Recognition Or Accreditation of Prior Learning

Recognition or Accreditation of Prior Learning

CONTENTS

1Introduction

2Terminology

2.1Specific Credit

2.2General Credit

2.3Types of RPL

2.4Recognition of Prior Learning (RPL) Panel

2.5Scottish Credit and Qualifications Framework (SCQF)

2.6European Credit Transfer Scheme (ECTS)

2.7National Academic Recognition Information Centre (NARIC)

3Advanced Standing

HowAdvanced Standing works…

4Recognition of Prior Credited Learning (RPCL)

How RPCL works…

5Accreditation of Prior Experiential Learning (APEL)

How APEL works….

Appendix 1 - RECOGNITION OF PRIOR LEARNING (RPL) PANEL

1Purpose

2Function

3Frequency of the RPL Panel

4Membership

5Process for outcomes of the Panel

Appendix 2 –Forms

Advanced Standing (RPL-AS)

Recognition of Prior Credited Learning (RPL – RPCL)

Accreditation of Prior Experiential Learning (RPL-APEL)

1Introduction - Recognition or Accreditation of Prior Learning

The Recognition or Accreditation of Prior Learning encompasses the whole process whereby you can identify, explore and claim credit for previous certificated and/or experiential learning.

Whether your prior learning has been given credit by another academic institution in the UK or overseas or whether it is learning that has not previously accredited but which you have gained through experience, it may be possible to use this toward your qualification at QMU. In order to ensure parity when considering credit for prior learning,QMU follows the policy below.

2Terminology

2.1Specific Credit is credit which is recognised or awarded, specifically matched against a core module or modules of a programme. Specific credit is used where a professional body or a QMU validation document require specific criteria to be met and evidenced as being met for a student to gain accreditation with that professional body or for a specific award.

2.2General Credit is the term for credit points recognised or awarded at a particular level but not matched to specific module outcomes. This would usually be where direct entry through advanced standing is granted or where there are optional modules as part of the programme structure. General credit does grant exemption from specific modules but not on the basis of directlymatching prior credit to those modules.

2.3Types of RPL

Advanced Standing: Credited learning or experiential learning which allows entry to a programme at a later point than the usual admissions point (e.g. directly into level 2 of an undergraduate programme or directly to the research methods and dissertation modules of a Masters degree where a student has a PG Diploma).

Recognition of Prior Credited Learning:a process by which we can recognise credit or a qualification which has been awarded by another educational body.

Accreditation of Prior Experiential Learning: a process by which we can assess and then award credit for learning gained through experience which has not been previously given academic recognition.

2.4Recognition of Prior Learning (RPL) Panel

The RPL Panel has overarching responsibility for the recognition and accreditation of prior learning. Much of the work of the Panel is devolved to Programme Leaders as the experts in their programme, but the assurance of equity rests with the RPL Panel. The membership, function and process of the Panel are set out later in this document.

The following credit frameworks are a useful way to enable universities and other educational bodies to understand the equivalence of qualifications:

2.5Scottish Credit and Qualifications Framework (SCQF)

This is the credit framework used at QMU and across Scotland. It means that we can be confident that 30 level 7 (first year undergraduate) credits from another Scottish institution are equivalent to 30 level 7 (first year undergraduate degree) credits here.

2.6 European Credit Transfer Scheme (ECTS)

This is the same principle as the SCQF but is Europe wide. 10 credits on the SCQF are equal to 5 credits on the ECTS.

2.7National Academic Recognition Information Centre (NARIC)

NARIC is a group that matches international qualifications and UK qualifications. This enables us to be confident that a UG Diploma in Singapore is broadly equivalent to completing level 9 (year 3) study in the UK. NARIC equivalence is usually ascertained by members of the Admissions department prior to a student being admitted to a programme

3Advanced Standing

Every degree programme (undergraduate and postgraduate) has a standard point of admission. To gain entry at that point students will have to meet some entry criteria, e.g. for an Honours degree programme, entry to level 1 may often entail a specific number of points gained through Highers, or A levels or a recognised access course.

Where a student has progressed further than the standard entry point, they can apply for advanced standing. Advanced standing is most usually based on learning which has been previously credited by another education institution. Under this arrangement, QMU formally recognises the previously accredited learning and allows entry to the programme at a more advanced stage than the standard point of admission. This can include entry at a higher level than is standard (sometimes called ‘direct entry’)e.g. entry to level 2 of a programme, or exemption from specific modules.

It should be noted that where a student is granted advanced standing to higher level of a programme than the standard start point it is likely that they will be granted ‘general credit’ even against core modules. This is because, even without formal matching at a modular level, the following approaches allow the University to be confident of equivalence:

• Using the credit frameworks outlined above, the University can usually be confident that the standard of education (pegged to SCQF level 7- 12) and amount of student effort (pegged to number of credits - 120 per level for UGs) is equivalent to QMU standards and student effort.
• Where a degree is accredited by the Health and Care Professions Counciland/or a specific professional body (e.g. College of Occupational Therapists, Chartered Society of Physiotherapists) the University can be confident that appropriate standards of professional practice have been met by students seeking advanced standing based on credits awarded from another accredited degree.
  

