Guide for Managing the Accreditation of Prior Experiential Learning (APEL) in Sussex

GUIDE FOR MANAGING THE ACCREDITATION OF PRIOR EXPERIENTIAL LEARNING (APEL)

IN SUSSEX

Contents

Section 1 – Introduction Pages 2 - 3

Section 2 – Principles Page 4

Section 3 – Processes Pages 5 - 14

Bibliography and Appendices Pages 15 - 41

of 41 SECTION 1 - Introduction

1.1 Purpose of this Guide Sussex Learning Network’s Centre for Work and Learning has a commissioned a project to create a Guide for Practitioners for Accreditation of Prior Experiential Learning (APEL) in Higher Education (HE). This builds on the development of the Sussex Vocational Progression Accord (SVPA) which is designed to promote and support progression to and through Higher Education for vocational learners. The SVPA explicitly mentions APEL as an area to promote in terms of vocational progression and recognises its potential to accredit learning gained through the workplace. APEL has the capacity to make a significant contribution to Higher Education’s remit to widen participation, promote social inclusion, employability, and partnership working with business, community organisations and HE providers nationally and internationally.

This document has been written as a guide for good practice for institutions using APEL as part of its admission and assessment processes. It contains definitions (see Section A) and Principles (see Section B) which institutions may want to consider adopting. Also included are Processes such as information, assessment and quality assurance (see Section C) which may be used to inform institutions in the development of their own regulations and systems.

1.2 Scope This Guide for the Accreditation of Prior Experiential Learning (APEL) applies to HE provision including HE delivered in FE.

APEL for credit can be undertaken by a wide range of individuals to assist them either to enter University or as a contribution towards their programme of study, including:  Adults returning to education;  Students wishing to improve their existing qualifications;  Those wishing to retrain or change careers;  Employees who have undertaken learning or training in the workplace;  People who have gained a range of skills and knowledge elsewhere, for example through volunteering or activities within their community.

1.3 Definitions

Accreditation1 of Prior Experiential Learning (APEL) is the recognition of learning achieved by reflecting on experience outside formal education or training systems. This may be learning derived from work, community or volunteer experience. Credit is not awarded on the basis of experience per se: it is awarded on the basis of what is learnt from the experience. Learning from experience must be evidenced as substantial, relevant and at a level in accordance with the Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher- education-qualifications-in-England-Wales-and-Northern-Ireland.aspx This process is distinct from the: Accreditation of Prior Certificated Learning (APCL) which is the recognition of learning that has been previously assessed by an education provider and is demonstrated by formal certification.

APEL can be used in the following ways:

1 Some organisations such as SEEC use the term ‘assessment’ here.

of 41  admission to year 1 (or normal start) of a programme in place of some or all entry requirements

 admission with advanced standing

 claiming credit/exemption for particular course modules.

of 41 SECTION 2 - PRINCIPLES

APEL policy and practice should be governed by the following principles:

 Credit will only be awarded against authenticated documentary evidence of learning and not for specific experiences. It is the achievement or outcomes of learning that is being recognised.

 APEL policy, procedures and practice will be publicised to all prospective and current students, academic staff, external examiners, partners and stakeholders on the University or college website, prospectus and in relevant programme documentation. This will include guidelines for APEL procedures, timescales, and the detail of support that will be offered in support of a claim.

 The University will publish details of the charges that will be incurred when making a claim and the stages that these charges will apply.

 All staff associated with APEL will have clearly and explicitly defined roles. Information about staff roles and responsibilities will be made available to all associated staff and students.

 Staff development will be made available for staff associated with providing support and guidance for students making APEL claims and for staff making judgements about APEL assessment.

 Where limits are set on the proportion of learning that can be recognised through APEL, these limits will be explicitly stated. Limits may be applied to the smallest amount of learning that can be accredited and/ or the maximum amount of learning that a student may claim for accreditation. The implications for progression, the award of any interim qualification and the classification or grading of the final qualification will be made clear.

 APEL cannot be used to retrieve a failed module.

 The fees for APEL claims should be normally no more than the cost of gaining the equivalent credit through the course.

 Decisions regarding the APEL are an academic judgement. The APEL process has the same status as any other assessment process in the University and follows parallel processes.

 The decision making process and the outcomes for APEL claims will be transparent and demonstrably rigorous and fair.

 Collaborative partners delivering awards validated by a University will be expected to adhere to that University’s principles, procedures and processes for APEL.

 APEL should support collaborative approaches to learning and a ‘portfolio’ of experience.

of 41 SECTION 3 - PROCESSES

3.1 INFORMATION

In line with QAA’s principle that guidance regarding APEL should be ‘clear, accurate and easily accessible’, institutions will consider how and where information about APEL will be written and communicated both to prospective students, existing students and staff.

Information about APEL processes and procedures should be tailored to the needs of the audience and each stage of the process. Johnson and Walsh point out ‘it is unlikely that one set of information will meet the needs of all the groups at each stage of the APEL process….Many institutions combine brief initial information for students with that of other external stakeholders, and provide more detailed information for the majority of academic staff and examiners’ (Johnson and Walsh, 2005).

Each School/ Faculty/ Department as appropriate within the University should designate an APEL contact that prospective and current students can contact to explore a potential claim for their chosen programme of study.

EXAMPLE OF EDUCATION ADVISOR ROLE

Some institutions, such as University of Brighton, have an educational advisor role which guides and supports the student with making an APEL claim. The educational advisor will help compile the portfolio of evidence to demonstrate how the student’s experience meets the current study requirements. This entails negotiating a learning agreement with the student which stipulates the learning to be identified and the methods by which it will be demonstrated and assessed.

When potential students are at the initial enquiry stage, it is helpful to pre-empt possible questions and to set out clearly what happens during the APEL process and how long it might take. Institutions should draw up FAQs which can be a useful way of disseminating information about APEL and to reduce the number of questions asked of staff. An example is attached at Appendix 1.

Information for learners wishing to find out more about making an APEL claim should contain the following:  How to make a claim

 When to make a claim and how long it will take

 What sort of evidence is required

 How to evidence learning

 How to ‘map’ against learning outcomes

 A explanation of the Higher Education Qualification Framework levels http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-

of 41 higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx and possible reference to the SEEC Credit Level Descriptors 2016 http://www.seec.org.uk/resources/

 An explanation of maximum and minimum amounts of credit that can be claimed (example at Appendix 2)

 How to assemble evidence into a claim

 Roles and responsibilities of those carrying out the assessment

 How and when the outcome will be communicated

Advice on what happens after a claim has been considered should be included in any information including how unsuccessful claims are handled. If advanced standing or exemption is being claimed, institutions will need to consider whether there is any facility to ‘resit’ or appeal against a decision in line with the institution’s assessment regulations and that support mechanisms are in place.

