Recognition of Prior Learning in Irish Higher Education: A Qualitative Study

Abstract

This paper explores why, despite inclusion in national strategy and position papers, the practice of Recognition of Prior Learning (RPL) remains at low levels in Irish higher education. 

The study focuses on the recognition of informal and non-formal learning and seeks to elucidate the elements which have the most influence on practice. In Irish higher education, the recognition process seeks to validate the learning in the context of a specified destination award from level one to 10 on the national framework of qualifications (European Commission; Cedefop; ICF International, 2014, p. 3). The research conducted focused on exploring academics’ understanding of RPL, its position within their institutional context, and identifying opportunities and perceived challenges to practice and implementation.  

The research study adopts a constructivist grounded theory (Charmaz, 2006) and an interpretative approach to examine the reasons for limited practice of RPL.  

The findings demonstrate the diversity of the views of academic staff regarding RPL in practice in higher education. There are a number of barriers in current national and institutional settings that have an impact on practice. A framework to address these factors is proposed as a mechanism to ensure greater engagement with RPL at three levels: national, institutional, and individual staff.  

This study of the practice and implementation of RPL in Irish higher education is significant, as it makes a unique contribution to identifying the factors influencing the implementation of RPL; its findings have implications for policy, practice, and future research of RPL.