Two decades of RPL/APEL in IRELAND: Practitioner Views

My initial involvement was as an RPL assessor of an application for a marketing subject I was delivering through the Continuing Education Department. At the time RPL was not as developed as it is now within CIT. I received the required paper work and sat down with Phil O’Leary, CIT’s RPL Officer, who familiarised me with the process. In later years I moved from the private sector into the RPL office of CIT. I assisted staff and students in the RPL process, in preparing and assessing material. In conjunction with Phil O’Leary we developed an updated student handbook for circulation to students. I delivered a number of workshops to staff on the RPL processes in CIT

Building Sustainability Through Organisational Arrangements

Recognition of Prior Learning (RPL) has existed in Cork Institute of Technology(CIT) since 1999 as part of its central services to all learners for access, transfer and progression. The sustainability of RPL within CIT is as a result of strategic decisions made as to its importance and the multi-faceted approach which has been adopted and embedded by CIT to ensure that validation is implemented, used and valued. This presentation will outline the policy, systems and processes CIT has adopted to meet the needs of all stakeholders including learners, staff, institution and industry. It will focus on the strategy and policy of the institution which has evolved and developed through dialogue and in the establishment of the CIT Extended Campus, a central unit which facilitates CITs relationships and engagements with stakeholders. This presentation will also outline the challenges encountered and solutions which CIT enabled in response to their role in validation over the past twenty years

Making Adult Skills Visible: Implications for Practice and Policy

A number of European Union priorities focus on sustained and shared approaches to making skills visible as well as supporting mobility of workforces within Europe including the integration of migrants and refugees. Supportive, transnational processes for the recognition and validation of learning provide an opportunity to maximise human capital and to benefit labour markets and societies generally leading to improved economic performance. The Visible Skills of Adults (VISKA) is an Erasmus+ Key Action 3 Project, filed under the call priority theme of “Employment and Skills: validation of informal and non-formal learning in Education and Training.” The project partners, from Norway, Iceland, Belgium-Flanders and Ireland will address European and national policy priorities by cooperating to make knowledge, skills and competences of adults more visible through consideration of the practice of validation of informal and non-formal learning and the implementation of some field trials. An initial mapping process of the national contexts has provided a baseline set of data on the existing processes, procedural information and resources related to the validation of learning of migrants /immigrants, refugees and those with low qualifications within partner jurisdictions and subsequently reflected into an EU context prior to implementation of various interventions planned by the project team. This vital relative information provides a context for the action-based interventions and a framework for the evaluation of the outcomes.This paper details the five planned interventions drawn up by the project partners and the positions them in relation to the data collection processes and the potential for the project to contribute to policy at a local, national and European level. It addresses how well these interventions map to the European Guidelines for the Validation of Non-Formal and Informal Learning and inform the national responses to these guidelines, and previews the project outputs and outcomes The focus of this paper is to detail how the interventions relate to the evaluation of competence of low-skilled, migrants and refugees for the purposes of identifying further opportunities as informed by their existing knowledge, skill and competence

Collaborative Learning and Developing the Capacity as a Reflective Practitioner

The BA in Community Development has no final written exams and instead depends on a number of other approaches to assess the students learning. In year 1, semester 1 students take a module called ‘Portfolio Methods for RPL’ which explores the process of RPL, and what a learning portfolio is. More importantly, it requires the students to focus on their prior learning and not experience per se. In the following semester the method is used to report on work placement and to capture the authentic and individual learning of each student. This paper explores the collective approach to documenting work based learning through the use of learning portfolios and the process of reflection to enhance and enrich the learning experience. The emphasis is on the student taking ownership for their own learning, away from the input approach and towards individual ownership. It also looks at students as co-creators of knowledge in the community sector which strengthens the engagement with higher education and the community at large. A key aspect is for the student to identify their learning and develop the capacity to enhance this learning through reflective practice. Beyond this engagement it is transferable means of incorporating the prior learning of adults in meeting the standards of higher education institutions

Facilitating External Engagement and Developing Industry-Focused Programmes in Cork Institute of Technology

