Recognition of Prior Learning Further Education v7 · Recognition of Prior Learning in Further Education ... Audience The policy and

Recognition of Prior Learning Further Education Process

January 2018

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Page 3 of 33 Recognition of Prior Learning in Further Education

Contents

1. Introduction .............................................................................................................. 4 2. Aims ......................................................................................................................... 4 3. Audience ................................................................................................................... 4 4. A commitment to open, equal and transparent process ................................................ 5 5. Contingency .............................................................................................................. 5 6. Definitions ................................................................................................................ 6 5. Roles and responsibilities within RPL process .............................................................. 8 6. The RPL Process ....................................................................................................... 10 7. Principles of Recognition of Prior Learning ................................................................ 12 8. Costing framework .................................................................................................. 13 9. Communication of this policy and process ................................................................. 14 10. Appeals Process ................................................................................................... 15 11. Quality Assurance, monitoring and review of this policy ......................................... 15 12. Further information .............................................................................................. 16 Appendix A – High level College process .......................................................................... 27 Appendix B ‐ Information for students applying to Belfast Metropolitan College 17 APPENDIX C –Expression of interest and application form ................................................. 24 APPENDIX D – College Checklist ...................................................................................... 27


1. Introduction

This following pages outlines the process used by Belfast Metropolitan College when recognising

applicants’ relevant work or life experience.

The document will provide the reader with information on roles, responsibilities and processes

relating to Recognition of Prior Learning within Further Education courses (RPL). RPL can also be used

when seeking Exemption from one or more modules and/or Credit Transfer when enrolling onto

class. Learners can seek to use RPL during completion of class assignments.

For the purposes of this policy, Recognition of Prior Learning will be used as an umbrella term to

cover the following processes:

- Accreditation of Prior Learning (APL)

- Accreditation of Prior Experiential Learning (APEL)

- Accreditation of Prior Achievement (APA)

- Accreditation of Prior Learning and Achievement (APLA)

2. Aims

The aim of this document is to provide a framework which assists applicants maximise their

opportunity to gain access to their preferred course.

In addition, this document will provide the College with the guidance required to fairly and

consistently process an application under the umbrella of RPL. Application of the process must

consider and incorporate relevant and appropriate examining body requirements.

3. Audience

The policy and process applies to Further Education learners. Separate arrangements exist for:

- International students

- Training for Success

- Apprenticeships

- Cost Recovery

- Higher Education


4. A commitment to open, equal and transparent process

Minimum and enhanced course entry criteria will be made available to applicants via College

prospectus, website and other supplementary material. An exercise must be undertaken to ensure

that the RPL framework is confirmed in advance for each course. This exercise carried out in

advance will ensure the College is adequately prepared for RPL related queries and ensure a fair

and consistent approach from the outset.

The RPL framework will consider the use of Skills Tests and Underpinning Knowledge assessments.

These assessments will correspond clearly to the entry requirement for each course. A refresh

mechanism will ensure that assessments are updated in line with changing examining body

standards. The use of online assessment and marking utlilies are recommended to ensure

objectivity and meet turnaround standards.

The RPL framework required for each course must be approved by Heads of School using the same

model used for enhanced course entry requirements.

5. Contingency

The process is heavily reliant on academic staff therefore it will be necessary to introduce flexibility

whilst minimising undue delay, inconvenience and potential disadvantage to applicant. It is

recommended that applicants wishing to avail of RPL should apply to the College before the ‘Late’

deadline date. This should allow sufficient turnaround time to complete the process prior to annual

leave.

Contingency arrangements for RPL should follow the normal staff cover arrangements.


6. Definitions

Recognition of Learning/ Accreditation

- any process that acknowledges and establishes publicly that some

reasonably substantial and significant element of learning has taken

place and can be assessed to have done so. An umbrella term for

Accreditation of Prior Learning (APL) including the following:

- Accreditation of Prior Experiential Learning (APEL)

- Accreditation of Prior Achievement (APA)

- Accreditation of Prior Learning and Achievement (APLA).