3.2 ADMINISTRATIVE PROCESSES

The QAA state in their Guidelines on the Accreditation of Prior Learning (September 2004) that Higher Education Providers should provide clear and accessible information for applicants, academic staff, examiners and stakeholders about its policies, procedures and practices for the accreditation of prior learning.

SEEC www.seec.org.uk recommends that clear processes should be agreed for carrying out the APEL process and that these are communicated to applicants and students so that they know what to expect.

Johnson and Walsh (2005) recommend when developing processes for APEL that they ‘dovetail’ with existing processes within the institution as far as possible. The key decision to take is whether to adopt a centralised system or whether to develop an institutional process, which devolves operation of APEL processes at School, Faculty or Departmental level. Roles and responsibilities for the effective functioning of APEL systems and their relationship to other roles and structures within the institution will follow from this fundamental decision.

Some institutions have broken the process down into stages to facilitate the administration of the process.

EXAMPLE OF STAGES OF THE APEL PROCESS

One institution has used five stages and ensures that each stage is completed as follows: Stage 1 - Dealing with initial enquiries

of 41 Stage 2 - Giving detailed advice Stage 3 - Making a formal application Stage 4 - Assessing the claim Stage 5 - Processing outcomes

Processes for each stage should be determined including the people or departments responsible for each. Responsibilities may be different for claims for admission to the start of the course as opposed to admission with advanced standing or for credit exemption.

Commonly, institutions have developed a specific application form for APEL claims and this form is often used for APCL claims also. Some students may wish to claim a combination of the two so a single form appears sensible. It is recommended that institutions issue Guidance on how to complete the APEL process with the form. Examples of forms and guidance notes are attached at Appendix 3.

It is recommended that a flowchart should be developed to helps describe the APEL process. Examples are as follows:

EXAMPLE 1 – University of East London (this EXAMPLE 2 – Institute of Education institution uses the term ‘AEL’ to refer to APEL)

of 41 Record keeping should be addressed and processes should be agreed which align with other administrative processes in the institution. Credit awarded for APEL should be recorded on the student transcript that accompanies the award certificate. An audit trail for APEL applications should be easy to follow.

For admission with advanced standing or credit exemption, where examination or assessment boards are necessary, it is essential to ensure that the APEL processes align with the existing assessment timetable. Timescales for admission with advanced standing or credit exemption using APEL will need to take account of the existing timetable for examination and assessment boards. The requirements of any professional or regulatory bodies will also need to be taken into account including their administrative processes and timescales, where these might affect the institution’s administrative processes for APEL.

of 41 3.3 ASSESSMENT

APEL can be considered for

 admission to year 1 (or normal start) of a programme in place of some or all entry requirements

 admission with advanced standing2

 claiming credit/exemption for particular course modules

Assessment processes for each route shown above are normally different from each other with admission to year 1 or start of a programme being an assessment of a student’s learning and admission with advanced standing or credit exemption is an accreditation process.

Type of APEL claim Type of decision / process Admission (assessment) . Depending on level of programme, the following may be appropriate: o Interview o Testing o Completion of piece of work and/or reflective account and/or usual assessment requirements . APEL Long Portfolio Advanced standing . APEL Long Portfolio plus any supplementary work if necessary (accreditation) . Internal recommendations forwarded to agreed External Examiner(s) for comment and confirmation . Report to appropriate Module Board and Award/Progression Board

Exemption (accreditation) . Operates on a Module Basis . Depending on level of programme, the following may be appropriate in some combination: o Interview o Testing o Completion of piece of work and/or reflective account and/or usual assessment requirements o APEL Long Portfolio . Report to appropriate Module Board

Like other admission and assessment processes, APEL should adhere to the awarding institution’s admission and assessment policies and where, appropriate the relevant professional/regulatory body requirements. Applicants should be made aware that it is possible to fail and Universities need to consider the arrangements for resubmission.

The assessment processes should be clear and transparent to students and have the approval of the relevant institutional bodies.

2 i.e. When students commence their studies at any point other than with zero credits, they are either admitted with what is called “advanced standing” or, if the institution operates CATS, they are “admitted with credit” Nganasurian, W. (1999): p.12 – 13

of 41 Some institutions, such as University of Brighton and the Open University, have developed APEL modules as a means of awarding credit.

LOCAL EXAMPLE 1

The OU’s ‘Making your experience count’ module allows students

 to learn how to identify, reflect on and capture their own experiences  have an opportunity to examine their personal development and explore how they might plan their future studies  develop study skills  gain useful IT skills as all the study materials are online  learn how to put together a professional curriculum vitae (CV) that will help in their future career.

Students are awarded 30 credits at level 4 on successful completion of this unit. See this link for more details http://www3.open.ac.uk/study/undergraduate/course/u122.htm

The OU also offer a number of supported APEL route modules which are designed to accredit the experience of students with substantial recent experience in a specified vocational area. These include ‘Introduction to working with young people: supported APEL route’ and ‘Professional Certificate in Management’. See this link http://www8.open.ac.uk/study/explained/study-explained/our-range-courses/apel-making- your-work-experience-count

of 41 LOCAL EXAMPLE 2 The School of Nursing and Midwifery at the University of Brighton allows students without a diploma level qualification but on a professional register such as the Nursing & Midwifery Council register to achieve 120 credits at level 5. This would then enable the student to enrol on a post registration programme to study at level 6 and complete the degree award. This type of APEL claim is usually presented as a portfolio of evidence to recognise learning from experience.

Some students may have academic credit from modules or courses studied elsewhere that is no longer current so a member of the teaching staff acts as an educational adviser. The adviser negotiates an individual learning agreement with the student for the ‘missing’ credit or to update old credit if a student does not have the 120 credits at level 5. There are some broad learning outcomes and then the student and adviser can be specific based on the experiential learning. Broad outcomes include:

 Select an appropriate strategy to analyse prior learning and /or experience  Demonstrate relevance of prior learning / experience to the programme of study  Differentiate between claims for specific or general credit.  Present evidence to show sufficient, valid and authentic prior achievement.  Demonstrate literacy, numeracy and information key skills equivalent to that required of students following the comparable taught programme of study.

Specific outcomes will be based on work roles for example, a nurse who has been working with patients who have diabetes may have studied a course some time ago but the credit is now ‘out of date.’ By using a case study approach she can demonstrate her knowledge base is current. Another illustration is completion of an employer’s in house course but it has no academic credit. The nurse could reflect on the learning and show how he has applied it to his own workplace or used with his team members. These would contribute to the portfolio of evidence for each individual student.

Assessment tools may include some of the following:  a portfolio of evidence which could include artefacts (commonly used by HEIs);  a focused interview or viva (less common for APL/APEL purposes);  completion of a piece of work and a reflective account/diary of the learning achieved, or  completion of the usual assessment used to demonstrate learning in the module/course/programme for which equivalence is being claimed.

