Recognition of Prior Learning Policy (RPL) 

Version Number: 1.0

Revision date: 16 June 2023

Policy Owner: Vice President for Learning and Teaching

Approval Body: Academic Council (16 June 2023)

Review: Every three years

Policy Contents

1. Purpose of the Policy
2. Definitions
3. Scope of the Policy 
4. Roles and Responsibilities
5. Policy Statement
6. Related Documents
7. Contact for Further Information

 

1. Purpose of the Policy

The purpose of this policy is to lead the recognition of prior learning (RPL) at University College Cork (UCC) through a fair and transparent process that upholds the academic standards of the University and underpins its commitment to embedding a culture of quality enhancement which is engaged, reflective and connected. 

The aim of this policy document is to provide a coherent framework for RPL in UCC. Reflecting the value that RPL has, this policy will further enhance UCC’s strategic commitment to responding to the lifelong learning (LLL) agenda encompassing a focus on access, inclusion and diversity. UCC recognises that knowledge and skills can be acquired from a range of learning experiences. This policy provides for creativity around access, transfer, and progression to UCC which further enhances opportunities to promote equality, diversity and inclusion across the University.

2. Definitions

 As described in the National Framework for RPL in Higher Education:

• Prior learning is learning that has taken place but has not necessarily been assessed, measured, or assigned credits. Prior learning may have been acquired through formal, non-formal, and/or informal routes:

• Formal learning takes place through programmes or courses of study that are delivered in an organised, formal way by education providers and that attract awards or credits. Formal learning is sometimes referred to as certified or accredited learning.
• Non-formal learning¹ takes place alongside or outside the mainstream systems of education and training. It may be assessed but does not normally lead to formal certification. Examples of non-formal learning are planned learning and training activities undertaken in the workplace, voluntary sector, or in community-based settings.
• Informal learning¹takes place through life and work experience. Typically, it does not lead to certification.

• Recognition is a process by which prior learning is given a value. It is a means by which prior learning is formally identified, assessed, and acknowledged. This makes it possible for an individual to build on learning achieved and to be rewarded for it (e.g. in the form of acknowledgement or accreditation).
• Recognition of Prior Learning (RPL) is a process by which prior learning is formally valued. It is a means by which prior learning is identified, assessed, and recognised by an educational institution as part of its programmes, courses, and/or modules on the National Framework of Qualifications (NFQ). This makes it possible for an individual to build on learning achieved and to be rewarded for it. The concept of LLL indicates that learning encompasses the whole spectrum of formal, non-formal, and informal learn

Other key terms referred to in this policy include:

• Programme refers to a taught or research programme offered by UCC.
• Unit refers to a school, department or discipline area, as well as other UCC entities including ACE and CIRTL.

 [1] Non-formal and informal learning are sometimes referred to as experiential learning.

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3. Scope of the Policy

3.1 In UCC RPL applies to all modules, all courses, all programmes, at all NFQ levels, in all modes of study, and in all disciplines of study except for the following restrictions:

• Units may decide that some modules by the nature of their content are unsuitable for exemption and require all students to take and pass them to achieve the award;
• Some programmes of study that are accredited by professional and statutory bodies may be unable to offer any form of RPL-based exemption;
• Where exceptions arise, these will be clearly identified to learners/prospective learners on the Academic Programme Catalogue.

3.2 RPL can be used by individual prospective learners, prospective cohorts of learners with similar prior learning, or registered UCC students to:

• Gain entry to a programme^2 : RPL may be used for non-standard entry onto a programme where the standard academic programme entry requirements have not been met.
• Gain advanced entry to a programme: RPL may be used to gain entry to an advanced year of a programme following a process of evaluation.
• Gain exemptions from a module or a number of modules on a programme: RPL may be used by a learner to exempt themselves from having to complete a module or modules subject to the limits identified in 5.3.4 where they can demonstrate that they have achieved the learning outcomes of the respective module(s) through prior learning.

3.3 The focus of the RPL process shall be on the achievement of learning outcomes for taught programmes and the demonstration of key competencies for 3esearch programmes. RPL gives value to all learning in the context of the destination award irrespective of where or how that learning has been attained.

3.4 The award of RPL is entirely at the discretion of UCC.

[2] This does not apply to undergraduate students applying via CAO.