Accreditation of

Prior Learning (APL)

a process for assessing and, as appropriate, recognising prior experiential

learning or prior certificated learning for academic purposes. This

recognition may give the learning a credit value in a credit‐based structure

and allow it to be counted towards the completion of a programme of study

and the award of qualifications associated with it.

Accreditation of

Prior Achievement

(APA)

a process through which previously certificated learning is considered and,

as appropriate, recognised for academic purposes.

Accreditation of

Prior Certificated

Learning (APCL)

a process through which previously assessed and certificated learning is

considered and, as appropriate, recognised for academic purposes.

Accreditation of

Prior Experiential

Learning (APEL)

a process, through which learning achieved outside education or training

systems is reviewed and, as appropriate, recognised for academic purposes.

Exemption awarding of academic credit against specific outcomes on a modular basis

Authenticity the evidence should clearly relate to the applicant’s own effort and

achievements (introduce some type of test to ensure applicant’s own

effort)

Credit is an educational currency which provides a measure of learning achieved

at a given level. Learners can accumulate credits and transfer to another

course of learning. The overriding consideration is consideration of existing

examining body requirements.

Currency the evidence should relate to current learning i.e. within the last five years.

Where the course/subject and/or professional, statutory or regulatory

bodies have specific requirements and/or time limits for the currency of

evidence, certification or demonstration of learning, these should be made

clear and transparent.


Reliability the extent to which there is inter‐assessor agreement or consistency in the

assessment of claims.

RPL Adviser person with subject expertise to provide advice and guidance to applicants

RPL Designated

College Contacts

Designated person or persons through which applicants can gain high level

information on RPL process. Normally this role is carried out by Careers

Advisers

Sufficiency there should be sufficient written evidence to demonstrate fully the

achievement of the learning being claimed.

Validity: there should be a clear and transparent link between the learning being

evidenced and the outcomes against which recognition is being sought. In

addition to currency, the Subject Specialist Responsibilities/Assessor must

assess if evidence meets demands in full or only representative.


5. Roles and responsibilities within RPL process

Who? What?

Applicant

Responsibilities

Make initial contact with College either formally or informally,

attend initial meeting with RPL Designated College Contact,

obtain paperwork and engage with the support guidelines

Identify existing skills and knowledge

Match this against the learning outcomes of the programme /

entry requirements

Collect and collate evidence to support claim in consultation

with the RPL Adviser/Subject Specialist

Formally submit claim in required format within deadlines

Inform RPL Adviser of any change in contact details

Pay fee, if applicable

RPL Designated College

Contacts

Normally undertaken by

Careers and

Employability Advisers

and Schools

Administrators. A

member of staff fullilling

this role should be

trained.

Provide relevant materials and provide guidance on:

Implications of returning to education;

Advice on progression routes and career opportunities;

The nature of RPL;

The entry requirements of the programme;

Using pre‐defined College specific framework, advise applicant

on APL suitable courses;

College procedure – structure, limits, process, fees;

Administer applicant feedback process;

RPL Adviser

Responsibilities

To be undertaken by the

Course Co‐ordinator

Nominated by Curriculum

Area Manager

Provide relevant materials and provide guidance on:

The nature of RPL;

The entry requirements of the programme, including specific

learning outcomes and in line with awarding body requirements

(including marking or collecting points collected during testing).

College procedure – structure, limits, process, fees;

Formulating a claim and demonstrating learning;

The assessment process;

The structure and content of a draft claim ;

Advise applicant if RPL application is viable, making clear that

this is not a guarantee of a successful outcome;

Receive and progress the claim;

Notify relevant college Departments/Offices/Services;

Liaison with appropriate representative of awarding body and

Belfast Met’s lead Internal Verifier;

Administer the process monitoring


Maintain records including database of decisions, tracking

student progress, completion of exit statistics;

Curriculum Area

Manager

Maintain an overview of the RPL process and procedures to

ensure all quality assurance requirements are met.

To receive information and track entry, progression and

retention of RPL students.

