UniSo Summer Conference
University of Nice Sophia Antipolis
July 2013
Dr Anne Murphy
Dublin Institute of Technology

Academic
Quality
Assurance
Individual
Qualifications progression
RPL for university staff
RPL capacity building by ‘doing it’ internally first
Dr Anne Murphy, DIT, July 2013 anne.murphy@dit.ie
Using the
NQF &
Bologna process
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National and internal QA policies and procedures
Facilitating progression and mobility of academic staff
RPL practice for staff progression
Applying NQFs,
Dublin
Descriptors
(and EQF)
Localising all aspects of RPL to the bachelor award concerned and involving several staff as designers, mentors and assessors
Dr Anne Murphy, DIT, July 2013 anne.murphy@dit.ie
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Competent local staff manage an agreed system and procedures
Bachelor CURRICULUM designed with
Learning Outcomes which can be achieved by evidence of prior learning
NEED for staff qualifications enhancement in SPECIALIST
BACHELOR areas
Dr Anne Murphy, DIT, July 2013 anne.murphy@dit.ie
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DOSSIER of RPL EVIDENCE to support an application to achieve the DIT award DT 714
Bachelor of Technology (Automotive Technology and Diagnostics) on the basis of accreditation of prior learning (RPL)
Submitted to: Department of Transport Engineering,
School of Mechanical and Transport Engineering
College of Engineering & Built Environment
Dublin Institute of Technology
By:
Date:
Student registration number:
Date of submission:
Dr Anne Murphy, DIT, July 2013 anne.murphy@dit.ie
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TABLE OF CONTENTS for RPL Dossier
1. Initial completed application form
2. Letter of acceptance from Department
3. Advanced entry application form and acceptance letter
4. Registration details
5. Details of RPL arrangements for the programme
6. Programme learning outcomes
7. List of programme modules
8. Summary of evidence provided in relation to learning outcomes for modules of the programme to the total value of 180 ECTS credits as arranged in appendices
9. Detailed description of evidence provided and reflective analysis of how there is a
‘good fit’ between the evidence of learning and the learning outcomes of each module in terms of both content and level (36 module of 5 ECTS credits each).
10. List of Appendices (A. B, C etc)
11. Assessment criteria and assessment report templates
Dr Anne Murphy, DIT, July 2013 anne.murphy@dit.ie
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Assessment CRITERIA for prior certificated learning
Volume in years
Good match
Volume in credits
Level/depth
Learning outcomes
Content
Reading lists
Poor match
Thesis, project or major products
Practice placement
Internship
Currency of learning
Examination papers
Dr Anne Murphy, DIT, July 2013 anne.murphy@dit.ie
Notes
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ASSESSMENT CRITERIA for non-formal or informal learning (non-certificated)
Good match
Relevance to the module Learning Outcomes
Poor match
Notes
Currency/recency of the learning (kept up-todate)
Sufficiency to cover the module LOs to the extent and depth required
Level of the learning in relation to NQF descriptors for the module level is similar
Authenticity: genuinely the evidence of learning of the applicant
Dr Anne Murphy, DIT, July 2013 anne.murphy@dit.ie
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OVERALL
ASSESSMENT RESULT
Module exemption approved □ Exemption from the Module element approved □
Module exemption/element refused □
Recommended action
□ Exemption interview required □ Challenge test or performance required
□ Additional evidence to be supplied □ Student should take the full module
Dr Anne Murphy, DIT, July 2013 anne.murphy@dit.ie
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• Subsidiarity to local academic Department with supportive over-sight by Faculty and
Academic Quality Assurance.
• Transparency of procedures and assessment criteria
• Tools and documents that are appropriate and fit-for-purpose
Dr Anne Murphy, DIT, July 2013 anne.murphy@dit.ie
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1. No external panel or jury
2. Locally ‘Normalisation’ into:
• curriculum design and documentation
• progression awards pathways
• academic quality and assessment regulations
• student records
Particularly, it encourages capacity building of staff at the local level to use RPL to meet local needs
Dr Anne Murphy, DIT, July 2013 anne.murphy@dit.ie
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• It is not TOP-DOWN
• It is not POLICY-DRIVEN
• It uses local expert knowledge of how knowledge, skills and competences operate in the sector
• It attracts the confidence of colleagues as a locally-designed and quality assured process
• It builds local capacity better than external training and external examples.
Dr Anne Murphy, DIT, July 2013 anne.murphy@dit.ie
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Thanks to my colleagues in the Department of Transport Engineering,
Dublin Institute of Technology in design and implementation of this RPL mechanism for staff.
The challenge now is to scale up the model for external applicants and to extend the process to other qualifications fields.
Dr Anne Murphy, DIT, July 2013 anne.murphy@dit.ie
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Thank you for listening.
?
Dr Anne Murphy, DIT, July 2013 anne.murphy@dit.ie
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