However, it is likely that in order to fully support a student joining a programme later than the usual starting point, some matching will be undertaken by the Programme Leader to assure the team that the student has covered the appropriate material.

Occasionally, students will be admitted to a programme on the understanding that their prior experience has included learning at a particular level. Students do then have to complete a ‘challenge assignment’ (which may be an essay or viva) once they have started the programme to confirm their entry at a higher level than usual.

How Advanced Standingworks…

If a student wishes to apply for Advanced Standing they must complete the relevant form (RPL – AS) and present it, with their application, to the Admissions Office. Where the application is straightforward, a decision to admit the student will be taken by the Admissions Officer (staff member from the Admissions Office)and the Admissions Tutor (staff member from the degree programme). For some programmes, there may be “recognised” qualifications that lead to “automatic” Advanced Standing (e.g. entry to level 3 of a programme with a named HND). A list of recognised qualifications for Advanced Standing to named programmes should be held by Admissions. A straightforward application may be one where a student has completed credits which are recognised in the SCQF or where they are using a previously assessed and agreed route onto the programme (for example, an articulation with an FE college or a previously matched route from a international provider). This decision regarding Advanced Standing should be reported to the RPL Panel for homologation, and updating of the student record.

If the application is not straight forward,it can be referred to the RPL Panel for advice, although the Programme Leader or admissions tutor should brief their representative on the Panel as to any programme specific issues with which the Panel may not be familiar.

4Recognition of Prior Credited Learning (RPCL)

Once a student has started a programme, it may transpire that they have prior learning which has been credited by a recognised educational body which is relevant to the programme and could be used to grant the student exemption from one or more modules or parts of modules. This learning may have been credited by another body recognised by the SCQF or may be a body outwith the UK.

Non-UK credits or qualifications are checked through the NARIC system for academic equivalence by Admissions. For all modules, the module content and learning outcomes are reviewed by the relevant Programme Leader or module coordinator. This may be in order to ‘match’ the module to a QMU module but this is not always the case if the previous credit is being claimed against general credit, for example, in place of an elective module.

How RPCL works…

If a student wishes to apply for RPCL, they must complete the relevant form (RPL-RCPL) and present it with evidence to their Programme Leader. Usually, the recognition of prior credited learning can be agreed by the Programme Leader and is reported to the RPL Panel for approval. Programme Leaders may use the SCQF, NARIC and an assessment of the module descriptor to reach a recommendation to the Panel. It would be unusual for the RPL Panel to overturn a recommendation of the Programme Leader. If the application is not straight forward it can be referred to the RPL Panel for advice although the Programme Leader or admissions tutor should brief their representative on the Panel as to any programme specific issues about which the Panel may not be familiar.

5Accreditation of Prior Experiential Learning (APEL)

If a student has experience which is relevant to the programme, they may be able to have that learning accredited. In this process, QMU is not recognising a qualification previously credited by another body, but actually accrediting experiential learning which can be demonstrated to possess academic worth.The process of APEL involves academic supervision and assessment, therefore there is an associated fee.

In order to evidence that the student has learnt from their prior experience, the student is asked to complete a piece of work.In assessing what may be relevant students may wish to look at learning outcomes of the programme or modules. It should be noted that, even on programmes leading to a specific professional award, there may be modules whose primary learning outcomes are more generic, such as presentation skills, research, analysis, critical thinking etc. Students can always discuss this informally with their Programme Leader.

How APEL works….

So that students are not charged a fee unnecessarily this is a two stage process.

• For Stage 1, students are usually advised to meet initially with the Programme Leader or RPL representative from the subject area. In discussion, students should identify work that they feel couldbe worthy of academic credit – e.g. writing a book chapter; leading a substantial service development.
• Students are asked to identify learning outcomes relating to their experience that they will demonstrate in their piece of work.
• The RPL-APEL form is thensubmitted to the Programme Leader and subject area RPL representative. Staff can then include comments or recommendations.
• Stage 1 APEL claim is then submitted to the RPL Panel.
• The Panel assesses the learning outcomes to determine whether the student should be permitted to progress to Stage two. If the Panel feels that the proposal is at the correct SCQF level and that the proposal could offer the right scope in terms of number of credits a supervisor and assessorare allocated and a timescale agreed for completion.
• On progression to Stage 2, an APEL fee is charged to the student (Secretary completes necessary paperwork).
• In Stage 2, the student completes the work with the support of the supervisor, and it is assessed by the assessor.
• If the work is deemed to be at the correct level and of the correct scope for the number of credits to be awarded then the student is then awarded the credits. This is reported to the RPL Panel for noting.
• If a student does not quite reach the level or scope, then they will receive feedback and will be requested to resubmit the work (within an agreed timescale) on one further occasion.

QMU framework for Recognition of Prior Learning (RPL)

To claim RPL you must be registered/or accepted onto a programme of study – for example the BSc Professional Practice.