Subject Specialist

Responsibilities /

Assessor role

Nominated by Curriculum

Area Manager

(this role is independent

from RPL Adviser and can

only be carried out by

the person best suited to

make academic

judgement when

assessing the claim)

To assess the Portfolio of Evidence against the

Examing/Awarding Body. In cases of RPL for on‐course

exemption, evidence will be assessed against the learning

outcomes of the relevant module(s) and satisfactory completion

of pre‐defined RPL framework.


6. The RPL Process

The agreed College RPL pipeline is a five‐stage process excluding Quality Assurance and appeals using

the College Compliments & Complaints processes. They are:

Stage Task Timeline College contact

1 Information and Individual Guidance to RPL Applicant*

Outline of RPL process provided for potential applicants.

Information and individual advice on RPL provided i.e. is

the proposed evidence appropriate / likely to meet the

entry criteria?

Applicant completes Expression of Intent & Application

Form with RPL Designated College Contacts within one

week of PEAG if not submitted at time of application.

(within College key dates i.e. cannot apply using RPL

after certain date).

RPL Designated College Contacts forward Expression of

Intent & Application Form to RPL Adviser

Where clarity is required, refer back to curriculum.

Due to timing may not be possible to submit portfolio

at same time so Expression of Interest & Application

form can go to RPL adviser but applicant must submit

portfolio within 2‐4 weeks.

Initial contact RPL Designated

College Contacts

2 Preparing Materials and Evidence for submission to

Support a Claim

Evidence may include:

2 to 4 weeks

with regular

contact with

RPL Adviser

RPL Adviser


Practice‐based documents;

Reports on observation of practice / witness statements;

Video/audio tapes, with commentary and analysis

related to the achievement of learning outcomes;

Analytic and evaluative description of practice;

Statements from supervisors in relation to aspects of

practice;

Continuing Professional Development (CPD) records and

appraisals; and

Reports of professional discussions

4 Assessing a claim – consultation and approval

Colleges need to ensure that procedures are in place to

ensure equitable and consistent treatment of claims.

Colleges should record activity for the individual and

assimilate a dataset to ensure fairness and consistency

of decisions. Outcomes of claims must be Insufficient

Evidence, Approved or Not Approved. Decisions should

be ratified by both the RPL Adviser and Subject Specialist

or by a relevant panel/committee at the College. See

Appendix B.

Normally

within 2

working

weeks.

(Consider

timeline i.e.

RPL closing

date and

admissions

process i.e.

place held

until

outcome is

known.)

Subject Specialist

Responsibilities /

Assessor role / RPL

Adviser for subject

area

5 Disseminating the Outcomes of a Claim

RPL Adviser informs RPL Designated College Contacts

who informs applicant of result of claim in timely

Within 2

weeks of

receiving an

approved

decision.

RPL Designated

College Contact


manner i.e. insufficient evidence / approved / not

approved.

A College wide data bank of decisions to be updated for

monitoring and compliance purposes to ensure

equitable and consistent treatment of claims.

*See section 7 on communicating existence of policy to applicants.

7. Principles of Recognition of Prior Learning

- The RPL process will be clearly communicated to all involved in RPL process.

- The RPL process will be regularly monitored and reviewed.


8. Costing framework

In some cases, it is necessary to charge the learner for services relating to application of this policy

and procedure.

In cases where applied charges exceed the cost of the course applied to, the learner should be

advised that it may be more cost effective to complete the course.

The costing framework is contained in the table below:

Application for Cost

Exemption No cost

Credit transfer Examining body registration/ exam entry

Recognition of Prior Learning – part unit £35.00 (dependent on Examining body

registration/exam entry)

Recognition of Prior Learning – full unit Pre assessment ‐ £75.00

Formal assessment ‐ £75.00 per hour or part of hour

Post assessment feedback ‐ £75.00

Above minimum only – extra in line with examining

body costs.


9. Communication of this policy and process

Information about existence and implementation of these guidelines will be made available to

students via:

Information about existence and implementation of this policy and procedure will be made

available to staff via:

Training on this procedure will be carried out by Curriculum Assurance & Performance

Development Manager, Internal Quality Assessors and Centre Lead Internal Verifiers.