4 Roles and Responsibilities

4.1 Learner/Prospective Learner Responsibility

In submitting an application to have their prior learning recognised, learners or prospective learners should, where applicable:

• Review current programme entry requirements in the university prospectus for taught programmes https://www.ucc.ie/en/study/courses/ and in the Academic Programme Catalogue for research programmes.
• Review current module descriptors in the Book of Modules https://ucc-ie-public.courseleaf.com/modules/ 
• Review the protocol for RPL for admission to research programmes if they wish to gain entry or advanced entry to a research programme.
• Follow instructions throughout the application process.
• Provide full and accurate information and appropriate evidence of prior learning in the application.
• Submit application in accordance with application timelines as per 5.3.1 and 5.3.2.

4.2 Units

In upholding the university’s commitment to RPL, Units should manage RPL at a local level with oversight from Academic Council Academic Development and Standards Committee (ADSC) for taught programmes, and Academic Council Graduate Studies Committee (ACGSC) for research programmes, and annual reporting to the Office of the Vice President for Learning and Teaching (OVPLT). In particular, the Head of Unit or nominee should:

• Consider whether RPL is appropriate for each programme within their unit, paying particular attention to the requirements of relevant professional, statutory or regulatory bodies;
• Clearly identify where restrictions to RPL apply to their unit’s programmes in the Academic Programme Catalogue;
  Consider whether programme entry requirements for their unit’s programmes should be amended to include RPL information for learners/prospective learners;
• Give consideration to RPL in the curriculum development stage of designing new programmes within their unit;
• Permit learners or prospective learners within their unit to demonstrate their learning in a variety of ways as appropriate to the discipline as per Universal Design for Learning (UDL) principles;
• Process RPL applications for exemption through fair and transparent local procedures that are clearly communicated to learners/prospective learner;
• Ensure that staff who are deciding on RPL applications are competent to make such decisions and have engaged in appropriate RPL training provided by the university;
• Ensure that decisions on RPL applications are made in accordance with the criteria outlined in 5.4;
• • Record RPL application decisions, in addition to how and why decisions to recognise, or not recognise, prior learning were made and report such data to the relevant Unit Committees;
• Complete an annual RPL data report for submission to their respective Colleges and ACE/CIRTL who will then collate the data into a final report for submission to the Office of the Vice President of Learning and Teaching.                                                                      

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5. Policy Statement

5.1 Values and Principles

The policy proposes two core values of learner centredness and quality assurance, which are supported by a series of guiding principles:

5.1.2 Learner Centredness:

A5s a concept, RPL is for everyone as a wide and diverse range of learners may wish to apply for RPL. In this policy, the following principles are based on the value of learner centredness:

• The learner is central to the RPL process; 
• Participation in RPL is voluntary for the individual learner concerned; 
• Information on RPL is clearly visible and accessible to learners at Recognition of Prior Learning 
• Information, advice, and an identified contact point are available at each stage of the process to assist the learner in making an informed decision on whether or not to submit an application for RPL, as well as supporting the learner through the process if they decide to proceed;
• The RPL process is conducted in a manner that is transparent, consistent, fair, and non-discriminatory;
• The RPL process respects and values the uniqueness of the individual’s learning. The use of a range of evaluation mechanisms of applications will be applied as appropriate. These should be informed by Universal Design for Learning (UDL) principles, allowing learners/prospective learners to demonstrate their learning in a variety of ways as appropriate to the discipline.

5.1.3 Quality Assurance:

RPL is underpinned by quality assurance. Quality assurance delivers public trust and confidence in the learning environment and in any resulting credits or awards obtained by learners. In this policy, the following principles are based on the value of quality assurance:

• 
  The RPL process is fully embedded in the quality assurance procedures of UCC and is incorporated into curriculum development planning;
  The RPL process is aligned with the Irish National Framework of Qualifications (NFQ);
  UCC’s procedures relating to RPL will be easily accessible and will be periodically re-evaluated;
  The evaluation of prior learning is an academic activity that is performed primarily by academic staff in the University;
  The documentation submitted by learners as evidence should be authentic, valid, and sufficient;
  UCC staff are encouraged to share good practice in RPL developments both within their Colleges/Units, where appropriate, and across the institution.