As organisations focus on economic indicators and return on investment their approaches to learning and development opportunities are transformed. In a challenging, competitive climate there is a need to ensure that long and short term benefits are maximised. While engagement is often presented as a third mission of universities, encompassing the full range of external interactions with enterprises, individuals and communities, separate and distinct from the first two missions of teaching and research, is only effective if it is closely interlinked with them. Vorley and Nelles (2008) describe the third mission as a ‘thread that has the capacity to weave together teaching and research, while assuming a more economic and societal focus’. As described by Goddard ‘Insofar as external engagement is taking place, the academic heartland is protected by specialist units dealing with technology transfer and continuing education. However the external engagement agenda… requires institutional responses, co-ordination and transversal mechanisms.’ (Goddard 2005: 30). This case study describes the experience and issues raised for Cork Institute of Technology, a Higher Education Institution (HEI) in Ireland in responding to the challenges. The institute has created a dedicated unit to facilitate effective engagement with industry and to ensure that engagement is integrated and at the core of strategy and practice. This case study explores experiences in bridging the gap between the institution and industry and in implementing industry focused programmes developed in partnership, which are mutually beneficial and maintain academic standards. It also addresses the enablers, challenges and barriers in customised course development

The CIT Extended Campus Model

In 2006 the Higher Education Authority (HEA) in Ireland released a call for proposals under its Strategic Innovation Fund (SIF). The OECD (2004) review of higher education in Ireland had made a compelling case for reform of third and fourth level education in Ireland. In the context of increasingly difficult economic circumstances the SIF became an important driver for investment and reform of higher education. One projects funded under the SIF was the Education in Employment project focused on ensuring that higher education can serve the learning needs of those in the workplace, in a partnership model which recognises the role of the workplace itself as a valuable and valid centre for learning. Following from the Education in Employment project and in consideration of a broader range of potential engagement with external enterprises the Roadmap for Employment Academic Partnerships (REAP) project was proposed to the HEA with the intention of developing a blueprint to support a broad range of different interactions between Higher Education Institutions and employers. In recognising the breadth of engagement possibilities the project consortium developed a partnership continuum which saw the possibility of academic – enterprise relationships ranging from one of mutual awareness to one of strategic partnership similar to the ‘Stairway Model to Strategic Partnership’ described by Baaken and Schröder (2008). The National Strategy for Higher Education to 2030 (Department of Education and Skills 2011) stressed the potential for higher education to play a pivotal role in enhancing Ireland’s economic competitiveness. It also stated that greater engagement with wider communities has the potential to enhance equality in access to education and social cohesion. While the ‘engagement’ part of a HEI mission, encompassing the full range of external interactions with enterprises, individuals and communities, is often presented as distinct from the first two missions of Teaching and Research, it is only really effective if it is closely interlinked with them. Vorley and Nelles (2008) describe this third mission as a ‘thread that has the capacity to weave together teaching and research, while assuming a more economic and societal focus’. Adapting the learning derived from the SIF-funded projects the CIT Extended Campus was developed as a novel and unique response to embedding engagement within the entire mission of a HE institution and acting to support and professionalise the interface for all engagement activities. Cork Institute of Technology’s Extended Campus is a new facility designed to support the two-way interactions of individuals and organisations with the HEI (Higher Education Institution) for knowledge exchange, lifelong learning and responsive engagement. There is a wealth of world-class research, learning and facilities available within Higher Education Institutions but it is not always clear to companies, enterprises, individuals or communities how to access, interface, or contribute to this knowledge. The aim of the CIT Extended Campus is to support and give recognition to these contributions by facilitating and providing a platform for the sharing of knowledge in both directions and enhancing opportunities for engagement with private, public and not-for-profit organisations

A Current Overview of Recognition of Prior Learning (RPL) in Irish Higher Education

