions andpathways
ChosetheBScasbestfitand pursuedadvancedentryby seekingmoduleexemptions
Demonstrating and Assessing PriorLearning
Howthelearnerdemonstratedequivalence,andthe processusedtoverifyit.
EvidenceSubmitted
RPLApplicationFormwithstructuredmappingtothe learningoutcomesof20Diploma-stagemodules
PortfolioofLearning(roles,responsibilities,achievements; non-formallearninglistedchronologically;signposted evidence)
Moduleinformation/transcriptswhererelevantto corroboratescope,level,andcurrency
AssessmentProcess
Guidedpreparation:One-to-oneconsultations;drafts reviewed,learnersequencedcareerrolesandaligned claimstomodulelearningoutcomes
Academicreview:ProgrammeCo-ordinatorcirculated theportfoliotorelevantmodulelecturers;responses collated;QAcheckforcompleteness,reliability, authenticity
Exemptionsapprovedfortargetedmodules
The Outcome
ThroughRPL,the learnerenteredthe degreestageofthe BSc,accelerating progressionby evidencingthe Diploma-stage learning.
Priorworkandnon-formallearningmappedto20module outcomes(120ECTS)
Modulelecturersverifiedequivalence;exemptionsrecorded perpolicy
Exemptedmodulesdonotappearontranscript
Acknowledgements:
Exemplar.18
UniversityCollegeDublin
Programme: MSc in Forensic Computing & Cybercrime Investigation
Howalaw-enforcementagent’scertifiedandexperientialdigital-forensicslearning securedexemptionsinComputerForensicsandAdvancedComputerForensics modules. RPLforModuleExemptions
The Programme
MScinForensicComputing& CybercrimeInvestigation
Institution:SchoolofComputer Science.UniversityCollegeDublin.
Level/Credits:Level9,90ECTS
Mode:Blended(fulltime)
Coursetype:Postgraduate
Entrycriteria(summary):Current law-enforcementinvestigator;CS degreepreferredorover2years lawenforcementdigitalforensicsandadvancedtraining. MustmeetUCDEnglish-language requirements
RPLopportunity:Admissionand/or creditexemptionsmaybeawarded forformal,informal,andnon-formal learning.
SpecialAgent/Computer ForensicsprofessionalinLaw Enforcementsince2015
Completedemployerprovidedbasic&advanced computerforensicstraining; holdsextensiveSANS certifications
Requestedexemptionsfortwo modules;ComputerForensics andAdvancedComputer Forensicsafterenrolling
About the Learner
Demonstrating and Assessing PriorLearning
Howthelearnerdemonstratedtheirlearning,andthe processusedtoverifyit.
EvidenceSubmitted AssessmentProcess
UCD Online RPL Application (Credit/Exemption): Submitted under RPL Experiential Learning option
Certifications & training record: SANS certifications and law enforcement training aligned to module descriptors
The learner used their informal learning as evidence in order to gain module exemption
Programme Manager highlighted RPL at an online meeting and emailed links to the online RPL form Application reviewed by PM, Programme Director, and the School of CS Governing Board (programme directors, module coordinators and programme managers)
College of Science Student Applications Committee (STAC) approved
The Outcome
ThroughRPL,the learnerearned non-graded exemptionsintwo forensicsmodules, focusingstudy timeonnew competencies.
Validates operational Law Enforcement expertise and SANS training against programme modules
Exempted credits are excluded from GPA used for award classification
There are a number of pre-approved certifications mapped to programme modules
ResourcestoSupportRPLPractice
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
QQI Awards Standards
NFQ Grid of Level Indicators
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
HEIRPLPolicies
Atlantic Technological University
Dublin City University
Dún Laoghaire Institute of Art Design and Technology
Dundalk Institute of Technology
Maynooth University
Munster Technological University
South East Technological University
Technological University Dublin
Technological University of the Shannon
Trinity College Dublin
University College Cork
University College Dublin
University of Galway
University of Limerick
ProjectManagementTeam
DrCiaraStaunton Director
DrClareWalsh, Head of Staff Development
MariaCasey, Communications & Engagement Lead
OrlaKelly, Project Liaison Officer
Compiled & edited by Dr Clare Walsh, Head of Staff Development, RPL in Higher Education Project. Design by Maria Casey, Communications and Engagement Lead, RPL in HE Project.