It is recommended that an assessment method appropriate to the type of study is used.

When considering a claim, the University should take the following into account:  authenticity – that the student actually completed what is claimed in the proposal and that the evidence relates to the applicant’s own efforts and achievements  sufficiency – that there is sufficient evidence to demonstrate fully the achievement of the learning claimed  validity– that there is an appropriate match between the evidence presented and the learning being demonstrated and that the evidence is valid and reliable

of 41  currency – that learning is sufficiently recent to allow the student to benefit from the proposed programme or the student has kept up-to-date with recent developments  directness – that the learning was specific and can be identified and categorised  quality – that learning reached a level to allow the student to benefit from the proposed programme

When assessing claims, assessors should consider the following:  is the learning claimed clearly articulated in terms of competencies/outcomes?  how closely does the learning claimed relate to the programme of study applied for?  has the student identified those modules of the programme from which exemption is claimed?  has the student shown and evidenced that the outcomes of those modules have already been met through her/his prior learning?  is the learning claimed at a level comparable with that of the programme applied for?  is there sufficient evidence for the learning claimed?  has the learning been kept up-to date?

The academic curriculum is generally designed to introduce students to the general principles and then to lead on to the development of specialisms and application of learning as the course progresses. An APEL applicant may have acquired applied knowledge within a specialised area but lack the exposure to general principles and approaches. It may be appropriate in this instance for the applicant to claim credit against modules that occur in the later stages of a programme.

General Credit

Where prior learning can be assessed in content and level but is not necessarily relevant to the subject matter of the named award, a volume and level of general credit may be given against the elective/ optional element of the award. In the majority of cases, general credit can only be given against elective / optional elements. This is subject to professional body regulations where applicable. Some institutions do not formally allow the award of ‘general’ credit. These institutions are concerned with assigning specific credit towards University approved awards. Although the judgment of ‘equivalence’ in some award pathways might relate to fairly general learning outcomes, their policies and the procedures do not provide a mechanism for general credit rating.

Specific Credit

Where prior learning is directly relevant to/matches the aims and/or the learning outcomes of core modules, a volume and level of specific credit may be given against named modules. Specific credit may also be given when the outcomes achieved in the prior learning match the level/interim stage learning outcomes as stated in the programme specification in the case of a claim for an entire stage. Where a claim for advanced standing has been made, only specific credit can be applied.

Where the subject is relevant but there is no direct module match, a volume and level of specific credit may be given towards a named award. This is subject to professional body regulations where applicable.

Curricular issues

of 41 Certain courses or modules are particularly conducive to APEL, in particular where work-based learning, professional practice and interdisciplinary learning play an important role. These kinds of courses have aims and learning outcomes that value the application of knowledge, experiential learning and the integration of knowledge and practice through personal development. In these cases there may be opportunities for subject knowledge and non- subject related experiential learning to contribute to the achievement of an award/ credit.

The broader incorporation of APEL into the curriculum can be achieved through the evidencing of negotiated learning outcomes. This practice allows for the tutor and student to negotiate an appropriate set of learning outcomes derived from the students’ individual experiences. Examples of APEL credit awarded for negotiated learning outcomes include those gained from work-based and professional settings, voluntary work, creative expertise, trade union and political activism. In these cases, if awards are designed with broad negotiated learning outcomes as is often the case in Continuing Professional Development frameworks, it should be possible to assign specific credit to an individual who has undertaken specified external courses.

3.4 QUALITY ASSURANCE

The QAA has issued Guidance on the Accreditation of Prior Learning (2004) which includes specific guidance relating to APEL. http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Guidelines-on-the- accreditation-of-prior-learning-September-2004.aspx The Guidelines contain General principles of good practice in assuring and enhancing quality and standards in higher education and relate these to the accreditation of prior learning. The Guidelines state that ‘The assessment of learning derived from experience should, in general, be determined by the same institutional internal and external quality assurance procedures as the assessment of learning through more traditional routes’. It is recommended that these Guidelines are followed.

SEEC recommends that APEL services should be fully integrated within an institution’s quality assurance framework.

Some institutions have developed a quality assurance monitoring process specifically for APEL. Requirements of the monitoring process are often delineated by the institution’s academic structure. For example, requirements at University level, faculty or school level and programme levels are likely to be different and would need to be specified. An annual APEL monitoring report may need to be part of wider reports at all levels such as a faculty annual report or an admissions annual report. Institutions may wish to publish these monitoring processes in a flowchart or diagram. It is recommended that records of APEL claims of all types should be recorded in such a way that statistical analysis and reporting can be carried out. APEL claims made and upheld should be reported through admissions mechanisms, programme boards and examination boards as appropriate.

In Universities which have a two-tier system with module boards and programme boards, it may be that an APEL board will take on the role of a module board and report to the overall programme board. In this scenario an external examiner will be appointed to the module board in the same way that as subject experts are appointed to module boards.

of 41 The process should be subject to external scrutiny for admission with advanced standing and where credit is claimed. SEEC have produced a Guide for External Examiners http://www.seec.org.uk/publications/apel-guide-external-examiners

SEEC recommends that appropriate Staff Development on APEL processes should be made available to staff who may come into contact with individuals seeking advice on the topic. These could include reception staff, admissions office staff, admissions tutors, course leaders and tutors, examinations staff and staff in school and faculty offices. Opportunities for staff development could be made available through staff intranet and relevant manuals as appropriate.

3.5 FEES

As the APEL process can be labour intensive and time consuming, many institutions charge a fee to the student. Students should be made aware that a successful APEL claim may result in a change in their status at the University. For example, they may be reclassified as a part-time student and for international students this could have serious consequences in respect of their student visa.

Examples fee structures are at Appendix 4.

3.6 POLICY AND PROCEDURES CHECKLIST

 Who within the institution has overall responsibility for APCL and APEL policies and processes?  Will a central process be used or will Schools/Academic Faculties have devolved responsibility?  How will APEL be assessed? If Assessors are to be used, who appoints them? If a Panel is set up, who has responsibility for it and how are members selected? Which assessment tools will be used? How will external examiners be appointed?  Has an administrative process been agreed?  How long will the process take? Are there deadlines for turnaround in each stage of the process?  How will information be disseminated to students and staff?  Has staff development been considered for staff who will come into contact with the APEL process?  How will records be kept and how will decisions be reported and recorded?  How will the process be monitored?  What will it cost and what fees, if any, will be charged?