5.2 Process

The process of RPL typically includes five stages and is initiated by the learner/prospective learner. These are:

5.2.1  Information:

During this stage, the learner/prospective learner obtains accessible, user-friendly information at [insert link to UCC RPL webpage] about how the RPL process works, and the Academic Programme Catalogue will indicate whether RPL is possible for their selected programme.

5.2.2 Identification:

During this stage, the learner/prospective learner explores their prior learning (e.g. in relation to a programme’s entry requirements or the learning outcomes of a module) with a view to making an application for formal recognition.

5.2.3 Documentation:

This stage makes visible the learner/prospective learner’s learning in the context of their application. For the learner/prospective learner, this involves a reflective process and gathering relevant materials to substantiate their application giving due consideration to the key evaluation criteria outlined in 5.4.

5.2.4 Evaluation:

The learner/prospective learner’s application is evaluated by the unit in the discipline of the learner/prospective learner’s application. A range of evaluation mechanisms may be used dependent on the requirements of the discipline and whether the programme is a taught or research programme – these may include but are not limited to submission of a detailed curriculum vitae, transcripts, portfolio, interview, essay, references, examinations, module descriptions, and module/microcredential/programme syllabi. Evidence supplied by the learner/prospective learner will be evaluated against the key evaluation criteria outlined in 5.4.

5.2.5 Outcome/Certification:

Learners/prospective learners will be notified of the outcome of their application promptly after the decision is made. If the application is unsuccessful and the learner/prospective learner is not granted an exemption or accepted onto a programme through RPL, the learner/prospective learner will receive formal communication from the relevant office dealing with the application outlining this decision along with details of any available alternative options or supports. If the application is successful, the learner/prospective learner will receive formal communication from the relevant office dealing with the application outlining the decision on their application which will lead to one or more of the following outcomes:

• Entry to a programme;
• Advanced entry to a programme;
• Exemption from programme module(s) to the maximum values set out in 5.3.4.

The learner/prospective learner’s record on UCC Apply and or the student record system will then be updated accordingly. Learners will not need to attend or be registered for any modules for which exemption(s) have been granted.

5.3 Operational Guidelines

5.3.1 Applications for RPL for entry/advanced entry should be submitted as part of the application process and before the learner/prospective learner is registered for their chosen programme.

5.3.2 Applications for RPL for exemption are to be submitted no later than two weeks after the start of each Semester unless specific programme regulations/structure preclude this. No changes in registration will be allowed after these deadlines. It is the responsibility of the learner/prospective learner to submit applications on time.

5.3.3 A module is the smallest unit considered under RPL. Credit cannot be awarded for part of a module.

5.3.4 RPL can only be granted if it does not result in ‘double counting of credit’ meaning that credited learning that has already substantially contributed to a major award cannot be used to gain substantial RPL-based exemption(s) in another qualification at the same level where sufficient new learning has not been demonstrated. UCC requires all learners to complete a minimum of 50% of new learning on their chosen UCC programme in order to be conferred with an award from UCC. The maximum amount of exemptions of credit permitted through RPL is shown in the Table below. As per 3.1, for some programmes (for example those accredited by Professional, Statutory or Regulatory Bodies) the maximum amount of exemptions allowed may differ from this. Where this is the case, clear guidance will be given to the learner/prospective learner.

Award Type, NFQ Level & No. of Credits	Total No. of Credits in Programme	Maximum credit through RPL	Minimum credit required through study at UCC
Special Purpose Awards (levels 7-9)	10	5	5
Special Purpose Awards (levels 7-9)	20	10	10
Special Purpose Awards (levels 7-9)	30	15	15
Special Purpose Awards (levels 7-9)	60	30	30
Bachelor’s Degree (level 7)	180	90	90
Bachelor’s Degree  (level 8)	180	90	90
Bachelor’s Degree (level 8)	240	120	120
Higher Diploma Degree (level 8)	60	30	30
IMI Professional Diploma (level 9)	30	15	15
Postgraduate Certificate (level 9)	30	15	15
Postgraduate Diploma (level 9)	60	30	30
Masters Degree (Taught) (level 9)	90	45	45
Masters Degree (Taught) (level 9)	120	60	60

5.3.5 It is at the discretion of each programme to determine the proportion of credit which may be awarded at each stage of study. A maximum limit applies of 50% of the total credits available for taught programmes, or 50% of the total number of credits on taught modules for research programmes. There is no requirement that credit is granted at any stage of a programme and, in particular, Programme Directors shall be mindful of the appropriateness of awarding RPL in the final year.

