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LEARNING & DEVELOPMENT INSTITUTE
EXCELLENCE IN LEARNING AWARDS 2026
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Judges’ Comments The judging panel observed a consistently high standard of
The strongest submissions also showed that collaboration was sustained beyond initial programme development through structured review, feedback and refinement. Future applicants should clearly explain how responsibilities and decisions were shared, how learner and stakeholder perspectives influenced the design, and how the contribution of each partner added value. Evidence of outcomes should extend beyond participation and satisfaction to demonstrate changes in capability, behaviour, progression or organisational performance. Overall, the category illustrated how purposeful co-design can create learning solutions that are relevant, scalable and sustainable.
The panel was particularly encouraged by the use of authentic scenarios, simulations, workplace application, coaching and recognition of prior experience
collaboration across this category. The strongest initiatives brought together complementary expertise from employers, learning specialists, education providers, community organisations and sector partners to address clearly identified workforce or societal needs. Effective collaboration was evident where partners contributed distinct but connected strengths, including subject expertise, learner insight, instructional design, coaching, technology and access to relevant networks. Rather than operating through a conventional client–supplier relationship, the most successful partnerships demonstrated shared ownership of discovery, design, delivery and continuous improvement. This resulted in learning that was practical, accessible and closely aligned with real workplace and learner contexts. This reflects wider evidence that co- designed learning is strengthened by the early and sustained involvement of those who understand the work, the learners and the wider system. Meaningful collaboration can improve relevance, reduce the gap between learning and application, and create stronger pathways into employment, progression and wider support services. The panel was particularly encouraged by the use of authentic scenarios, simulations, workplace application, coaching and recognition of prior experience. These approaches supported confidence, capability and inclusion while enabling learning solutions to respond to changing sectoral and organisational needs.
Knockanrawley Resource Centre The Community Food Access and Nutrition Capability Partnership connects Knockanrawley Resource Centre with health, education, family and community organisations across South Tipperary. It integrates practical nutrition education into food access, literacy, youth and health services, supporting food confidence, health literacy and independence while strengthening coordination, referrals and access to wider services.
RTÉ Diversity and Inclusion & RTÉ Learn
School of Media, TU Dublin & Screen Ireland
RTÉ’s JumpStart programme brings together RTÉ Learn and Diversity & Inclusion to create a more accessible pathway into the media industry for young people from underrepresented communities. The immersive programme combines practical media skills with employability and confidence-building, with participants recruited through youth workers and community organisations rather than traditional channels. Strong learner outcomes and a collaborative approach have created a sustainable model that is now expanding regionally, supporting RTÉ’s ambition to build a broader and more diverse future talent pipeline.
TU Dublin and Screen Ireland’s BA (Honours) in Screen Industry Practice provides an innovative pathway for experienced screen professionals to gain formal recognition for extensive workplace learning. Developed through sustained collaboration with industry, the programme uses Recognition of Prior Experiential Learning (RPEL) to enable practitioners to work towards a Level 8 qualification while remaining in employment. By combining academic expertise with deep industry insight, the partnership is widening access to higher education, supporting professionalisation and helping experienced practitioners translate their expertise into recognised qualifications.
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