RPL Guidance Jan 2015

Updated12.01.2015

RPL Guidance Jan 2015

Updated12.01.2015

January 2015

APPENDIX 1

RECOGNITION OF PRIOR LEARNING (RPL) PANEL

1.Purpose

The purpose of the RPL Panel is to assess applications made by prospective or current students for the recognition or accreditation of prior learning.

2.Function

The Panel will:

• NOTE standard applications for Advanced Standing and APPROVE non-standard applications for Advanced Standing.
• APPROVE applications for the recognition of prior credited learning. Standard applications will be presented with a recommendation from the Programme Leader and it would be unusual for the Panel to over turn the recommendation. Non-standard cases will be discussed and approved, or not, by the Panel.
• APPROVE or REFER Stage one applications for the accreditation of prior experiential learning.
• NOTE the outcomes of Stage two applications for the accreditation of prior experiential learning.

When assessing any claim for credit the following criteria apply:

Criteria / Definition / Evidence
Authenticity / That the applicant actually completed what is claimed / original documents should be shown to the Programme Leader who can then copy them for submission to the Panel if necessary or can confirm that they have seen them on the RPL form.
Acceptability / There is an appropriate match between the learning outcomes being demonstrated and the credit being claimed / This may include a transcript showing the SCQF level or a module descriptor or programme specification.
Currency / Is the learning sufficiently recent to enable confidence that the knowledge and skills in the learning outcomes are up to date and/or has the student kept up those knowledge and skills over the intervening time? / As a general rule of thumb if the qualification was gained within the last 5 years it can be considered to be current although for some disciplines it may need to be shorter. Equally, if a student has been using the skills or knowledge as part of their work or CPD in the intervening years it could be considered current.

3.Frequency of the RPL Panel

The RPL Panel will meet a maximum of five times per year.

4.Membership (as of January 2015)

The RPL Panel will comprise of the Convener, aSchool Manager (Secretary) and a representative from each subject area. Currently the roles are filled as follows:

ConvenerGillian Baer

SecretaryJenny AnsettSchool Manager (Health Sciences)

(Reserve – Stacey Barnes, Divisional Project Manager)

Subject Area Reps

Linda Renton / Occupational/Art Therapies Representative
Lindesay Irvine / Nursing Representative
Kavi Jagadamma / Physiotherapy Representative
Elaine Bannerman / DNBS Representative
Gloria Dunlop / Podiatry Representative
Kath MacDonald / Nursing Representative
Dora Meikle / Radiography, Representative
Christine de Placido / Speech and Hearing Sciences Representative
Gordon Campbell / Business Enterprise & Management
Graham Drysdale / Media, Communication & Performing Arts/Psychology & Sociology
Representative of Collaborative Partner / Co-opted when necessary

The majority of applications will be straightforward and will be able to be presented without additional comment. However, Programme Leaders who have applications that they wish to be discussed by the Panel, which may be more difficult, should brief their representative on the Panel ahead of the meeting.

5.Process for outcomes of the Panel

Officially the RPL Panel then reports to the relevant Board of Examiners through the student record and the profile presented to the Boards of Examiners, and the exemption is finally ratified by the Boards on behalf of Senate

APPENDIX 2Form: RPL - AS

Application for Advanced Standing

Name of Student
Programme

Insert below details of qualifications which you believe will contribute towards some of the content of the programme.

Ref No. / Name of MODULE OR
QUALIFICATION for which you have been previously granted credit / SCQF Level of module or qualification / SCQF CREDITS gained / Where studied / Year of completion
1
2
3

Please note you can only gain recognition for up to 50% of the total credits of the QMU award.

Reference number of Module previously accredited taken from table above / QMU Level of Study OR QMUModule Code / QMU Module Name / SCQF Level / CREDITS
1
2
3

This form should be submitted with your application form.

ADMISSIONS DECISION
Student will be exempt from the following modules/level of study OR student will be required to complete the following modules to gain the named award.
No further work needed from the student
Challenge Essay required – length, timescale, against how many credits.

Form: RPL-APCL

Application for Recognition of Prior Certificated Learning

Name of Student
Matriculation Number
Programme

Insert below details of qualifications which you believe will contribute towards some of the content of the programme.

Ref No. / Name of MODULE OR
QUALIFICATION for which you have been previously granted credit / SCQF Level of module or qualification / SCQF CREDITS gained / Where studied / Year of completion
1
2
3

Please note you can only gain recognition for up to 50% of the total credits of the QMU award.

Reference number of Module previously accredited taken from table above / QMUModule Code
OR
Indicate that you are seeking ‘general credit’ / QMU Module Name if relevant / SCQF Level / CREDITS
1
2
3

This form should be submitted to your Programme Leader

RECOMMEDNATION to RPL Panel from Programme Leader
Evidence presented to PL?
Happy to agree to recognition of credit for all or some of the above modules, or not?
Any further instructions to the student? / Outcome

1

January 2015

Form: RPL - APEL