of 41 Bibliography Cundell, S, Johnson, B, Mulreany, J (2007), Assessment of Prior Experiential Learning (APEL): Guidance for External Examiners, SEEC. Institute of Education, University of London, Policy on Accreditation of Prior Learning (APL) http://www.ioe.ac.uk/studentInformation/documents/Student_Information_Life/Policy_and_Guid ance_on_the_Accreditation_of_Prior_Learning.pdf Johnson, B (2002), Models of APEL and Quality Assurance, SEEC. Johnson, B, Walsh, A (2005), SEEC Companion to the QAA Guidelines on the Accreditation of Prior Learning, SEEC. The Open University, APEL – making your work experience count http://www8.open.ac.uk/study/explained/study-explained/our-range-courses/apel-making-your- work-experience-count Learning from Experience Trust, Effective Practice in the Accreditation of Prior Experiential Learning (APEL) http://www.learningexperience.org.uk/downloads/effective-practice-in-APEL.pdf London Metropolitan University (2007), APL Handbook, Staff Guidance for: the accreditation of prior study and the accreditation of Prior Experiential Learning. http://www.londonmet.ac.uk/registry/ $related-information/apel/apelforstaff/staffhandbook.cfm QAA (The Quality Assurance Agency for Higher Education) (2004), Guidelines on the Accreditation of Prior Learning, QAA. SEEC (2003), Code of Practice for the Assessment of Prior (Experiential) Learning, SEEC. Teesside University, Accreditation of Prior Learning www.tees.ac.uk/docs/DocRepo/Quality %20handbook/D3-APL.doc University of Derby (2009), Regulations for the Accreditation of Prior Learning (APL) for credit, http://www.derby.ac.uk//?taosFileId=772166 University of East London (2009), Policy on the Accreditation of Prior Certificated and Experiential Learning http://www.uel.ac.uk/qa/manual/policies.htm University of Portsmouth, Frequently Asked Questions http://www.port.ac.uk/accesstoinformation/policies/accreditationofpriorlearning/filetodownload,8 1321,en.pdf

of 41 Appendix 1 Each University and College will have agreed maximum and minimum credit levels for each award where APL is available.

Here are examples of the regulations applied by local institutions:

University of Brighton

The University of Brighton’s regulations for APEL are set out in their General Examination and Assessment Regulations Part A section 7 and the credit system is explained in Part D as follows:

“7.5 For undergraduate awards, normally no credit can be awarded at level 6 (including any level 6 project or dissertation) since performance at level 6 is used as the main indicator for the determination of the classification of the Honours degree. Exceptions to this will only be considered in the case of recognised awards within a national framework, for example, the professional requirements set by the Nursing and Midwifery Council.

7.6 For postgraduate awards, no credit can be awarded for any level 7 integrative (or synoptic module) or for the level 7 final element.”

The maximum level of credit that can be awarded has been set out in the table below (see final right-hand column):

of 41 46 One year undergraduate top-up awards leading to a BA/BSc (Hons), the maximum registration period is 4 years; two year BA/BSc (Hons) awards, the maximum registration period is 6 years; four year BA/BSc (Hons) (including 4 year sandwich courses), the maximum registration period is 10 years. 47 Awards specific to the University of Brighton which do not form part of a national framework.

University of Chichester

Applicants can apply for admission with advanced standing up to a maximum of 240 undergraduate credits (the equivalent of the first two years of full time study) or 90 postgraduate credits (50% of a masters degree).

University of Sussex

of 41 The University of Sussex has a policy on Admission with Advanced Standing and Accreditation of Prior Learning which covers how they approach potential learners with existing credit. An extract from the policy is as follows:

“3 Assessment requirements and exemption from programmes/ admission with advanced standing

3.1 The minimum amount of assessment to be undertaken at and conducted by the University of Sussex (or by a college affiliated to the University providing a validated programme) should be 50% (of the weighted assessment) of that specified for any given award in order to verify it as, and guarantee the standard as, a University of Sussex award.

3.2 This 50% must include:

3.2.1 the dissertation for Masters programmes 3.2.2 the assessment associated with the highest level credits in the programme as follows:

level 7 for postgraduate diplomas and certificates level 6 for undergraduate degrees level 5 for undergraduate diplomas level 4 for undergraduate certificates”

of 41 Appendix 2 Example of Frequently Asked Questions

The following text is largely taken from Using Existing Learning and Experience Towards New Qualifications: A Users Guide to Credit for Prior Learning through APCL and APEL first published by Linking London in May 2010 and written by Mick Betts of MLB Consulting

What is APCL/APEL?

APCL and APEL are similar but separate processes that enable existing certificated learning (APCL) and experiential learning (APEL) to be recognised and used as part of new qualifications. They are designed to stop the need for learners to repeat learning they have already achieved through a formal course or experience. Both processes therefore enable learners to start a course at a later stage and mean that a course can be completed in less time than it would normally take and that the overall cost of the programme will often be less. They therefore have obvious benefits for all kinds of learners but are particularly helpful for work based and part time students, those with existing qualifications or part-qualifications which they wish to update or upgrade and those with experience, that is relevant to their career and qualification planning, that has not been formally recognised.

What makes APCL and APEL possible?

The majority of universities in England operate a credit-based, modular system which offers a flexible structure to study in higher education. Put simply, this means that full qualifications are divided into smaller parts, usually called modules, each of which covers a particular aspect of the overall programme. Each module has a credit value (the size of which may vary between universities and courses) and credits are accumulated towards the full award. A BA or BSc Honours degree is made up of 360 credits with 120 being studied in each year of a full time course and (typically) 60 each year on a part time course. The credit based modular system therefore gives considerable flexibility to study. It also enables learners to use learning that has already been achieved through existing qualifications or experience through the APCL and APEL processes, as well as to transfer from one institution or course to another more easily.

The Accreditation of Prior Certificated Learning (APCL) - basic principles explained

APCL enables existing learning from a formal course of study and for which certificates have been awarded to be re-used or re-purposed as part of a new award. It enables learners to be given credit for (or to be exempted from) learning that they have already achieved which forms part of a new course they are about to start. Although institutions may use different terms to describe the use of prior certificated learning as part of a new course, for example Advanced Standing, Exempted Credit or Admission with Credit, the main criteria are always that the learning in question must have been or be:

 Assessed  Passed  Relevant to the new course of study  Current (i.e. sufficiently recent to still be relevant)  Evidenced with an original certificate and transcript and details of the course content from a recognised educational institution or organisation

of 41  Approved by the institution admitting the learner.

The Accreditation of Prior Experiential Learning (APEL) – basic principles explained

Experiential learning is learning achieved through life or work experience. This learning can be recognised as relevant academic credit and then transferred into a programme of study. This is done through a managed process in which a case is built by the learner to show that learning achieved through life or work experience is directly relevant and equivalent to aspects of a new course of study. It is important to realise that APEL is therefore not “freestanding” and normally is only used as part of a new award or qualification. By far the most widely used means of assessing learning achieved from experience is through the use of a portfolio, although a variety of other methods can also be used. The Accreditation of Prior Experiential Learning (APEL) must be:

 Achieved – credit is awarded for the demonstration of learning from experience and not for experience alone  Evidenced – supported by evidence that confirms the experience (the nature of evidence may vary e.g. reports, minutes, artefacts, job descriptions etc)  Proved – normally through a learning commentary or other reflective process showing how learning has been achieved and applied  Assessed - and approved by the institution admitting the learner.

