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Peter Brady
Education Director
Professional Education
 Education in a collaborative context to meet the needs
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of the profession
Cork College of Commerce
University of Glamorgan
University of the West of England
ITT Dublin
Regulation and Change Dynamics
 National Framework of
Qualifications/QQI
 IPAV status as awarding
body
 Property Services
Regulatory Authority
 Requirements for
licensing
Student Profile and Recognition of
Prior Learning
 Student profile – mature property practitioners
 Related professions
 License seeking
 RPL as a means of assessing competence
 Credit accumulation within the award.
Process and Procedure
 Learning outcomes and competencies match
 Translation problematic for those concerned.
Issues
 Volume of work
 Presentation
 Assessment
 Student willingness to engage
Solution
 Relate to specific work situations rather than specific
modules
 Draft document in accessible format
 Appoint one mentor / assessor
 Student Diary Pro (SDP) platform
 On line submission
Application of RPL Model
25 credits
 A means of assessing
informal learning in any
individual module(s)
 Top up facility for those
with previous IPAV
qualifications
 Key practical skills
 Transferable and
interpersonal
 Communication
 Management
 Learning to learn
Benefits
Flexibility:
 Provides a means of assessing informal education in
the context of the award
 Access to Higher Certificate award for former
graduates
 Meets the needs of the professional body and students
by mixing practical experience with formal education
 Improves practice through reflection