(1927) AN EXPLORATION OF RPL IN HIGHER EDUCATION IN IRELAND WITH PARTICULAR FOCUS ON QUALITY ASSURANCE

摘要

Recognition of Prior Learning (RPL) is considered for the purposes of this research as a processwhereby evidence of learning that has taken place prior to enrolment on a programme of study isexplored, recognised and given value in the context of a destination award. The process whichtraditionally is adopted, is that evidence of past and current formal, informal and non formal learning iscompared against the learning outcomes of the current destination award. The intention is to giveformal recognition for learning which has already been acquired which meets the intended outcomesof the current learning path.This paper focuses on examining the practice of RPL in Ireland with a particular focus on theunderpinning quality assurance systems. Through an exploration of current assessment policies andpractices, with a particular focus on the structural realities required to deliver good practice with RPLprovision for summative purposes, it seeks to identify how aligned the assessment of prior learning iswith the more conventional formal systems of assessment and the resulting implications for QAsystems.Early findings of research into RPL practice in higher education in Ireland will be presented herein,providing an insight into the diversity of extant policies and their application within higher educationinstitutions. By illustrating the range of assessment methods and practicalities of RPL within thebroader context of Quality Assurance, implications for practitioners and enhanced practice will beuncovered.Beyond the scope of this paper the findings of the research will provide an overall picture of howassessment methods are considered whilst not compromising quality standards. It will outline theenablers and challenges in current practice in responding to the area of RPL within a dynamiceconomic climate within which higher education plays a key role in supporting the reskilling and upskillingneeds of the workplace.