In addition to the evidence and learning commentary, the portfolio will normally include details of the modules, learning outcomes and courses for which credit is being claimed and against which the learning from experience can be matched. Institutions offering APEL will support learners throughout the process and explicit advice will be available to explain what needs to be done and how to do it.

How do I know if APCL/APEL is appropriate for me?

There is no hard and fast “rule” for whom a claim for APCL/APEL is appropriate and for whom it is not, as people’s learning backgrounds and personal situations vary enormously. However, in broad terms if an individual has:

 existing qualifications or part-qualifications that need updating or upgrading  done a number of in-service training courses and other professional development  considerable work experience in the area in which they wish to gain a qualification then a claim is definitely worth considering. Again, in general terms, a successful APCL/APEL applicant is therefore more likely to be aged 21+ with some work experience.

Getting started with a claim for APCL/APEL?

The most useful way of getting started with a possible APCL/APEL claim is to do a straightforward "personal audit" – a list – of all learning that may be relevant to the claim. This should include existing qualifications (called certificated learning) including those that may not have been completed, other learning that may be relevant but for which no formal certificates were awarded (called uncertificated learning), such as is often the case with in-company courses, and all learning that might be recognised from relevant experience in doing particular jobs and other work. Many institutions will ask applicants to do this anyway when an initial application is made, so it is a good

of 41 idea to be prepared in this way. A specimen form can be downloaded from www.linkinglondon.ac.uk

When and how should learners start the process of making an APCL/APEL claim?

For those considering making an APCL/APEL claim it is very important to make this clear at the earliest stage of the application process to an institution. Learners should inform admission tutors that they have some certificated and/or experiential learning that may be relevant, so that the admissions tutor can advise whether a claim would be worthwhile and, if so, how to go about it. In developing a claim for either prior certificated and/or experiential learning, advice and support is available at every stage but it is equally important for learners to accept that they have a responsibility to discuss the possibility of making a claim with the relevant tutors on application, and to ensure that they complete their part in the process on time.

How much credit can be awarded (volume) and at what level (degree of difficulty corresponding with stages or years of a course)?

There is some variation between institutions in the volume and level of credit that can be claimed on admission to a programme. The range is typically between half and two thirds of the total award.

Is there any learning or qualification which can’t be used as APCL/APEL?

Individual universities have different rules. In general, universities do not allow non-subject specific qualifications to be transferred as admission with credit e.g. History into a Nursing course, although some may allow transfer of some credit of this kind up to level 4 (i.e. the first year/stage of an undergraduate course). However, in most courses of study, some modules are compulsory and therefore may be required to be studied as new learning (see below). The professional body may also have a view and offer guidance as to how much credit/APEL can be claimed.

Are there some courses or parts of course that can’t be achieved through APCL/APEL?

Yes. Many courses have a number of compulsory or prescribed modules that have to be achieved through new "taught" learning. Some professional courses (such as law) may not permit any APCL/APEL. Some may permit APCL but not APEL. It is always worth checking this general point with institutions with regard to a specific course before starting a claim.

Are claims possible after a course has started?

Claims normally need to be made and be approved prior to starting a new course of study. However, in some circumstances some institutions allow claims to be made throughout the course of study and/or alongside an agreed new course of study. Admissions tutors will be aware of the regulations relating to this in their own institution.

What is the "shelf-life" of qualifications – can older qualifications still count?

If a qualification is more than five years old it may be considered out of date and therefore lacking in currency. This may vary between subjects. For example, humanities subjects tend to have a longer shelf-life than technical subjects where the rate of change is rapid. However, if students can show that they have maintained and updated their knowledge through life or work experience this

of 41 rule may be relaxed and credit towards the new award approved. This is frequently the case in some professional areas, such as the health professions, where constant professional updating and continuing professional development to update practice is often a requirement.

Who decides how much credit can be claimed by an individual applicant?

It is important to understand that the decision about how much credit for prior learning can be claimed against a specific award is the responsibility of relevant subject specialists, in consultation with the applicant concerned, on admission to the new institution. However, the applicant is an active partner in the process. The subject specialists will study, with the applicant, the course content of the prior learning and compare this with the learning that would have been undertaken on the new course. Where the prior learning matches the new learning, an application for consideration and approval of the prior learning will be submitted. Each application must be approved by the individual institution and although this process may differ slightly, the processes have been developed to ensure that students are rewarded for relevant and up to date learning. The understanding of current or up-to-date learning is normally that most learning is current for five years, except for certain subject areas such as IT where practice and theory can change very quickly. However, if a sound case can be made for continued “currency” through regular updating, then some universities will accept the qualification despite falling outside the five year period.

If a qualification is not known to the higher education institution (HEI), can the learning still be transferred into an award?

For many HEIs, some prior learning may include courses of study with which they are not familiar and which have not previously been given a credit value in terms of level and volume (in other words the size of the qualification). However, in some cases this may still be used within a programme of study. Admissions tutors and subject specialists will look closely at the content of the prior qualification to see what has been studied and will then compare this with the learning included in the new award. If the subjects studied look to be identical or very similar in content and level, then an appropriate number of credits at the given level may be allocated and approved towards the new award. This process may be called "credit recognition", or "credential evaluation" in the case of international qualifications. Individual institutions will have information about this available on request.

What happens if most of the learning of given modules is covered by the APCL/APEL claim but there are gaps in the knowledge needed for the new course of study?

If, when the subject specialists compare the prior learning qualifications with the new course of study they find areas of knowledge and skills which have not been covered, they may be able to design specific modules or units of learning to fill in the gaps. This learning is often referred to as "encapsulation", "bridging" or an "access course" (not to be confused with Access to HE Diplomas) and can be built into the programme of study when the course is under development or can be approved in response to an individual application.

What if students realise after starting a course that they already know the content of a module which will be studied at a later stage in their new award - can they make another claim?

This is not always possible but some institutions do allow students to make ongoing claims for certificated or experiential learning on the basis that they were not aware of the available module at the time of admission to the course. This must therefore be raised with the institution concerned.

of 41 However, in such cases students should also consider the possible benefits of taking such modules in the normal way, particularly if they occur later in a programme where good performance may have a positive impact on classification.

Will the credit approved for APCL/APEL appear on the student transcript?

Yes. Universities will always show the volume and level of credit that has been approved through APCL/APEL and it will be clearly identified on the student transcript. How much further detail is included is dependent upon the university’s student record system and the way the transcript is presented.

Are marks for prior learning transferred?

