Institution(s) and Partner Organisations

• HEA National Forum for the Enhancement of Teaching and Learning in Higher Education
• Co-sponsor Technological University Association (TUA)
• Co-Sponsor Irish University Association (IUA)
• Atlantic Technological University
• Dublin City University
• Dundalk Institute of Technology
• Dún Laoghaire Institute of Art, Design and Technology
• Maynooth University
• Munster Technological University
• South East Technological University
• Trinity College Dublin
• Technological University Dublin
• Technological University of the Shannon: Midlands Midwest
• University College Cork
• University College Dublin
• University of Galway
• University of Limerick

Description

Significance

Recognition of prior learning (RPL) as a mechanism supports the implementation of ESD initiatives in three critical ways.  Firstly, RPL expands access to ESD initiatives, secondly RPL values diverse knowledge (including formal, informal and non-formal learning) and lifelong learning.  Thirdly, RPL supports pathways for learners to develop the knowledge, skills, and competencies they need to participate in and contribute to a sustainable society and economy throughout their lives. In summary, RPL enhances access and inclusivity in ESD initiatives, particularly those initiatives that involve programmes that sit on the National Framework of Qualifications (NFQ).   Developing staff capacity to practice RPL is therefore significant as an enabler to implementation of ESD initiatives.

Context & Purpose

The RPL Digital Badge, offered as part of the NFETL Open Courses initiative, was designed by Dr Deirdre Goggin (MTU) and Dr Cathal de Paor (MIC) and first delivered in 2020.  Delivery of the RPL Digital Badge as part of the HCI RPL in Higher Education Project aims to support the project objective of enhancing staff capacity to practice RPL by specifically targeting higher education staff as well as individuals working across the wider education landscape. The aim is to engage higher education staff, including those in faculty, professional services and administrative roles, to explore RPL within their own work settings and to gain a wider understanding of the broader workings of RPL. The Badge is actively promoted through social media channels, www.priorlearning.ie, www.opencourses.ie, LinkedIn and other channels available to the RPL in HE Project team.

Description of the initiative

Delivered over eight weeks, the first six weeks of the course comprise the Introduction to RPL Digital Badge with two additional weeks allocated to a Facilitator Badge. From a practical perspective, the badge consists of live webinars (once per week for 90 minutes), peer triad engagement (one hour per week) and self-paced study for approximately one hour per week, totalling 25 notional learner effort hours. Peer Triad engagement is a core component in the delivery of the NFETL Open Courses. The peer triad model of engagement is distinctive in the sense that participants exchange ideas and experiences related to RPL, enhancing and broadening capacity.  The diversity of individuals within the triads foster valuable shared learning.

Intended Learning Outcomes

By the end of course, participants should be able to:

1. Explain the concept of RPL and reflect on its application within their own setting.
2. Reflect on the potential impact of RPL for an institution, its staff and students.
3. Identify existing policies and consider their alignment with practice.
4. Analyse the relationship between programme and module learning outcomes and the RPL candidate.

Teaching and Learning Approach

The RPL Digital Badge is a learner-centred course, utilising a flexible approach to delivery with an emphasis on RPL practice. The course is built around participants’ own professional contexts where they are encouraged to reflect on their practice and apply new insights directly to their own settings. Reflective journal and peer triads are key learning tools.

The course is delivered both synchronously (live weekly webinar, recorded) supported with asynchronous resources such as short videos.  Each week, the live webinar includes a guest speaker (RPL expert, practitioner, learner, regulator) offering specific professional and practice insights.  Engagement in a peer triad is also a core component, enabling participants to share experiences and ideas and where learning is socially constructed through dialogue. Cross-disciplinary and cross-institutional interactions further enhance learning.

Assessment Strategy

The goal of assessment in this course is not to grade participants, but to support meaningful reflection on RPL practice and application of learning in the participants own professional context. The assessment therefore is formative as its purpose is to deepen learning, not to award marks. This is achieved through the submission of a reflective journal, participation in a peer triad and submission of a peer triad contract confirming that members of the triad have achieved the course learning outcomes.  Participants engage in reflection on what they have learned and how it influences their practice. Submission can be in any format including written, video, podcast, poster or by any other means relevant to the participant.  This self-assessment approach encourages participants to share reflections, give feedback, and learn from others’ experiences.

