RPL Policy in the DIT

Dr Anne Murphy

RPL Policy Officer

Regional Seminar 12 March 2009

Cathal Brugha Street Campus

‘The Potential of RPL in the Current Economic and Employment Context’

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DITRPL tradition

Long tradition of local RPL practice (APCL and APEL) at programme level for initial entry, advanced entry, non-standard entry, transfer, module exemption, progression.

Research APEL research projects: OMNA, VaLEx http://www.valex-apel.com

National policy Involvement in generation of Principles and Operational Guidelines for RPL 2005

DIT policy

• RPL Policy Development Officer appointed

• Wide consultation on preferences for RPL policy and implementation

• RPL policy agreed by Academic Council 2008

• Implementation guidelines developed for Schools

Staff development

Briefing sessions, presentations to Faculties Boards and School Fora Consultation on procedures and curriculum matters CPD course for formal training RPL integrated as normal business of the Institute

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Moving towards flexible programmes/awards?

Programme design with RPL integrated Example in pack

Modules as discrete CPD awards using RPL where appropriate Idea in development

Credit accumulation through CPD modules Case study

RPL used with work-based learning contracts Case study

RPL as ‘diagnosis’ for planning of award pathways Essential for uncertain future

Cross-faculty modular awards with use of RPL and WBL Essential to scale up and use resources wisely

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Potential of RPL in the Current Context?

Maximum use of RPL, modules and credits for:

- Short conversion courses

- Progression awards- Work-based learning contracts towards awards- Credit accumulation towards minor or major awards- Postgraduate study in related or new field.

Responding to?:- labour market data? - graduate requests?

URGENT QUESTION: How does HE provide responses without clear national direction or extra resources?

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Is RPL the solution?

Criticism?• RPL recognises learning that has already been achieved in relation

to national occupational/professional standards and/or in relation to programmes leading to awards. While there is value in achieving module exemptions through RPL there is little new learning!

• The value in RPL for worker-learners in the current context is in its diagnostic qualities towards planning for a new award or new qualification in anticipation of an improved employment context.

• The potential of RPL for HE providers in the current context is in its inclusion in work-related programme design and delivery where worker-learners build from prior learning and where delivery methods are as close to the naturally occurring learning of the professional/occupational workplace.

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What can the DIT offer through RPL?in addition to Labour Market Activation movement etc

Immediately –perhaps with limited impact• Guidance to its graduates at risk from unemployment• Recognition of its own awards towards re-skilling,

progression/up-skilling within existing awards• Advanced entry where appropriate• New special purpose or progression awards.

Regional/national impact?• Requires partnership approaches with state agencies,

professional bodies, sectors, employers, trade unions.

Creativity, courage, co-operation