No. Universities do not normally transfer marks into new awards when admission with credit from another institution is agreed. This is because marking and grading systems differ across educational institutions which makes it very difficult to aggregate the marks to produce a fair and consistent outcome. However, there are examples of memoranda of agreement between School/Faculties of specific institutions where marks/grades can be transferred.

Will APCL/APEL count towards the award classification?

No. Because marks are not normally transferred, credit from APCL and APEL is not considered as part of any final classification awarded.

Can APCL and APEL be used towards both undergraduate and postgraduate awards?

Yes. Most universities accept admission with credit towards both undergraduate and postgraduate awards and the principles and processes are the same at both levels. Remember, the possibility of using prior learning and/or experience towards any award should be explored at the earliest opportunity on application to an institution.

How much does the process cost?

There is no national agreed fee system for APCL/APEL and the charge therefore varies between institutions. However, it will often depend on a number of factors including the type of claim (APCL, APEL or both), the level of the claim (undergraduate or postgraduate) and the amount of credit claimed. Institutions will discuss the feasibility and cost of any claim on application. A full course including an APCL/APEL component is likely to (but will not necessarily) cost less than the normal taught equivalent.

Are Vocational Qualifications and NVQs treated differently to other qualifications?

Vocational Qualifications (VQs) cover almost every industry sector, and every level of the Qualifications and Credit Framework (QCF), ranging from broad-based VQs to specialist qualifications designed for a particular sector. All VQs must meet an agreed set of criteria and achievement enables progression to employment or to further learning opportunities within employment or to further study. The courses may differ in content and duration from other qualifications at the same level in the QCF although they are designed to expect the same level of achievement from the learner. NVQs have a clear relationship to National Occupational Standards,

of 41 are work-related and competence-based. The subject matter studied is intended to improve and inform practice in the work place and therefore may differ from the theoretical and analytical content of learning on a more academic programme of study such as A-Levels or a degree programme. If there are gaps in either the theoretical knowledge or study skills needed to successfully complete the new course, learners may be required to undertake some additional study to ensure that they can meet the academic requirements of the new course. This process is often called "encapsulation" but can also be described as a "bridging" or "access course". All such modules/courses are designed to fully prepare learners for the new course of study. BTEC Higher National Certificates and Diploma courses (HNC/HND) are often integrated within, and form part, of a degree course at a higher education institution and are therefore normally treated as equivalent to any other HE courses at the same level. However, the prior learning will still need to be up-to-date and relevant to the new course.

Are international qualifications considered by UK universities for the purposes of APCL?

Universities in the United Kingdom welcome applications from international students. If a qualification is known and has previously been recognised for entry or admission with credit the process will be identical to that for UK qualifications. In the case of European qualifications the European Credit Transfer and Accumulation System (ECTS) is used by higher education institutions to establish equivalence. This is based on the principle that two UK credits are equivalent to one ECTS credit and means that one year of full time study is worth 120 credits in the UK and 60 credits in Europe. Initial advice and information is available from the UK HE Europe Unit on www.europeunit.ac.uk and for other international programmes on the UK NARIC website, www.naric.org.uk

How is the transfer of credit managed?

The processes involved in approving the transfer of credit are broadly similar but there are some differences from institution to institution. The process may be managed centrally, by a committee which oversees approval across the institution, by a Faculty or School approvals process or by subject-specific department approvals process or by a combination of these methods. However, the good news is that this variation in process should have little or no effect on what users of it – such as learners and employers – need to do!

How do HE institutions decide what existing learning is relevant and how much credit can be claimed for it?

Each institution will make individual decisions about how much credit can be approved into any course of study. However, in all institutions the method used to recognise prior certificated learning is to compare what has already been learned with what would be studied on the new course. This will show whether the learning on each course is identical or sufficiently similar to enable the learner to claim that they have already achieved the outcomes within that body of learning and therefore do not need to do it again. It also means that in some cases not all of the credit from existing learning may count towards a new award as not all of it may be relevant and specific to the new award.

of 41 Why does the credit value approved for the same learning differ from university to university and sometimes from course to course within a university?

This is very important and is to do with ensuring fairness and maintaining the quality and integrity of courses. Each course within a higher education institution has been designed to meet certain learning needs and subject specific outcomes; therefore, because course content can be so different, the amount of credit awarded for the transfer of the same qualification may vary from institution to institution and even from course to course within an institution. To help learners gain a better estimate about how much credit they have achieved and if they can use their qualification within a new award, some universities have developed a database which gives details of decisions made in the past, the general credit level awarded to some qualifications and the specific credit approved against particular awards. Each university will be able to advise learners about this. The value of claims for experiential learning are always decided on an individual basis.

Where is information about qualifications available?

There are various web sites which explain qualifications and how they can support progression into and through higher education. These websites can give information about entry requirements and help students see where they fit on the higher education map.

of 41 APPENDIX 3 Example of Guidance Notes for putting together an APEL Portfolio and a Claim Form

CREDIT ACCUMULATION & MODULAR SCHEME

LONG ACCREDITATION OF PRIOR EXPERIENTIAL LEARNING [APEL] PORTFOLIO GUIDANCE NOTES (please detach before handling your portfolio in) GENERAL COMMENTS You must complete the front cover of the portfolio plus Sections 1, 6, 7 and 8. The other sections should be completed only if they are of relevance to your claim for credit. If you need more space than the portfolio provides, insert additional sheets into it, ensuring your name is clearly marked on each sheet. You may make up your own portfolio on a word processor if you prefer but this must retain the standard front sheet and make use of the original section numbers and headings. Upon completion, you should take the portfolio to your APEL Advisor along with the original certificates of all the qualifications listed in Section 1. The certificates will be copied and returned to you. If you are unable to do this, you may send the portfolio and certificates by Registered Post. In this case, please enclose a large stamped addressed envelope for the certificates to be sent back to you. EVIDENCE All prior learning for which credit is being claimed must be supported by evidence. This will usually include originals of certificates for formal qualifications. You may also wish to submit other forms of evidence of learning such as a course outline, a video or a computer programme, or a formal testimonial from a previous employer. Any additional evidence of this sort should be referred to in the portfolio, explaining its relevance to your credit claim. SECTION 1: CERTIFICATED LEARNING Do NOT include qualifications below University Level 4 study such as GCE, GCSE, A’ Level and BTEC First. It is important to list the constituent units of HNDs, degrees etc. since these may be used to match your prior learning with the modules of the programme you are applying for. SECTION 2: OTHER PROGRAMMES