5.3.6 Where exemptions are granted, learners will be exempted from the module(s) agreed and will not be required to register for or attend them.

5.3.7 Where exemptions are granted, marks will not be awarded and these modules will not contribute to the classification of honours for awards.

5.3.8 Any exemptions approved through RPL will be clearly outlined on the student’s transcript of results to ensure ease of recognition for other education providers and/or employers.

5.3.9 UCC does not currently charge a fee for considering an RPL application.

5.3.10 Where a student gains advanced entry to a programme, fees will only apply for the remaining year(s) of study.

5.4 Evaluation Criteria

The key criteria to be satisfied for RPL to be granted are as follows:

5.4.1 Validity:

• that the prior learning claimed by the learner/prospective learner should be relevant to the award to which it will contribute;
• that the prior learning claimed by the learner/prospective learner should be at an appropriate level mapped to the Irish National Framework of Qualifications (NFQ) or equivalent for qualifications attained outside of Ireland;
• that the prior learning claimed by the learner/prospective learner broadly matches the learning outcomes required by the relevant module(s) for which an exemption is being sought, or broadly match the standards required in the entry requirements of the relevant programme if RPL for entry/advanced entry is requested;

5.2 Sufficiency:

• that the evidence of prior learning submitted by the learner/prospective learner is sufficient to demonstrate the learning claimed by the learner/prospective learner;
• that the prior learning claimed by the learner/prospective learner is broadly equivalent to the volume of learning for which an exemption is sought;
• that the prior learning claimed by a prospective learner for a research programme demonstrates sufficient achievement of key competencies to carry out independent research including discipline specific knowledge and skills, as well as basic research competency;

5.4.3 Authenticity

• that the evidence of prior learning submitted by the learner/prospective learner is genuine and clearly indicates that the prior learning has been achieved through the learner/prospective learner’s personal efforts and achievements;

5.4.4 Reliability:

• that the evidence of prior learning submitted by the learner/prospective learner is deemed to be valid and reliable;

5.4.5 Currency:

• that the prior learning claimed by the learner/prospective learner is recent and represents the learner/prospective learner’s current knowledge and skills. The expectation is that the learning will normally have been acquired within the past five years, although this figure may be adjusted where there is a justified reason for doing so.

5.5 Complaints

The Applicant Complaints Policy and Procedure reflects University College Cork’s commitment to providing an excellent, fair and equitable experience for its prospective students and applicants and acknowledges that individuals may, on occasion, feel the need to make a complaint. A learner/prospective learner complaint in relation to their RPL application should, as far as possible, be raised with the individual involved, in the relevant Admissions office/Academic Unit. The Applicant Complaints Policy and Procedure is intended to assist both applicants and admissions staff in the resolution of complaints promptly and fairly.

5.6 Appeals

5.6.1 A learner/prospective learner may appeal an RPL application decision if they can demonstrate that the assessment of the application was based on an incorrect process and/or where the decision was based on misinterpretation of information provided as part of the application process and/or specific grounds within the scope of the Application Appeals Policy. Appeals cannot be made on the basis of academic judgment of whether the evidence meets the criteria.

5.6.2 An appeal must be in writing (email or hardcopy) and submitted according to the procedures and the timelines indicated in the Application Appeals Policy.

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6. Related Documents

Admissions Policies

• Overarching Admissions Policy
• Advanced Entry Transfer Policy
• Applicant Complaints Policy and Procedure
• Applicant Appeals Policy

Available on the Admissions section of the Academic Policy Portal 

Graduate Studies Policies

• Recognition of Courses/Modules taken externally for Research Students
• Advanced Academic Standing (Admission to PhD)
• Protocol for RPL for admission to research programmes

Available on the Graduates Studies section of the Academic Policy portal

7. Contact for Further information 

Office of the Vice President for Learning and Teaching

E:vplearningandteaching@ucc.ie

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