RPL: Making Learning Visible

By Dr. Michael Hannon, Vice President for Quality Assurance & Registrar, ATU

Introduction

All higher education institutions with Designated Awarding Body status are responsible for the establishment of quality assurance and enhancement policies and procedures. A key outcome of the National RPL Project is that all HEIs would have an approved policy on Recognition of Prior Learning (RPL). This article outlines the elements that should inform RPL policy at the institutional level, viewed through the lens of the approach taken to develop the RPL policy at the newly established Atlantic Technological University (ATU).

Background and Context

The concept of lifelong learning acknowledges that an individual’s knowledge, skills and competencies encompass a broad spectrum of learning and that such learning can take place through a variety of formal, informal, or non-formal routes. RPL involves a process by which prior learning is made visible and formally valued. It provides a means by which prior learning can be identified, assessed, and recognised by higher education institutions (HEIs) as part of their programmes, courses, and/or modules on the National Framework of Qualifications (NFQ) . This makes it possible for an individual to build on learning achieved elsewhere and to be rewarded for it.

Nationally, through the RPL project, and locally at institution level, it is recognised that RPL is an important factor in supporting access to and participation in higher education. RPL is also an important element of the EU strategy for widening access to formal qualifications and supporting lifelong and life-wide learning (Cedefop, 2023 ). In Ireland, its potential for increasing access to and participation in higher education is set out in the National Access Plan 2022-28 (HEA, 2022) . An institution’s commitment to RPL also demonstrates their responsibility to Goal 4 of the Sustainable Development Goals (UN, 2015 ) which aims to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’.

Research confirms that learning occurs in a wide variety of contexts, including paid work, involvement in social, community or voluntary activities, or learning through life experience generally. It is important to give equal value to all these forms of learning, as this enables individuals to be supported to enter, participate in, and progress through higher education. This principle is aligned to the NFQ goals which aim to recognise all learning achievements through supporting the development of alternative and flexible pathways to awards, and by facilitating the assessment and recognition of prior learning.?

Having a RPL policy ensures that assessment of prior learning is approached and facilitated in a manner that is fair, equitable and transparent; and that it upholds the quality assurance standards and academic integrity of all programmes of study offered and awards made by the institution.

RPL can enable individuals to build on prior learning to achieve qualifications including Major, Minor, Supplemental and Special Purpose awards at undergraduate or postgraduate level. RPL focuses on making visible the outcome of learning and provides for the validation for learning that is achieved through a variety of formal, informal, or non-formal routes.

RPL can be used by applicants to:

????????? gain entry or advanced entry to a programme of study, and

????????? gain credits and exemptions from modules which form part of a programme of study.

Guiding Values and Principles?

At ATU, the following definition of RPL is used:??

‘RPL incorporates prior formal, informal and non-formal learning and that which is validated within the context of a specified destination award from level one to ten on the national framework of qualifications’(European Commission, 2014; p.3).

Two core values underpin ATU’s approach to RPL: learner-centredness and quality assurance. These are informed by best practice nationally and internationally.

Learner-Centredness

In the context of RPL, this value places the student (learner) at the centre of RPL.

Quality Assurance

HEIs are responsible for the establishment of quality assurance and enhancement policies and procedures. Accordingly, RPL is underpinned by both internal and external quality assurance and enhancement processes.

Definitions and Terminology?

RPL covers different types of learning. Several different terms are used to describe these different types of learning, as follows:

Formal Learning/Certified Learning

Formal learning takes place through programmes or courses of study that are quality assured, assessed and delivered in an organised, formal way by education providers, and that attract awards or credits. Formal learning is also referred to as ‘certified learning’ or ‘accredited learning’.?

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Recognition of Prior Certified Learning (RPCL)

Prior certified learning is learning that has already been accredited by an awarding institute.

Prior certified learning can also include international qualifications. Where RPCL is being sought by an applicant, they are required to provide the relevant module/programme syllabus and a certified transcript of results.

Non-formal Learning/Experiential Learning

Non-formal learning is learning which takes place alongside or outside of the mainstream systems of education and training. It may be assessed but does not normally lead to formal certification on the NFQ. Non-formal learning includes learning and training activities that are undertaken in the workplace, voluntary sector, or community-based settings. Non-formal learning is also referred to as ‘experiential learning’.

