Context
The National Forum for the Enhancement of Teaching & Learning (NFETL) RPL Digital Badge has been utilised as a key part of a four-year Irish government funded project entitled the National Recognition of Prior Learning in Higher Education Project (RPL in HE Project). The project is a collaboration between the Technological Higher Education Association (THEA) and the Irish Universities Association (IUA), encompassing 14 publicly funded higher education institutions (HEIs) and funded through the Human Capital Initiative pillar 3. The purpose of this project is to embed, streamline and promote RPL, particularly the recognition of non-formal and informal learning, across the sector in a manner that is coherent and consistent; work with employers to increase access and progression opportunities in areas of skills needs; and enhance the sector’s capacity to operate RPL by developing useful tools, materials, resources and professional development opportunities for staff (About | Recognition of Prior Learning (RPL), 2024).
With professional development as a key performance indicator and work package in the RPL in HE Project, the NFETL RPL Digital Badge—designed and delivered for the first time in 2020 by Dr Deirdre Goggin (MTU) and Dr Cathal de Paor (MIC)—provided the ideal mechanism to further enhance the capacity of Irish higher education staff to engage with RPL. By utilising the successful and widely recognised NFETL model of professional development, the RPL Digital Badge, as part of the broader project, specifically targeted higher education staff as well as individuals working across the wider education landscape. The aim was 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.
Engaging participants and creating momentum
In the context of the RPL in HE project, the badge was first delivered in April 2023 to a group of 206 individuals representing 34 institutions including those in higher education, further education, private providers, and organisations involved in the wider education sector. Delivered over eight weeks, the first six weeks comprised the Introduction to RPL Digital Badge with two additional weeks allocated to a Facilitator Badge. With a total of three deliveries completed, over five hundred individuals registered to participate with 267 individuals receiving Digital Badges and an additional 47 individuals receiving Facilitator Badges, see table below.
Table 1: Number of participants registering and completing the Digital Badge 2023 & 2024
RPL Digital Badge – Total Number of Badges Issued | |||
Delivery | Registered | Total number of Digital Badges issued | Total number of Facilitator Badges issued |
Spring 23 | 206 | 133 | 18 |
Autumn 23 | 96 | 47 | 16 |
Spring 24 | 201 | 875 | 13 |
Total | 503 | 267 | 47 |
Source: RPL in HE Project
Participants on the badge had varying degrees of knowledge of RPL ranging from little to none to those who were actively practicing RPL in some shape or form at their institution or organisation. Regardless of the level of difference in participants’ existing knowledge RPL, many were motivated to take the badge, not just for professional development reasons, but by a strong desire to improve their knowledge and gain confidence to practice RPL, be this as a mentor to potential RPL candidates or in assessing an RPL application for example.
Impact
The Digital Badge in RPL stimulated interest and motivation for the practice of RPL in higher education. The Badge encouraged participants to deepen their awareness and understanding of RPL and simultaneously fostered collaboration and the development of a community of practice. Identified through three course evaluations, the RPL Digital Badge has had a positive impact on attitudes and behaviours of those who participated, empowering those who may have lacked confidence in dealing with an RPL candidate or an application and has prompted a healthy discussion and debate within and between institutions which will serve the practice of RPL well in Ireland now and beyond the conclusion of the RPL in HE Project. The educational and pedagogical approach to the design and delivery of RPL Digital Badge supported collaboration and inclusion, lending itself to a more effective and equitable educational environment. By building staff capacity through collaboration and sharing RPL knowledge and practice, the RPL Digital Badge is one mechanism of moving RPL from the periphery towards a mainstream activity in the higher education sector.
Dr Clare Walsh, RPL in HE Project, THEA & Dr Ciara Staunton, UCC
ENDS