- College prospectus

- College website

- College online application system

- Pre entry advice and guidance session

- College Careers Advice & Guidance

- Student handbook

- College intramet

- Targeted training sessions

- Head of Department meetings

- Departmental meetings

- Course Team meetings


10. Appeals Process

In the event of an appeal it is the responsibility of the Curriculum Area Manager to direct any

applicant to the College Compliments and Complaints Policy and Process and inform him/her that

there is no external Appeals process.

Complaints must only be considered if submitted within 10 days of the date the applicant was

informed of the decision.

11. Quality Assurance, monitoring and review of this policy

Curriculum Assurance & Performance Development Manager will be responsible for

reviewing quarterly monitoring reports. Quarterly monitoring reports will be used to quality

assure guidelines carry out review and identify areas for improvement.

Heads of Department will be responsible for assuring policy and procedure are adhered to

within their faculty areas. Quarterly monitoring reports will be provided to Curriculum

Assurance and Performance Development Manager showing RPL, APEL and APL activity within

respective areas.

Heads of Department will be responsible for ensuring policy and procedure are adhered to

within their respective Schools. Heads of School will provide quarterly monitoring reports to

Faculty Heads showing RPL, APEL and APL activity in respective areas. Quarterly reports will

contain trend analysis highlighting areas of concern or potential issues within application of

RPL, APL, APEL policy and procedure.

Curriculum Area Managers will be responsible for ensuring policy and procedure are adhered

to within their respective curriculum areas. Curriculum Area Managers will collate the

information required and submit quarterly monitoring reports to Heads of School.

Course co‐ordinators will apply policy and procedure within RPL, APEL, APL and APCL

framework. Where an on‐course exemption is awarded, the portfolio of evidence that has

been approved must be retained and made available to Awarding Body External Quality and

Standard Verifier/Examiners through the validation panel.

RPL Designated College Contact will be responsible for recording of any contact with potential

RPL candidate.


12. Further information

For further information on any aspect of the College’s RPL, APL, APEL or APCL policy or processes,

contact the College’s overall RPL Co‐ordinator, Curriculum Area Manager FE Academic Support &

Operational Quality.

17

Appendix A

Information for students applying to Belfast Metropolitan College

Recognition of Prior Learning

Main steps

DIFFERENT STYLES OF LEARNING

Learning is a process which involves gaining knowledge, processing information and making

connections between different bits of knowledge. Adults are likely to learn differently from the way

young adults learn – and are likely to have different reasons for wanting to learn. It has also been

suggested that men and women might learn in different ways.

Sometimes we learn by experience. Over time we do things repeatedly and improve how we do

things (i.e. through learning to get better at it) or we watch others doing things and learn from

observation. We also learn by reflecting on our experiences, going over in our minds how we did

something, how we might do it better next time, what was good about what we did and what could

be better.

Ask to speak to a member of College about recognising prior learning

Complete Expression of

Interest/Application form

Forward to named contact in Belfast

Met4

Put together a portfolio in advance of appointment with

RPL Assessor


Most people learn a great deal from doing something (or seeing someone else do something),

experiencing (or seeing) the consequences of that action and ‘learning a lesson’ as a result.

People may often learn more from the experience of doing something than from reading books or

from listening to a trainer or lecturer. Learning can be an individual or a shared experience.

WHAT TYPES OF EXPERIENCE CAN WE LEARN FROM?

We can learn from any experience we have had or some event we have observed which was

significant to us in some way. Any experience/event will do: it could be from work, home, leisure –

anything at all, as long as we feel it as significant.

It might be significant because it:

Taught us a great deal;

Had successful outcomes;

Gave us a sense of achievement;

Earned us respect and recognition from others;

Involved a major investment of time, energy or effort; or

Changed the way we did things.