Recognition of Prior Learning (RPL) is a process whereby learning that has taken place prior to enrolment on a programme of study is explored, recognised and given value in the context of a destination award. In general terms this includes the recognition, evidencing and valuing of relevant and current formal, non-formal and informal learning. A broad aim of RPL is to encourage people to enter or re-enter formal education and to achieve qualifications through sensitive and accessible pathways. This is very much in keeping with the concept of lifelong learning as defined by Behringer and Coles (2003) as ‘learning activity that is undertaken throughout life and improves knowledge, skills and competences within personal, civic, social and /or employment related perspectives. Thus the whole spectrum of learning- formal, non formal and informal – is included as are active citizenship, personal fulfilment, social inclusions and professional, vocational and employment related aspects.’ (OECD 2003)The aim of this research is to establish current policies, processes, practices and aspirations of Irish Higher Education Institutions with regard to lifelong learning but more specifically recognition of prior learning; to contextualise this practice with particular reference to European policy framework; and to make informed recommendations for policy development which will promote a more consistent and coherent approach to RPL across Irish HE practice. The research will incorporate, the policy frameworks, as well as views from practitioners including academic assessors, students, academic and career advisory services, employers, professional bodies and social partners.This paper will present the early findings of research into Recognition of Prior Learning practice in higher education in Ireland. It will provide insight into the diversity of the extant policies and their application within higher education institutions. It will illustrate the range of practicalities of RPL within the broader context of lifelong learning.In the broader context and beyond the scope of the paper it is anticipated that exploring practice and experiences, and analysis of the research findings in an internationally informed context, will yield implications for practice within the higher education system as well as at the interface with further education and the workplace. This in turn will assist in a more informed national higher education perspective of lifelong learning

Exploration of Learning Gained Through CoderDojo Coding Activities

In an increasingly digital world there is a considerable and growing divide between those who are considered to be digitally literate and those who are not. In addition, among those who are digitally literate, there is a divide between those capable of engaging with technology end products and applications as competent users and those capable of developing software themselves; between users and creators. As technology becomes more pervasive in our society it has impacts in most aspects of life, including education, health, culture and work. In terms of the workplace impact it is clear that the currently reported skills deficits, gaps and mismatches are generating significant demand for skilled information technology workers across many sectors and the ability to meet this demand can have substantial impact on economic development. Developing appropriate technological skills and competence among young people has been the focus of many government, industry-led and voluntary schemes and has given rise to a diverse set of initiatives around Europe. However, little has been published on the attainment of knowledge, skill, competence and evidence of learning outcomes through these initiatives. This research has focused on the efforts to support development of coding capability among young people through the CoderDojo voluntary initiative and sought to identify the skills which are potentially transferable in an education and workplace context. CoderDojo is a global movement of free, volunteer-led, community based programming clubs for young people between the ages of seven and seventeen. The movement was founded by James Whelton and Bill Liao, an entrepreneur and philanthropist. From the first Dojo founded in Cork in Ireland in 2011, the movement has grown significantly and by May 2015 there were over 675 verified Dojos in 57 countries globally [1]. Through a review of the extant literature and the development of a potential skills acquisition template, this research seeks to identify and evaluate the knowledge, skills and competence that may be developed by participants in the CoderDojo movement. Before seeking to identify the skills that might be attained through programming activities, consideration of the broad themes and language of digital skills attainment is presented. The actual skills that are attained are considered in relation to the context within which the learning takes place. A research instrument is developed in association with project collaborators in the CoderDojo volunteer coding movement. The findings from the research are analysed and some preliminary recommendations are considered

An Exploration of RPL in Higher Education in Ireland with Particular Focus on Quality Assurance

This paper focuses on examining the practice of Recognition of Prior Learning (RPL) a provision which allows a learner present previously acquired relevant learning for assessment for credit. In general all forms of learning are formally recognised within an RPL system which includes informal, non formal and formal learning. The key misconception within higher education can be that RPL requires a different quality assurance system than that of conventional assessment methods. This paper explores current assessment policies and practices in Ireland with a particular focus on the structural realities required to deliver good practice with RPL provision for summative purposes. It seeks to identify how aligned the assessment of prior learning is with the more conventional formal systems of assessment and the implications for QA systems. This paper will present the early findings of research into Recognition of Prior Learning practice in higher education in Ireland. It will provide insight into the diversity of the extant policies and their application within higher education institutions. It will illustrate the range of assessment methods and practicalities of RPL within the broader context of Quality Assurance. Beyond the scope of this paper the findings of the research will provide an overall picture of how assessment methods are considered whilst not compromising quality standards. It will outline the enablers and challenges in current practice in responding to the area of RPL within a dynamic economic climate within which higher education plays a key role in supporting the reskilling and up skilling needs of the workplace