SETU Waterford offers a broad range of academic programmes from levels 6 to 10 on the national framework of qualifications across Business, Education, Engineering, Health Sciences, Humanities, Science and Computing.

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Discover the routes into studying at SETU Waterford for school leavers, adult learners, further education students, graduates and people who have already started studies elsewhere as well as options for those interested in online courses.

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Discover the routes into studying at SETU Waterford for school leavers, adult learners, further education students, graduates and people who have already started studies elsewhere as well as options for those interested in online courses.

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SETU Waterford offers a broad range of academic programmes from levels 6 to 10 on the national framework of qualifications across Business, Education, Engineering, Health Sciences, Humanities, Science and Computing.

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The Office for International Relations co-ordinates the admission, administration and support for international students throughout the course of their studies at SETU Waterford.

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SETU Waterfordis recognised as the leading research performer in the institute of technology sector with research activities that are internationally benchmarked, strategic, and economically relevant. Find out about the amazing multi disciplinary research under way

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Discover the routes into studying at SETU Waterford for school leavers, adult learners, further education students, graduates and people who have already started studies elsewhere as well as options for those interested in online courses.

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Recognition is a process by which prior learning is given a value. The five phases of ‘validation’ illustrate the processes involved in RPL. These processes consist of:

  • Information: During this stage, you obtain information about what is possible (RPL for entry or exemption) and how the RPL process works.
  • Identification, through dialogue, of the learning of an individual; - this is usually carried out with the Course Leader for the course you want to apply for. 
  • Documentation to make visible the individual's learning; - this is the gathering of the documentation as outlined by the Course Leader during the initial engagement. 
  • A formal assessment of these learning outcomes; - this is where the submitted documentation is assessed to establish whether the learning outcomes described in the curriculum are achieved and if the application is successful for admission, advanced entry or exemption. 
  • Certification of the results of the assessment.

There are two main application forms that you may need to complete if applying for RPL. These are:

 RP1 Module Exemption Form - this is the form to complete if you are applying for an exemption in a module/s based on prior certified learning. 

 RP2 Portfolio of Learning - this is the form to fill out if you are applying for any form of RPL (admission, advanced entry or exemption) based on non-formal or informal learning. If you are applying using a combination of certified and non-certified learning you should complete both forms. The precise requirements for the portfolio may be discussed in more detail with the course leader. This is an opportunity for learners to reflect on their learning to show how this aligns with the course or module learning outcomes. 

RPL on Springboard+ Courses - there is a different application form for RPL om Springboard+ courses, please click here to access the form. 

RPL in the School of Education and Life Long Learning - further information and the application forms can be found by clicking here under the RPL for Exemptions and RPL for Admissions tabs. 

Graphic outlining the steps in the RPL process 1. Choose the course you are interested in 2. Contact the Course Leader for your chosen course 3. Complete and return RPL application 4. Application assessment 5. Application outcome

If you are thinking of studying at the University and you have previous learning or qualifications at an appropriate level then you may be able to:

  • gain admission without the standard entry requirements;
  • gain advanced entry (admission to a year other than year 1 of a course);
  • get exemptions from studying certain modules.

Recognition of prior learning or RPL is the term given to learning that may have taken place at an earlier point such as through your workplace, on short courses or another degree, in your community or through voluntary organisations.

You cannot request RPL for the activity itself (such as 100 hours voluntary work), but you can request RPL for the outcomes of the activity – i.e. the learning that has been gained through the participation in the activity. These outcomes need to be evidenced and matched against the outcomes for the course you are applying for, thus formally valuing your prior learning. In this way, RPL makes it possible for you to build on learning achieved and to be rewarded for it.


Types of learning may be defined as follows:

Prior formal learning is learning that has been acquired through a module or programme on a national framework of qualifications and has earned ECTS credits. Examples of this include modules and programmes via further education, higher education, micro-credentials, etc.

Non-formal learning is planned, structured learning that does not lead to credits on a framework. The purpose and intention of the learning may be known in advance. Examples of this include in-house company training, Massive Open Online Courses (MOOCs), etc.

Informal learning is knowledge, skills, and competences acquired through day-to-day unplanned and unstructured activities. Examples include working, volunteering, day-to-day activities, etc.

To convert prior certificated learning or prior experiential learning into RPL credits, you need to put together a portfolio of evidence with your application. When you are compiling your application (RP2), your Course Leader/RPL contact will guide you on the information to be included. Below is some general guidance to give you an overview of the process. 

RPL portfolio example structure

It's important you present your RPL portfolio in a logical way so it highlights your knowledge, skills and experience to assessors.

