Enhancing access to higher education by integrating greater equality, diversity and inclusion in the recognition of prior learning

RPL is a transformative process where an individual's prior learning and experiences are assessed and acknowledged.  This allows them to receive credit for that learning in a formal education or training setting. The concept of inclusivity, denoting the practice of providing equal access to opportunities and resources for individuals at risk of exclusion or marginalisation, is key to understanding the meaning of RPL.  Inclusion encompasses both equality and diversity but goes further by actively involving and empowering individuals from diverse backgrounds. Inclusion seeks to create an environment where everyone feels valued, respected, and able to fully participate. Emphasised in the Bologna Process Implementation Report and the European Pillar of Social Rights Action Plan, there exists a recognised need to evolve RPL and alternative pathways within the European Higher Education Area. The Action Plan sets a new EU target, aiming for at least 60% of all adults to participate in annual training by 2030. This target is crucial for enhancing employability, fostering innovation, ensuring social fairness, and addressing the digital skills gap. RPL needs to be inclusive due to the wide range of learners seeking access to higher education, especially non-traditional learners who may have diverse and informal learning experiences. These include mature students with lower levels of formal educational attainment, holders of level 5 or 6 awards on the Irish National Framework of Qualifications (NFQ). People seeking to change or enhance their career may undergo the RPL process individually, within company-supported cohorts, or through specialized government funded programs such as Springboard. Some may aim for entry into level 9 courses, possibly unrelated to their existing NFQ level 7 or 8 awards.
This research explores how to foster greater inclusivity in RPL in higher education in Ireland and the United States. The objectives are identifying good practice in embedding inclusivity in processes and procedures in HE; exploring existing approaches to embedding inclusivity in RPL in Higher Education; providing guidelines on how to foster greater inclusivity in RPL; proposing key concepts and relationships for a conceptual framework informing inclusivity in RPL; suggesting recommendations for change.
Employing qualitative research methods, semi-structured interviews with key decision-makers in RPL development will be used to explore how inclusivity can be integrated into every facet of the RPL process, including promotion, portfolio generation, and assessment. In addition, the potential of micro-credentials as a mechanism to enhance the inclusivity of RPL, will also be explored.
The outcome of the study is the development of a conceptual framework that RPL practitioners can use to foster inclusivity in RPL. It is proposed that the framework can create an equitable process leading to greater continuity and consistency for RPL stakeholders.  In conclusion, this study emphasises the need for RPL to be more inclusive.