Informal Learning/Experiential Learning

Informal learning takes place through life and work experience. It does not lead to certification. Informal learning is also referred to as ‘experiential learning’.

Recognition of Prior Experiential Learning (RPEL)

Prior experiential learning is learning acquired from experience, learning acquired in the workplace or learning achieved from non-accredited bodies. Where RPEL is being sought by an applicant, they normally must produce a Portfolio of Evidence to support their claim for access, exemption, or credit.?

Stages in the RPL process

Applications for RPL must be initiated by an applicant or student. Institutions normally provide support and mentoring for RPL applicants throughout the process. The process of RPL at ATU involves five stages as follows:

Stage 1: Information?

During this stage, the learner obtains accessible, user-friendly information about what is possible and how the RPL process works for entry, advanced entry, and module exemptions for their chosen programme of study. This will include details of the application process, the stages within it and associated timeframes, and the types of evidence that will be required to support an application for RPL.?

Stage 2: Identification

During this stage, the learner explores and identifies their prior learning in relation to a programme’s entry requirements or the learning outcomes of a module/s with a view to making an application for formal recognition. The applicant must complete an application form. The learner will be supported at this stage by the RPL Mentor.

Stage 3: Documentation

This stage makes visible the applicant’s learning in the context of the application. The applicant, supported by their Mentor prepares a Portfolio of Evidence for submission.

For applicants seeking Accreditation of Prior Formal Learning, the Portfolio of Evidence must include:

·?????? any certification (academic qualifications) already obtained by the applicant; and

·?????? details of modules/programmes already completed (i.e., duration of study, learning

outcomes, assessment techniques, examination results).

For applicants seeking Accreditation of non-formal and informal learning, the Portfolio of evidence should typically include:

????????? details of non-formal and informal learning undertaken (e.g., details of attendance at short courses; samples of materials; voluntary work, including roles and responsibilities; paid work history, including roles and responsibilities; employer references). In accordance with UDL principles, the material comprising the Portfolio of Evidence may be presented in a variety of formats which enables applicants to demonstrate their learning in a variety of ways.

For the learner, this stage involves a reflective process and gathering relevant materials to substantiate their application.?

Stage 4: Assessment

RPL assessment procedures must establish an applicant’s capacity to succeed in a programme if offered entry, advanced entry, or module exemptions.

Where RPL is used to apply for entry to a programme, the relevant Award Standard at the required level for entry shall be used to assess whether the learner has the competences needed to succeed in the programme. Where RPL is used to apply for advanced entry to a programme or for module exemptions, the applicant’s prior learning must be assessed against the Learning Outcomes of the relevant stage/module/s of the programme for which advanced entry/module exemptions are being sought.?

The learner’s application must be assessed by an RPL Assessor. The RPL Assessor reviews the Portfolio of Evidence to compare the learning outcomes exhibited by the Portfolio of Evidence to the learning outcomes of the module(s)/stage, for which the applicant is seeking an exemption(s)/entry.

RPL (either certified or experiential) will only be granted if the evidence supplied by the learner demonstrates that learning outcomes have already been achieved.?

In making decisions on RPL, an Assessor may require an applicant to undertake an assessment activity to ensure that learning achieved is equivalent to the stated module/s or programme learning outcomes. The assessment activity may employ a range of techniques as appropriate to the theory and practice of the discipline area of the programme for which entry/exemption is being sought, and with due regard to UDL principles.

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If the Assessor concludes that the learning outcomes have been achieved, then an exemption may be awarded, or entry granted.?

Stage 5: Certification

If the application is successful, the learner will receive formal recognition (i.e., acknowledgement) or certification which will result in entry/advanced entry to programme or exemption for programme module/modules.?

Assessment of RPL

Principles Guiding the Assessment of Prior Learning

The following principles should inform and guide the assessment of prior learning:

1.?????? Assessment of prior learning will follow consistent, precise, and unambiguous assessment criteria to ensure that the process is transparent, equitable and fair for all applicants.

2.?????? Decisions on recognition of prior learning must be based on sound academic judgement of evidence provided against relevant learning outcomes.