Here's an example RPL portfolio structure you can use when you put your portfolio together:

  • Title page – including your name and the course your RPL relates to
  • Table of contents
  • Personal information – including address, and contact information
  • A summary of each module your RPL applies to, cross-referenced to relevant employment, education, training, qualifications and learning activities
  • Appendices (if relevant) – including copies of certificates and other evidence such as assessments or written feedback

Choosing what evidence to include

When you're deciding what evidence to include in your RPL portfolio, make sure it meets the following criteria:

  • Current – no more than 5 years old or presented with further evidence that shows how you've kept up-to-date and built on your learning
  • Authentic – your own work or own contribution
  • Relevant – to the subject area of the course and linked to course or module learning outcomes (you can get detailed information about the modules you'll study on your course by requesting the Course Handbook from the Course Leader or School Office for the course you are applying to)

Reflecting on your experience

It's essential that each learning experience you include in your RPL portfolio contains evidence that you've reflected on and applied what you've learnt. Use these questions to help you identify and reflect on relevant learning experiences:

  • What major events have you undertaken in your studies/experiences?
  • What are your thoughts and feelings about these events, now and at the time you did them?
  • What new skills have you developed as a result of these events? For example, have you changed your attitude? Would you act differently if the same situation arose again? Have you transferred this learning to other situations such as the workplace?
  • What new learning has taken place as a result of the experience?
  • What reading have you done? Which articles or books have you read that support your learning? What did you think of them?
  • What personal changes have taken place as a result of your learning? For example, are you more confident?

Further RPL portfolio tips

  • Give yourself enough time to complete your portfolio – don't plan to do it in 1 session
  • Don't assume the reader/assessor will have an understanding of the points you're making, or know the course or modules you're referring to, make sure to give a thorough explanation
  • Make sure your portfolio reflects an academic approach at the level you're seeking credit for – the Course Leader will guide you with this

Below are some of the most frequent questions asked which may be helpful in assisting you with your query. 

  • It may well be that a claim for credit will include both certificated and experiential learning. This is not a problem providing appropriate evidence can be provided to support the claim.

  • Normally formal or certificated learning has a valid shelf life of five years, but sometime the university may accept older qualifications providing you can provide evidence that knowledge and learning has been kept up to date through work experience or other means. The same principle is applied to informal or experiential learning.

  • You may be able to gain credit for partially completed qualifications providing they are at an appropriate level and that your learning has been kept up to date.

  • Detailed information is available in the application forms available on the 'Process' tab of this page. 

  • RPL is subject to the University's appeal system, details of which can be found here

  • If a classified award is to be made module exemptions cannot be granted at the Award Stage and instead marks are awarded. If it is not possible to assign a grade and an exemption is granted, an unclassified award is made. This means that classifications such as Merit 2, Merit 1 or Distinction cannot be applied. 

  • Ordinarily, applicants can apply for up to a maximum of 50% of the total credits for an academic programme through RPL where seeking exemptions. The number of credits awarded depends upon the nature and extent of the student’s learning, how well it matches the learning requirements for the course and if the learning is successfully demonstrated. This is different to RPL applicants who are seeking entry or advanced entry. There are some courses which may have additional limits on the number of credits or modules in which RPL can be claimed. This is usually for external accreditation/validation/professional body reasons and can be checked with the course leader. 

  • There are some courses which may have limits on the number of credits which can be claimed or modules for which exemptions cannot be applied for. This could be for external or professional accreditation/validation reasons and should be checked with the course leader for guidance and the accreditation body for a formal ruling. 

  • Your main point of contact is the Course Leader for the course that you are interested in applying for or the School Office for the course, details are available here. It is advisable to look through all of the information on this section of the website and on the course information page before e-mailing them so that you can send informed questions or queries. 

This brief glossary aims to explain some of the main ‘academic jargon’ terminology that students may come across.


The process by which learners may start a programme having received recognition for prior learning. 

An award is conferred by the awarding body when you have successfully completed a programme of study. An example of an award is an Honours Bachelor Degree.

Advanced Entry
This is where admission is granted to a course in year 2 or above, so you do not need to complete the previous years on the course on the basis of prior learning you have undertaken, be that formal accredited learning or informal ‘experiential’ learning that you have gained through work/life experience.

Certified Learning
This is learning that has been formally recognised or accredited that you are using as part of your RPL application. 

Course (or Programme)
This is the specified programme of study that a student must pursue to earn an award. The programme is made up of modules. Information on the modules that make up a programme, the purpose of each one and how they are to be examined or assessed is made available in a Programme Handbook. Programme Handbooks are available from the Course Leader or School Office. The terms ‘Programme’ and ‘Course’ are used interchangeably at SETU.

Course Leader
Every course has a Course Leader who is a member of the academic staff teaching on the course. The Course Leader liaises with students, academic staff and the University Management on the day-to-day management of the course.

As learners complete modules and demonstrate that they have met the learning outcomes, they are awarded credits which they accumulate to earn an award. SETU Waterford modules are typically worth five credits each. On successful completion of one year of full-time study, learners are deemed to have earned 60 credits.