Use this section to list programmes for which no formal award has been made. This may include programmes taken at Institutions of Higher Education which were not completed or programmes taken as part of in-company training or work in the voluntary sector. Only include programmes of at least 30 hours duration (including private study and assessment). If you have attended a series of linked short courses which together amount to 30 hours or more, these should also be included. SECTION 3: MANAGEMENT/WORK EXPERIENCE/IN-COMPANY TRAINING Use this section to describe learning gained through work/management experience. In addition to details of jobs held, it may also be appropriate to describe your involvement in major projects, research, company restructuring, etc. For example: 1992-95 Assistant Manager, Wentworth Hospital (Main Street, Long Eaton, Bucks., LU12 4PW, tel: (01384 839363)

of 41 Main Responsibilities/Duties: Management of general office, supervision of staff development programme (including budgetary control), management of contracts for vehicle fleet maintenance. Major Projects: In March 1990, I was given responsibility for managing the closure of a long-stay ward in Wentworth Hospital. This involved finding new employment for existing ward staff and counselling them on their choice of career. I also worked closely with Social Services to ensure the appropriate placement for patients who were being displaced by the closure and that their long-term needs were being met. This process involved careful negotiation and counselling and a sensitivity to the needs of others. From this experience, I gained specific knowledge and skills relating to personnel issues, especially relating to redeployment and redundancy, counselling, union negotiations and implementing change in a service. Evidence submitted: Reference from Line Manager Project Management Report Letters confirming my role Redundancy Training Course In this section you should also give details of training undertaken in connection with present or previous employment. This might include training via in-company programmes as part of a company training programme or practice-based training through periods of work placement. You may wish to submit details of company training programmes and list their outcomes. For example:

1. Between 1994/5 I successfully completed the first year of a BEd at Brighton College of Education. I left the course during the early part of the 2nd year due to illness. The units I completed during the first year were: . Education Theory . Primary Mathematics . Sociology of Education . Human Geography

Evidence: course syllabus, letter from Brighton College 2. In May 1992, I successfully completed a 2 week course, training volunteers for teaching of technical subjects in developing countries (as part of preparation for voluntary service with VSO). This course covered a number of areas including presentation skills, assessment methods, use of visual aids and awareness of cultural differences. As a result of the course, I acquired new skills in the teaching of technical subjects. I also developed my ability to organise information into a curriculum and gained an understanding of how cultural background affects the way people learn. Evidence: course programme handouts, certificate of completion, statement on subsequent application and use of knowledge gained.

3. Company Training: Systems Analysis and Support, DSC Eng. Ltd. 1990. Through this 12 month training programme, I attended a series of in-house short courses and was also given practical experience in 2 company departments through working on special projects in systems analysis and business information processing. At the end of this period of training, I had developed an understanding of the problems of developing computer-based management information systems and of the links needed between business management and decision- making. I also acquired new skills in programming, data handling and data processing, and am now fully conversant with a range of business software. Evidence: course file, focused reference from employer, report on company management information systems, copies of programmes developed, confirmation of use of range of

of 41 business software, personal statement focusing on how learning has been built on and kept up- to-date. SECTION 4: VOLUNTARY/COMMUNITY WORK AND LIFE EXPERIENCE Provide details of any voluntary or community work which has resulted in significant learning which relates to your proposed programme of study. You might include learning which has arisen from interests, hobbies or leisure activities. Examples of experience that might be a basis for a credit claim include work with a mother and toddler group, youth group, scouts or guides, charity organisation, or participation in an adult education class.

For example: 1. Branch Secretary/Treasurer, National Charity Association, 1993-98 I have been an active member of the local branch of a National Charity Association for 6 years, undertaking responsibilities as a committee member and, recently, as secretary/treasurer. This work has involved organisation of fund-raising events, arranging staffing at functions serviced by the organisation, training young people in principles of first aid and preparing them for qualifications. As secretary, I was responsible for liaising with a wide range of people and organisations and was responsible for coordinating meetings. As treasurer, I have been responsible for maintaining the accounts of the branch and ensuring that the financial base of the organisation is adequately maintained. This work has provided me with knowledge of the voluntary sector and charity organisation and has given me a range of skills and competencies in organisation of meetings, administration, training, management of others and interpersonal skills. Evidence: focused reference from Chair of Branch, fund-raising plans, training schedule, financial report, etc. 2. Member of Adult Education Class 1987-89 In 1987, I joined an adult education class in local history, based in West Yorkshire, which was studying the history and development of the small town of Snaith. The group met for 2 hours a week for 30 weeks over each of the 4 years. Our aim was to produce a history of the town and over the 4 years of the class, 2 books were published. The class developed my knowledge of 18th and 19th century British history and I regularly read books relating to the course. Much of the class was devoted to working on original historical sources, mainly the 1851 and 1881 census enumerators returns, parish registers and a range of other parish records. I took responsibility for analysing the census returns for 4 streets in the town and also thoroughly researched the local school logbooks. As a result, I provided most of the material for 2 of the chapters in the 2nd book that we published. As well as developing my knowledge, I acquired skills in analysing historical documents, writing material for publication and statistical analysis.

As evidence for this experience, I have included copies of the 2 books produced, together with a letter from the class tutor verifying my involvement in research, writing and publication.

Evidence: copies of books, letters from tutor verifying role in writing 2 chapters

SECTION 5: CLAIM FOR GENERAL CREDIT

This section should be completed after consultation with your Programme Leader or School Advisor. Enter the number of general credits you wish to claim at each level, specifying how many points are claimed for certificated learning and how many for experiential learning. You should not claim more than 120 credit points at any one level. You may need to refer to the University’s list of Credit Ratings for Qualifications before completing this section (this is available from your School).

of 41 SECTION 6: CLAIM FOR SPECIFIC CREDIT In this section you should specify which modules you are claiming exemption from on the basis of the evidence contained in your portfolio. If you are following a negotiated learning programme, you should state clearly, with reference to your evidence, how your knowledge and skills relate to your intended programme of study, e.g. through providing a foundation level of study, specialist skills in an area which is of major importance to your proposed programme, etc. SECTION 7: SUMMARY OF BASIS FOR CLAIM You should use this section, if you feel it is necessary, to provide further information about how your previous learning relates to your proposed programme of study and supports claims for exemptions made in Section 6.

Do not forget to sign the portfolio once it is completed.

of 41 CREDIT ACCUMULATION & MODULAR SCHEME LONG ACCREDITATION OF PRIOR EXPERIENTIAL LEARNING [APEL] PORTFOLIO

To be used for all credit involving an element of experiential (uncertificated) learning. (please note that all claims for credit must be supported by appropriate and relevant evidence)

To be completed by candidate Name: ………………………………………………………………………...…………………….. Address: ………………………………………………………………………...…………………….. ……………..…………………………………………………………...…………………… ……………………………………………... Postcode: ……..……………………..… Telephone No (day): ……………………………….. (evening): ……………..……….……….

