Advancements in Recognition of Prior Learning at UCC and ATU: Implementing consistent data collection and reporting processes.
The National RPL Project is a collaborative initiative to embed and expand RPL across 14 partner higher education institutions . A critical element of the project is to implement the Technical (Data) Definition of RPL to assist partner institutions in developing their capacity to collect data and report on the number of learners using RPL. The collection of learner data is essential, serving as a foundational element for making informed decisions, tracking trends, and providing evidence to support ongoing and future RPL initiatives.
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The Importance of Capturing RPL Learner Data
Capturing 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 educational programs.
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 fourteen partner higher education institutions.
There are three operating systems in use by the 14 project partners; Banner, ITS and SITS:
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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 impact of RPL and continuously refine strategies to better support learners and to fully embed RPL across partner institutions.
In March 2024, with the help and support of project leads and partner institutions, the national project has successfully gathered available data to provide a baseline of learner data. This data demonstrates that in the academic year 2021/22 3,544 learners used the RPL process and in 2022/23, over 3,800 students utilised RPL, mostly for entry and credit/exemption. Whilst most HEIs indicated an underreporting of figures, the development of a baseline dataset is a huge milestone for the sector and the project. Once RPL is fully embedded, with systems enhancements successfully implemented across all 14 partner institutions, institutions will be able to provide a much more comprehensive and nuanced picture of their RPL activity.
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With these significant developments on the horizon, we take this opportunity to home in on 2 of our partner institutions by sharing advancements in RPL data collection and reporting at University College Cork and Atlantic Technological University . These developments will be hugely significant in streamlining RPL application processes.
Innovations at University College Cork
"Currently, our key focus is on implementing UCC’s new RPL policy within our systems and business processes. This will facilitate a transparent and holistic approach to standardising RPL as an admissions route to the University.”
At UCC, the focus has been on improving the internal mechanisms to support RPL. This initiative promises several key benefits:
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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.
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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.
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Systematic RPL Development at Atlantic Technological University
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“Having RPL data is vital to accurately report where RPL activity is happening in our university. This information will inform our continued approach to embedding RPL across all departments and faculties, ultimately offering greater access to our programmes for all RPL learners.”
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ATU has taken a dual approach to RPL activity process enhancements, starting with a straightforward system test of the Banner software patch followed by the business process development to support data collection.? This approach included the following:
? User Acceptance Testing
??????? System User Requirements defined by technical definition & data collection template
??????? Software Patch applied to the development site of Banner
??????? Testing completed for all test scenarios
??????? Software deployed to live system, Banner
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Business Process Mapping
??????? Define: align business process with documented RPL procedures
??????? Identify: data collection points identified, informing data collection instruments
??????? Test: ?data collection instruments and business process tested
??????? Evaluate: monitor and refine process based on testing outcomes
??????? Disseminate: process (RPL Procedure) & Data Collection (RPL Forms) published for use
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Business Process Mapping: Each RPL scenario was meticulously mapped out, from initial contact to completion, identifying all interaction points and data collection stages.
Updated Process Operationalised: Staff were consulted on the updated RPL procedures ?before approval at Academic Council.? The RPL Procedure and all associated forms have been operationalised, allowing for a coherent RPL process across a multi-campus university including a systematic process for data collection and reporting.
ATU’s efforts underscore a coherent and consistent approach to RPL, embedding it in the university’s culture and establishing robust processes to monitor and analyse RPL activities.?
By integrating robust RPL data capture mechanisms into university processes, as demonstrated by UCC and ATU, we streamline the learner's journey and enhance our capability to deliver a transformative educational experience that recognises and values all forms of prior learning.
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Looking Forward
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.
We are delighted to be at the forefront of these developments in higher education and look forward to seeing the positive impact they will have on learners and the broader educational environment. Whilst great progress has been made, implementing the Technical Definition will still be a work in progress for most partners at the project closeout. However, there is a clear roadmap and toolkit to support institutions in this work into the future. The development of the Student Record System is also represents an exciting opportunity for RPL and provides further momentum for institutions to systemise RPL data and reporting processes.
See all the latest news and developments on the National RPL Project by visiting the Prior Learning website.
The national RPL project is funded by the Human Capital Initiative Pillar 3 (Innovation and Agility) and co-sponsored by the Technological Higher Education Association and the Irish Universities Association.
#YourLearningCounts #RPL #LifelongLearning #HCIPillar3
Higher Education Authority Technological Higher Education Association (THEA) Irish Universities Association 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 Dublin University College Dublin 爱尔兰国立高威大学 University of Limerick