Examples of types of work‐related learning experience we might consider include, but are not

limited to:

A particular piece of work, task or project undertaken at work, or through community

learning and development or voluntary work or independent study;

The experience of doing a particular job (paid or unpaid) over a period of time;

An educational or training course which may have been assessed but was not credit‐rated by

an academic institution; or

The experience of training or teaching others, either formally or informally.

WHAT IS REFLECTION?

Learning through reflection is a skill that involves thinking about our own experiences from the past,

thinking about our feelings about those experiences and drawing out some of the lessons that we

have learned from those experiences.


We can reflect on our learning in a number of ways – for example, reflection might be an activity

that we do thinking by ourselves. Or it might occur in a more social setting – for example as part of a

group learning situation where we talk about and reflect on our experiences and share these

thoughts with other people.

Reflection is something that we often do as part of our day‐to‐day activities – we often reflect as we

are doing things and sometimes change the way that we do things according to that reflection. At

other times, reflection is used long after an event or activity has been completed. In both cases,

reflection can help us learn from ourselves and our experiences.

How do we reflect?

One way to reflect is to simply think about things from the start of an event to the completion of

that event. Another way to reflect is to ask ourselves questions about our work experience. The

questions below can help you organise the outcomes from your reflection:

We might ask:

What did I do in that role?

What were my main responsibilities and tasks?

How easy or difficult did I find that role?

What were some of the challenges I faced undertaking that role?

What have I learned from undertaking that role?

What do we mean by proper informal and non‐formal learning and RPL?

Prior informal learning is learning based on experience. It includes all learning which you have done

up to this point which has not already been formally assessed. This includes prior learning gained

through life and work experiences (paid and voluntary), as well as prior learning gained through

community‐based learning, workplace learning and training, continuing professional development

and independent learning.

RPL is a process through which the learning you have gained from experience can be counted.

RPL can help you to:


Who is RPL for?

Recognition of Prior Learning (RPL) can benefit:

Individuals in the workplace looking for recognised credit for entry to an academic programme;

Your RPL College Contact at the College will support you through the RPL process by:

Introducing you to the RPL Guidelines specific to a subject area;

Building your confidence as a learner through identifying your strengths and skills; and

Advising you on how to prepare your portfolio of evidence of learning using the RPL profiling

tool.

RPL and Further Education courses

The course entry requirements for each Further Education courses are outlined in the College

prospectus.

The College recognises that some adult learners will have substantial industry experience and may

not have formal qualifications to demonstrate skills, knowledge or capability. The College will work

with such applicants to identify appropriate evidence equivalent to the entrance criteria .

WHAT DOES RPL INVOLVE?

RPL is about getting evidence and explaining how it allows you to meet the knowledge and skills

requirements for a course of study. This means that you must reflect on that experience and on the

learning that you have already achieved as a result and provide the required documentation to

support this.

Think about the learning you have already achieved and to plan how to build on this learning

to meet your personal and career goals;

Get a place on an appropriate course at a college if you don’t have the normal entry

qualifications but can show that you have the necessary knowledge, skills and understanding;

and

Gain credit towards modules of a course so as to shorten the normal period of learning by

showing that you already have the knowledge, skills and understanding needed for particular

parts of the programme or qualification (e.g. units or modules).

It is important to stress that recognition or credit is not given for the experience itself. It is

what you have learned from experience that counts.


PORTFOLIO OF EVIDENCE

Your claim for RPL is to be supported by a Portfolio of Evidence of Learning including a Personal

Reflection and examples of evidence to authenticate your claim.

Your Portfolio should contain:

Title page;

Table of contents;

Curriculum Vitae;

Employment History;

Education & Training History;

Training and Professional Qualifications; and

Supporting evidence of informal Learning Activities e.g. conferences/workshops etc.

Additional Information to support your submission can include:

Practice‐based documents;

Reports on observation of practice;

Video/audio files, with commentary and analysis related to the achievement of learning

outcomes;

Analytic and evaluative description of practice;

Statements from supervisors in relation to aspects of practice;

Continuing Professional Development (CPD) records and appraisals;

Reports of professional discussions; and

Reflective statements

That evidence is then assessed by the RPL Adviser and Subject Specialist at the College. The table

below outlines the criteria that will be used to assess your portfolio of evidence.


