The process led with the supply of forms written in a formal language that the participants were not used to. The RPL was to be done first, before there was any familiarity with the formal language and requirements of third-level. Their experiential knowledge was tacit and needed to be brought to a cognitive level.
"Two decades of RPL/APEL in IRELAND: Practitioner Views,"
1, Article 3.
Available at: https://arrow.tudublin.ie/level3/vol11/iss1/3