3.?????? The RPL assessment approach and process must have sufficient flexibility to allow for adaptation to different discipline areas and different types of prior learning. The use of a range of assessment tools (e.g., written examinations, essays, interviews, demonstrations, simulations), appropriate to the discipline and the needs of the applicant, is encouraged.

4.?????? Assessors and Mentors involved in the RPL process will be provided with training and support in fulfilling their different duties.

5.?????? RPL assessments must be conducted in reasonable stipulated timeframes.

Criteria for Assessment

The assessment of prior learning at ATU is considered an academic activity and will be performed by academic staff who have undertaken relevant training to become RPL Assessors. The following criteria will be used by Assessors to help them to determine if the evidence of learning presented is appropriate and fit for purpose:?

????????? Validity: Does the prior learning presented meet the learning outcomes required by the relevant academic unit? Is the academic level of the prior learning being presented in line with the level descriptors for the programme for which RPL is being sought? This should be equivalent to the standard expected of other students and the standards associated with the National Framework of Qualifications (NFQ) and its awards.

????????? Sufficiency: Is there enough evidence to demonstrate that the learning outcomes have been achieved?

????????? Authenticity: Is it clear that the prior learning evidence provided is that of the applicant?

????????? Reliability: Is the evidence of prior learning presented reliable?

????????? Currency: Is the prior learning achieved and being assessed current? Is it up to date with current knowledge and practice of the discipline?

Outcome of the RPL Assessment Process

Successful Outcome?

A successful outcome of the RPL assessment process will result in either:

????????? the granting of admission to a specific academic programme,

????????? advanced academic standing within a programme of study, or

????????? module exemptions if the required standards of learning have been met.

RPL Mentor

An RPL Mentor is someone who has the necessary expertise to advise and counsel the applicant on the RPL process, and who is familiar with the contents of the programme being applied for/seeking exemptions from. A Mentor will have undertaken appropriate training for the role.?

RPL Assessor?

An RPL Assessor must be an academic who is qualified to deliver and assess the module/s for which exemptions are sought and should have completed RPL Assessor training.

Conclusion

The approach taken to the development of the RPL Policy by ATU has resulted in a robust policy document to guide practice on RPL in ATU into the future.

Following an initial scoping with key stakeholders in the university and informed by EU and national policy and best practice, an initial draft was prepared for consultation with all stakeholders, and made available on the staff portal. The revised draft which was tabled and approved by the ATU Academic Council was informed by written feedback received and thoughtful discussion which took place during several webinars with key stakeholders (academic managers, students, RPL Unit staff) during the three-week consultation. The approach employed in developing the RPL Policy by ATU’s Academic Quality Assurance and Enhancement Team has resulted not only in an approved policy document but has also served to raise awareness and visibility of RPL within the university. Not only has learning been made visible, but so too has RPL.

The following documents have informed the development of the RPL policy at ATU:

????????? Council Recommendation of 20 December 2012 on the Validation of Non-formal and Informal Learning (Council of the European Union, 2012)

????????? European Commission European Inventory on Validation of Non-formal and Informal learning 2014: Country Report Ireland (European Commission, 2014) https://cumulus.cedefop.europa.eu/files/vetelib/2014/87062_IE.pdf

????????? Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG, 2015)

????????? Quality and Qualifications Ireland (QQI) Core Quality Assurance Guidelines (QQI, 2016)??

????????? QQI Principles and Operational Guidelines for the Recognition of Prior Learning in Further and Higher Education and Training (NQAI, 2005/2016)

????????? The National Access Plan: A Strategic Action Plan for Equity of Access, Participation and Success in Higher Education 2022-2028 (HEA, 2022)

????????? Framework for the Recognition of Prior Learning in Higher Education (IUA and THEA, 2022)

????????? European Guidelines for Validating Non-formal and Informal Learning (3rd ?edition) (Cedefop, 2023)

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Dr Michael Hannon, VP for Quality Assurance & Registrar at ATU. Member of the National RPL Steering Group. Executive Lead for ATU’s Quality Assurance and Enhancement Framework.

?#YourLearningCounts #LifeLongLearning #HCIPillar3 #DkIT Discover More?? Check out the Prior Learning website:?www.priorlearning.ie .Your past experiences are valuable. Make them count with RPL.

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