Proposed Qualification (e.g. BA (Hons) Business Studies): …………………………………

To be completed by University Staff Progress Record Date Received: ……………………………………………………………………………………….. Fee Paid (where appropriate): £………… Received By (Signature): ………………………… Originals of all Certificates seen: ………………………………………………………………… Sent to Assessor (Name): ………………………………………………………………………….. Date: ……………………………………………………………………………………………………. For Return By (Date): ……………………………………………………………………………….. Date Received Back: ………………………………………………………………………………... Date of Credit & Programmes Approvals Board: ……………………………………………… Student Informed of Decision: ……………………………………………………………………. Record Logged on SITS: ……………………………………………………………………………

of 41 SECTION 1: CERTIFICATED LEARNING List all qualifications you have gained at degree level standard or above. Where qualifications have constituent units (such as the subjects taken in each year of a degree programme), name these units and state in which year of the programme they were taken. Qualification Institution Certificates Dates (and Constituent Subjects) Attended Seen e.g. HNC Finance & Administration: Leeds Polytechnic 1989-91 (Signature of . Foundations of Accounting (Yr 1) University . Introduction to Business (Yr 1) Staff Member) . Principles of Management (Yr 2) etc.

of 41 SECTION 2: OTHER PROGRAMMES List all other courses of study relevant to your credit claim (including partially completed or failed courses and those not formally assessed), which involved you in at least 30 hours of learning. For each programme, you should provide the following details: title of programme, subject areas covered, level (e.g. introductory, intermediate), name or organisation running the programme, duration of the programme, year taken. You should also include details of any in-company training followed in this section. For each programme, or group of programmes, describe the skills, knowledge and competencies/outcomes acquired and how these relate to your intended programme of study. If the programme you have taken is over 5 years old, you must provide a statement demonstrating how you have kept the knowledge and skills up-to-date.

See notes for example.

of 41 SECTION 3: MANAGEMENT/WORK EXPERIENCE/IN-COMPANY TRAINING List the jobs you have held which are relevant to your credit claim. For each job you should provide the following details: title of post, main responsibilities/duties, dates job was held and the name, address and telephone number of your employer. You should describe the skills, knowledge and competencies/outcomes resulting from this work and should demonstrate how this relates to your intended programme of study, e.g. through underpinning knowledge, research etc. You should also include details of any major projects you have been involved in which have resulted in significant learning and which are relevant to your credit claim. Remember you must include evidence in your portfolio to substantiate and support your claim.

of 41 SECTION 4: VOLUNTARY/COMMUNITY WORK AND LIFE EXPERIENCE Provide details of any voluntary/community work which is relevant to your credit claim. Include details of the name of any organisations you worked for, responsibilities held, nature of work, dates and duration. Also describe any life experience (such as travel or vocational study) which has resulted in significant learning of relevance to your credit claim. You should also include evidence in support of the activities and competencies identified.

of 41 SECTION 5: CLAIM FOR GENERAL CREDIT This section should be completed after consultation with your School Advisor. Enter the number of general credits you wish to claim at each level, specifying how many points are claimed for certificated learning and how many for experiential learning. You should not claim more than 120 credit points at any one level. You may need to refer to the University’s list of Credit Ratings for Qualifications before completing this section (this is available from your School). Level 4 Level 5 Level 6 Level 7 Credit Points Claimed for CERTIFICATED Learning Credit Points Claimed for EXPERIENTIAL Learning TOTAL General Credit Claimed

SECTION 6: CLAIM FOR SPECIFIC CREDIT This is the most important part of your portfolio – where you specify which modules of your proposed programme you want to be exempted from. You should give the name and code of each module and briefly indicate the grounds for exemption, and cross-reference evidence in your portfolio to support your claim. You may wish to refer back to earlier sections of the portfolio to provide evidence in support of your claim. Module codes and learning outcomes can be supplied by your Programme Leader or found in the programme literature. If necessary, you may attach the syllabus from each programme you have followed as further evidence for your claim. If you are undertaking a negotiated programme of study in which there are few or no core or taught modules, you should specify which core modules you are claiming exemption from. For the negotiated part of your programme, you will need to identify how your prior learning relates to your proposed programme of study. If you are developing your own programme, you should briefly outline its focus and demonstrate how this builds on your prior learning.

Module Title:

Module Code:

Grounds for Exemption: and/or

Proposed Programme Outline (Negotiated Programmes only)

of 41 SECTION 7: SUMMARY OF BASIS FOR CLAIM Please summarise the basis for your claim here.

I confirm that all of the above details are correct.

Signature: …………………………………………………… Date: …………………………….

of 41 AEL Application Form

Section 1: personal details

Applicant Name:

Student Number:

Address:

Telephone Number:

Email address:

Section 2: AEL claim details

Name of AEL Coordinator:

School:

I would like to apply to have my prior learning accredited for the following programme and modules:

Programme:

Module(s):

Total credit claimed: at level

Section 3: Supporting references

Please provide contact details for any persons providing testimonials who are referred to in the claim:

1. 2. 3.

Name: Address:

of 41 Telephone: Email:

Section 4: CHECKLIST

I have attached a portfolio which includes the following items:

A Position Statement

A Module Claim Form (for each module)

An Index of Evidence

Copies of my evidence (arranged in the indexed order)

Section 5: Declaration

I declare to the best of my knowledge that I have observed all copyrights and other rights belonging to other parties in the compilation of this portfolio, and have any necessary permissions relating to the content of the portfolio.

I understand that the APEL portfolio will need to be seen by various parties in connection with the assessment of the content and other related administrative and academic purposes, and I have anonymised personal details where appropriate.

I am the author of this portfolio and its composition is my own work.

Signed:

of 41 Page 39 of 41 Page 40 of 41 Appendix 4 – EXAMPLE FEE STRUCTURES

Example - University A For admissions purposes: No fee for Home and EU fee payers. Fees will be payable by full time international students; part time students; employer sponsored students; self funding students. For advanced standing: Students can enrol on the course module for which credit is claimed. If the claim is successful, 70% of the fee is refunded to the student and the remaining 30% covers the administration costs of the APEL claim. If the claim is unsuccessful, the student remains registered on the course module. If the student changes course, 70% of the fee is refunded and the remaining 30% covers the administration costs of the APEL claim.

Example- University B Students will be enrolled on the 20 credit “Making Your Learning Count” module (or similar). The standard module fee will be charged for this module. Credits gained as a consequence would be charged at 25% of the normal fee.

Example – University C 1. Claims for any 15 credit module in relation to APL = 10% of module cost 2. Claims for any 15 credit module in relation to AP(E)L = 40% of module cost 3. The assessment alternative (taking the exam or doing the assignment without taking the module) 40% of module cost 4. For students reliant upon state benefits these fees may be waived or reduced.

Example – University D

The charges or the academic year 2011/12 are as follows:  Initial AP(E)L and RAWL workshop £130.  Modules are charged at a flat rate £440

Charges include 6 hours of tutorial support and assessment and examination procedures overseen by an external examiner.