Impact and Outcomes

An evaluation based on the Kirkpatrick Model (stage 1 relevance and satisfaction) was conducted after each delivery, culminating in an aggregate response from 175 participants across five iterations.  The instrument contains eight rating scale statements and one open ended question on potential areas for improvement. Overall, 96 percent of respondents agreed or strongly agreed that they are satisfied with the RPL Digital Badge.  The open-ended question asked respondents to identify any areas for improvement. This question elicited 101 responses with 79 positive comments. As a result of this question and feedback the learner voice was introduced for the second iteration with one full webinar devoted to learner experiences of RPL in various contexts.  Comments from participant responses to the evaluation include the following “I cannot think of anything that would improve the course. It is well designed, interesting and informative. Moreover, despite it being delivered online, I felt supported and enabled to work at my own pace. This was a valuable learning experience”.

Collaboration, Partnerships & Student Participation

A critical success factor in the delivery of the RPL Digital Badge has been the participation of guest speakers which has been recognised in a consistent and positive way across the course evaluations.  Guest speakers include RPL experts (MTU and MU), RPL practitioners from across the education landscape including UCC and Donegal ETB, learners (DkIT, SETU and Limerick Clare ETB) and a regulatory body perspective (QQI). All speakers share their perspectives of RPL through their own professional lens, giving participants a broad view of the RPL landscape.  The learner perspective includes speakers which have engaged in education using RPL for access, advanced entry, module exemption and full award.  The learner experiences of the RPL process offers insights for course participants including an understanding of the professional benefits such as career enhancement and personal benefits such as increased confidence.  The practitioner perspective offers practical examples of implementing RPL processes at both programme and institutional levels, while the RPL experts share theoretical underpinnings of RPL in the Irish context.  Regulatory perspectives draw on the influence of various European perspectives and RPL policy trajectory in the Irish context.

Student Engagement

Between April 2023 and September 2025, there were five iterations of the RPL Digital Badge. Over these five deliveries, 404 badges were issued alongside a further 57 Facilitator Badges. Two thirds (n=272) of badges were issued to staff working in the project’s 14 partner HEIs and a further 89 badges were issued to staff working in further education. Participants also include those working in private education institutions, professional and regulatory bodies, and civil society groups.

Discipline

Teaching and Learning

Programme

The RPL Digital Badge is delivered as part of the HCI Pillar 3 “Realising the Potential of Recognition of Prior Learning and Lifelong Learning” which is more widely known as the RPL in Higher Education Project. The project has a number of objectives including enhancing staff capacity to practice RPL. As part of this objective, the delivery of the RPL Digital Badge—a National Forum for the Enhancement of Teaching and Learning Open Course (NFETL)—has been a core mechanism in developing staff capacity. The RPL Digital Badge targets staff working in higher education specifically but not exclusively.

Best Practices & Resources

Top Tips

• RPL is a valuable mechanism to enhance access to and progression through ESD initiatives and is particularly relevant in the context of programmes listed on the National Framework of Qualifications (NFQ).
• Participation in ESD initiatives such as projects, training and events can be recognised as non-formal learning as part of an RPL application for entry, advanced entry and module exemption to programmes listed on the NFQ.
• RPL is a valuable mechanism in creating learner pathways that enhance knowledge, skills and competencies for sustainable development.

Useful Resources

• For more details on the RPL Digital Badge read this paper: Staunton, C., & Walsh, C. (2025). Collaborating and sharing RPL knowledge and practice – the case of the RPL Digital Badge. PLAIO Vol 2025, No. 11 https://www.plaio.org/index.php/home/article/view/268
• For an example of the relationship between RPL and SDGs read this presentation: Widger, L., Power, C., Benke, M., Botelho Junior, S., & Fenton, M. (2024). Optimising the Recognition of Prior Learning to Enhance Pathways to and Integration of Marginalised and Disadvantaged Learners in Irish Higher Education. 2024 eucen Autumn Seminar, Barcelona, Spain. https://research.setu.ie/files/40073077/EUCEN_SETU_RPL_Presentation_Friday_15_Nov_2024.pdf
• For definitions of RPL and details of the Pilot Framework see: A Pilot Framework for the Recognition of Prior Learning in Higher Education. (n.d.). National RPL in Higher Education Project. Retrieved from https://www.priorlearning.ie/resources-tools/pilot-framework-rpl-highereducation

Funding Details

The RPL in Higher Education Project is a HCI Pillar 3 funded initiative.