Optimising the Recognition of Prior Learning to Enhance Pathways to and Integration of Marginalised and Disadvantaged Learners in Irish Higher Education

The UN Sustainable Development Goal 4 is “to ensure an inclusive and equitable quality education and promote lifelong learning opportunities for all.” Within the context of University Lifelong Learning, the integration of marginalised and disadvantaged groups is critical to a more equitable and inclusive HE. Similar to their EU counterparts, there is an onus on Irish Higher Education Institutions (HEI’s) to reflect the demographic and societal changes within their own student body. Recognition of Prior Learning (RPL) has the potential to attract greater diversity in adult learners, particularly from marginalised and disadvantaged backgrounds, by recognising their prior learning, work and life experiences. However, the uptake of RPL by marginalised and disadvantaged learners is low in Irish HE. This paper examines how RPL processes can be made more inclusive and attractive to this learner cohort through targeted promotion, learner engagement and communication, generation of portfolio and assessment. The authors: • identify good practice in inclusive approaches to RPL; • examine the enablers and barriers to marginalised and disadvantaged learners’ engagement with RPL in HE;• suggest changes to policy and practice to promote greater inclusivity in RPL in HE;• propose a conceptual framework for enhancing RPL in HE to facilitate greater access and integration of marginalised and disadvantaged learners in Irish HE.The authors draw on their collective experience of: (i) developing RPL policy and practice in HE; (ii) providing accredited and non-accredited continuing professional development (CPD) to RPL practitioners nationally; (iii) promoting RPL as a pathway to facilitate access and integration of marginalised and disadvantaged learners in HE; and (iv) creating access and retention initiatives for marginalised and disadvantaged learners in HE. It is proposed that the framework will contribute to a more equitable, consistent and sustainable approach to RPL in HE underpinned by the values of sustainability and inclusion.