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C1-1 Identify programme needs/drivers/priorities for RPL together with core prinicples and staff responsbilties for RPL


  • To what extent have the needs, drivers and priorities for RPL in the programme been established?
  • To what extent has the programme team reviewed the Departmental Vision & Communications plan and the RPL departmental implementation plan and contextualised them for the programme?
  • To what extent does the programme adopt guiding principles for RPL?

Good practice

  • The departmental vision and communications plan is contextualised for the programme in order to establish the following:
    • Learner needs, profiles and priorities for RPL
    • Employer and PSRB needs, profiles and priorities for RPL
    • Institutional drivers, goals, policies including alignment with institutional and departmental priorities
  • The programme identifies how RPL will be used i.e.
    • RPL for admission to a programme of study
    • RPL for entry with advanced standing
    • RPL that leads to an award
    • RPL as a formative experience to help students gain confidence and develop academic skills
  • The programme team adopt and contextualise the institutional/departmental RPL processes.
  • The maximum number of credits for RPL is established.
  • Credit gained through informal and experiential learning has equal value to that gained through formal learning, ie parity of esteem.
  • Alignment between RPL (design and implementation), QA processes and Quality Code indicators is made explicit.
  • The programme adopts clear and explicit principles for RPL design and implementation.
    • learner focused
    • accessible
    • flexible
    • reliable, transparent and consistent
    • quality assured.
  • The programme team assigns staff to roles (with key responsibilities) that have been identified in the Departmental plan e.g. 
    • RPL Administrator.
    • RPL Advisor (mentor).
    • RPL Assessor.