Prior learning is learning that has taken place before starting a programme but has not necessarily been assessed, measured, or assigned credits. Prior learning may have been acquired through formal (assessed), nonformal, and/or informal routes.
The terms Recognition of Prior Certified Learning (RPCL) and Recognition of Prior Experiential Learning (RPEL) are sometimes used to reflect how the RPL process may differ in accordance with the type of prior learning involved.
The table below may help to illustrate these points:
Formal Learning takes place through programmes or courses of study that are delivered in an organised, formal way by education providers. These programmes are assessed and attract awards or credits. Formal learning is sometimes referred to as Certified or Accredited Learning.
Informal Learning Takes place through life and work experience. Typically, it does not lead to certification. Informal learning is sometimes considered to be learning that is unintentional from the learner’s point of view, and the learner may not recognise at the time of the experience that it has contributed to their knowledge, skills and competences. This is sometimes referred to as Experiential Learning.
Non-formal Learning Takes place alongside or outside the mainstream systems of education and training. It is typically intentional from the learner’s perspective, 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.
A piece of training, that is considered necessary/complementary to the PhD of the student, that is substantial enough in terms of hours/assessment to have credits awarded (this is subject to the provision of detailed supporting documentation).
Lifelong Learning encompasses all purposeful learning activity, whether formal, non-formal or informal, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.
Describes the distinct stages of the RPL application process which are information, identification, documentation, assessment & certification.
Exemptionsare awarded where the lecturer is satisfied the learning outcomes for the current module are met, at the required level or higher from previously certified or experiential learning.
Level In academic settings, ‘level’ refers to the level of the programme on the National Framework of Qualifications. For example, Level 6: Higher Certificate, Level 7: Bachelor Degree, Level 8: Honours Bachelor Degree, Level 9: Masters Degree, Level 10: Doctorate.
Module is a self-contained unit of a student’s workload and can also be known as a Subject. Modules are typically delivered and assessed within a semester. A ‘module descriptor’ is available to students for all modules. The module descriptor sets out what the objectives and learning outcomes of the module are, how many credits attach to the modules, how it will be assessed etc.
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.
Module exemption is where a student is granted an exemption from a module or a number of modules on the basis of prior learning that they have undertaken, be this formal accredited learning or informal learning, depending on the learning that the student has gained through work/life experience.
Learning Outcome is a statement of what the learner should know and, more importantly, be able to do to demonstrate their knowledge, understanding, skills and/or competences at the end of a module or programme.
National Framework of Qualification (NFQ)The Irish (opens in a new window)National Framework of Qualifications | Quality and Qualifications Ireland (qqi.ie) is a 10-level system used to describe qualifications in the Irish education and training system. The NFQ shows how General Education Awards, Further Education and Training and Higher Education Awards are mapped against the 10 levels of the framework. It describes what learners need to know, understand and be able to do to achieve a qualification.
Occasional Students: Students who are studying at and are registered to credit-bearing modules which do NOT lead to a UCD award. Examples include, Study Abroad, ERASMUS, credit-bearing Continuous Professional Development (CPD), Pre-Masters programmes.
Programme This is the specified programme of study that a student pursues to earn an award. A programme consists of modules. Further information on modules that make up the programme can be found here UCD Course Search.
Programme Entry Requirements are formal entry criteria which must be met to be considered for entry to stage 1 of a programme of study.
Programme leader/coordinator. Every programme has a leader/coordinator who is a member of the academic staff teaching on the programme. The programme leader liaises between students, academic staff and university management on the day-to-day coordination of the programme.