RPL Spotlight on the University of Limerick

The University of Limerick has made significant strides in advancing the implementation of RPL, aligning with their institutional commitment to equity, access, and lifelong learning.

Over the course of the HCI Pillar 3 project, efforts have focused on building capacity, streamlining processes, and supporting a culture of inclusion and innovation. Some key milestones reached include the development of resources for applicants including RPL application guides, the RPL webpage, learner testimonial videos, as well as an updated RPL policy which reflects best practices, ensuring consistency, transparency, and alignment with national frameworks.

Since the project’s initiation, UL has seen an uptake in both awareness and interest of the RPL entry pathway. Collaborative efforts with the wider Limerick community, most recently the UL Access Hub in Roxboro, Limerick, have facilitated the development of resources and tools.

In addition, RPL has been a catalyst for a cultural shift within UL, promoting a broader understanding of the value of experiential learning. Faculty and staff have embraced RPL and lifelong learning, leading to a more inclusive educational environment. RPL’s long term integration into UL’s academic structures has expanded access for non-traditional learners, particularly mature students and professionals seeking career advancement.

Through these achievements, UL has solidified its position as a champion of RPL, empowering learners, supporting staff, and contributing to a more inclusive higher education system. Looking forward, UL is committed to scaling these efforts, deepening enterprise engagement, and ensuring RPL’s sustainability across all levels of the institution.

“The MA in Youth, Community and Social Regeneration places a strong emphasis on the recognition of prior learning. We have recruited students on the basis of RPL in the last few years and all have successfully graduated with their Masters, going on to work in the NGO and Community Sectors. Our view is that education and learning has to be interpreted in the broadest sense and we take further study, volunteering, work experience and indeed life experience itself into account when selecting students.”

- Professor Eoin Devereux, Co-director, Centre for The Study of Popular Music and Popular Culture, Faculty of Arts, Humanities and Social Sciences, University of Limerick.

“RPL has been important for many programmes at UL for several years. Acknowledging and valuing the diverse experience of applicants has helped to foster inclusivity throughout the institution, enabling people to access programmes or advance their studies based on prior achievements. RPL has also strengthened the links between education and industry, ensuring that curricula remain relevant and responsive to real-world skills and knowledge. We look forward to continuing to support and develop RPL into the future.”

- Dr. Sandra Joyce, RPL Project Lead at the University of Limerick

Learner Tim Farrelly's RPL Journey at UL

For Tim Farrelly, a piper and current student in the MA in Irish Traditional Music Performance at the University of Limerick (UL), RPL was the bridge that reconnected him with his lifelong passion for music. After a long career in business and technology, Tim’s aspirations to formally study music came to realisation when the RPL entrance pathway at UL opened a door.

“RPL was kind of a pathway for me to get back into education,” Tim explains.

“I always had aspirations to study music in a formal or academic environment, so RPL really opened the door for me to pursue that dream, to be honest, and so far, it’s been fantastic.”

Prior to coming to study in UL, Tim’s educational background was rooted in technology. Over the years, he engaged with music through informal study, gaining experience in composition, arrangement, and music theory. However, his lack of formal qualifications in music initially posed a barrier to pursuing advanced studies. The RPL process at UL allowed Tim to demonstrate his deep knowledge and skills in traditional Irish music. By presenting evidence of his prior learning and professional experience, he successfully met the criteria for entry into the Master’s program, bypassing the need for a conventional academic background in music.

Now immersed in the program at UL’s Irish World Academy of Music and Dance, Tim reflects on the journey so far:

“The Academy is an amazing place. It’s been quite an immersive experience, a great relaxed environment but hard-working environment, great people, great tutors, and the whole kind of idea of having an Academy to accommodate learners like me is just fantastic.”

His experience underscores the inclusivity and adaptability of UL’s RPL approach, which recognises diverse pathways to expertise and opens opportunities for learners from all walks of life.

Tim’s advice to others considering RPL is simple: pursue it. “Be prepared for hard work. There is an academic dimension to it, but if you’re prepared to put the work in and put the hours in, it’s extremely rewarding. I would just encourage people to consider it regardless of where they are at in their career.”

Whether aspiring to a career in music or seeking personal enrichment, Tim believes that RPL can empower learners to deepen their skills and explore their passions. Tim’s story exemplifies how RPL transforms lives, offering new pathways to education and personal fulfilment. At UL, there is a commitment to lifelong learning and its ability to foster talent and ambition, regardless of prior academic backgrounds.

The RPL Project Lead

In June 2023, Dr Sandra Joyce was appointed Executive Dean, Faculty of Arts, Humanities and Social Sciences and had served as Interim Executive Dean since July 2022.  Prior to this position, she held the role of Director at the Irish World Academy of Music and Dance for more than 9 years.  While leading the Academy, she played a key role in several impactful curricular and research developments, including the enhancement of the arts practice research landscape and its broader recognition within and outside of UL.  She facilitated numerous important collaborations between the university and the arts sector, including prestigious partnerships with the renowned Silkroad ensemble and the appointment of Grammy and Pulitzer Prize winner Rhiannon Giddens as artist in residence.

Sandra’s research interests include the Irish harp and song traditions, historical ethnomusicology, and environmental humanities.

Sandra is also a traditional singer and bodhrán player.  She has performed extensively around the globe, with recent performances at Harvard University and Milwaukee IrishFest.  On February 7th, 2023, she released her solo song recording, titled 'Since you and I have been: songs of love and loss from the Irish tradition,' which features notable artists Dónal Lunny, Niall Keegan, Cora Venus Lunny and Ernestine Healy.

About the National RPL in Higher Education Project

For those interested in learning more about RPL and how it can support both learners and institutions, visit priorlearning.ie, where you’ll find valuable resources and insights. We also encourage staff to explore the RPL Toolkit, a key publication designed to support academic and professional staff in implementing RPL effectively.

Access the RPL Toolkit here.

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