Exemption/s from a module/s within a programme of study where students can formally demonstrate that they have already met the learning outcomes for the module/s concerned. Exemptions from modules may be granted at the non-award stages of a course on the basis of recognised prior learning. Where exemptions are being sought for an award level module then the assessment process should assign a mark for the module arising out of a robust assessment of the learning achieved as defined by the assessment criteria of the module. Where it is not possible to assign a mark to the exemption that the student shall receive a non-classified award.

Formal Learning

Formal learning occurs in an organised and structured environment (in an education or training institution or on the job) and is explicitly designed as a learning experience in terms of its structure, learning objectives, learning outcomes, time and resources.

Informal Learning

Informal learning is not organised or structured; informal learning is usually unintentional from the learner's perspective and results from participating in daily activities related to work, family or leisure, e.g., coaching a team, event management.

Learning Outcomes
Clear statements of transferable knowledge, skills and attributes which an applicant can be expected to have gained on successful completion of a programme or element of a programme of study e.g., module. The learning outcomes are listed in the module descriptor. 

In the context of academic programme, ‘level’ refers to the level of the programme on the National framework of Qualifications:

  • Level 6 : Higher Certificate
  • Level 7 : Bachelor Degree
  • Level 8 : Honours Bachelor Degree

A module is a self-contained unit of a student's workload.  (Also, known as a subject). Modules are typically delivered and assessed within a semester. A ‘module descriptor’ is available to students for all modules. The module descriptor sets out what the objectives and learning outcomes of the module are, how many credits attach to the modules, how it will be assessed etc.

Module Exemption
A module exemption is where you are granted an exemption from a module or number of modules on the basis of prior learning you have undertaken, be that formal accredited learning or informal ‘experiential’ learning you have gained through work/life experience.

Some courses are divided into modules and students are required to pass a number of these modules to successfully complete their degree programme. Modules can be compulsory or optional.

Non Formal Learning

Non formal learning is intentional from the learner’s point of view but usually does not result in accreditation or certification. Non formal learning is embedded in planned activities not explicitly defined as learning e.g. on the job training or IT skills acquired in the workplace.


Reflection on past learning as part of your RPL application is a dynamic process. It is not about being passive, staying where you are and looking back – but an active engagement with knowledge and experience. So, in reflecting you are able to construct new and deeper understanding and to articulate knowledge in a more meaningful way. (Nationalcollege.org.uk 2018)

Programme (or Course)

The terms ‘Programme’ and ‘Course’ are used interchangeably at SETU.

RP1 Application
This is the application form you must fill out if you are applying for a Module Exemption

RP2 Application 
This is the application form you must fill out if you are applying for admission, advanced entry or exemption based on prior experiential learning or a combination of certified and experiential learning.

SETU Waterford divides the academic year into two equal 15-week semesters – 15 weeks before Christmas, 15 weeks after Christmas. Each semester is made up of 12 weeks of class contact, 1 week of independent study and 2 weeks of assessment.


The process by which learners may transfer from one programme to another programme having received recognition for knowledge, skill and competence acquired.

Below is a pre-recorded which was delivered as part of the South East Learning Festival in March 2022 (prior to WIT and IT Carlow merging to form SETU). The talk is with a Waterford student who had availed of RPL to gain entry to her Level 9 course, having previously availed of RPL in Carlow as part of her Level 6 and 7 courses. She kindly shares with us her RPL journey and how it impacted on her, opening avenues she had not thought feasible.

Realising the Potential of the Recognition of Prior Learning (RPL) and Lifelong Learning in Irish Higher Education – A National Initiative in Collaboration with Enterprise (HCI-Pillar-3)

The National Recognition of Prior Learning in Higher Education Project is a four-year collaboration sponsored by the Technological Higher Education Association and the Irish Universities Association, funded under the Government’s Human Capital Initiative (HCI) Pillar 3 (Innovation and Agility) and works across all publicly-funded higher education institutions (HEIs). 

While RPL has been in use in Irish higher education for decades and despite considerable progress and excellent examples of innovative practice, provision of RPL services is geographically uneven, fragmented and often difficult to navigate for learners and higher education staff. Many people don’t know what RPL is or why it may be beneficial to them. The aim of this project is to work in partnership with enterprise, learners and the participating HEIs to bring RPL from the margins to the mainstream and substantially grow RPL opportunities and enhance RPL services in across the sector in a manner which is coherent, consistent and user-friendly.

This innovative and ambitious collaboration between the Institutes of Technology, the Universities and TUs seeks to build a consistent and coherent approach to RPL within and across the HEIs and aims to support a significant shift in RPL policy, procedure and practice, that has transformative potential for Ireland’s education system to become an international leader in the field. The project will play a crucial role in delivering on a range of national and European policy objectives in lifelong learning and meeting skills needs.

Further information about the work of the national project can be found at priorlearning.ie