Once the evidence has been assessed you will be notified of the outcome of your RPL application.

You will be provided with an outcome sheet and it will contain information about marks gained from

your portfolio work. Marking will carried out within a framework confirmed in advance by

curriculum teams.

By going through an RPL process you will be encouraged to value your professional experience. You

will be advised of the timeline associated with your own application.

Exemption awarding of academic credit against specific outcomes on a modular basis

Authenticity the evidence should clearly relate to the applicant’s own effort and

achievements (introduce some type of test to ensure applicant’s own

effort)

Credit is an educational currency which provides a measure of learning achieved

at a given level. Learners can accumulate credits and transfer to another

course of learning. The overriding consideration is consideration of existing

examining body requirements.

Currency the evidence should relate to current learning i.e. within the last five years.

Where the course/subject and/or professional, statutory or regulatory

bodies have specific requirements and/or time limits for the currency of

evidence, certification or demonstration of learning, these should be made

clear and transparent.

Reliability the extent to which there is inter‐assessor agreement or consistency in the

assessment of claims.

Sufficiency there should be sufficient written evidence to demonstrate fully the

achievement of the learning being claimed.

Validity: there should be a clear and transparent link between the learning being

evidenced and the outcomes against which recognition is being sought. In

addition to currency, the Subject Specialist Responsibilities/Assessor must

assess if evidence meets evidence meets demands in full or only

representative.


You will see that you will be supported throughout the process by staff from the College. Your main

role will be to reflect on what you have learned from your previous experience and to bring it

together in a format that can then be assessed by the subject specialist to establish your readiness

to progress to your chosen level of study.

The RPL Adviser will revise turnaround times, in consultation with subject specialists, for RPL

applications submitted after 1st June or during the summer holiday period. Colleges will undertake to

provide appropriate cover during holiday periods to allow processing of RPL applications in timely

manner.


APPENDIX B –Expression of interest and application form

Expression of interest and application Form

Please make sure you have read and fully understood the Student Guidance Notes before

completing this form. College staff are available to help you.

Part 1: Please select assessment route you wish to be considered for entry onto course.

☐ Accreditation of Prior Learning

☐ Recognition of Prior Learning

Part 2: Personal Information

Surname:

Forename(s):

Title:

Date of Birth:

Student ID (if

applicable)

Contact Details

Home Address:

Postcode:


Telephone Number(s)

Home:

Work:

Mobile

Email address:

Employer Name and Address: (if applicable)

PART 2 ‐ PROPOSED COURSE OF STUDY

Further Education ‐ Course Title:

Mode of attendance:

Please tick the level of RPL for which you are applying: Tick as

appropriate

(i) Entry

(ii) On‐Course Exemption – please list the modules(s) for which you are seeking

exemption

1.


2.

3.

4.

5.

6.

(iii) Both Entry and On‐Course exemption

PART 3 – OUTLINE OF RPL CLAIM

I enclose the following documentation Tick as

appropriate

(i) RPL Application Form – signed and dated

(ii) Portfolio of evidence (please indicate if the portfolio is to follow)

Signature Date

27

Appendix C – High level process

Belfast Metropolitan College


APPENDIX D – College Checklist

COLLEGE STAFF CHECKLIST

Tasks Y/ N Comments Completed by /

date

Normally undertaken by Careers Advisers but can be

delegated to RPL Designated College Contacts in

exceptional circumstances:

Arrange meeting with applicant.

Provide information and advice programme of study.

Recommend any further sources of advice.

Provide Guidance Notes and Application Form to

candidate.

Undertaken by RPL Designated College Contacts:

Discuss learning from experience and sources of

evidence to be used in claim.

Agree timeframe and action plan for putting claim

together

Inform Subject Specialist



Staff should be familiar with the specific Examining Body RPL Guidelines and the associated policy documents of the College. Below is a checklist to guide

staff through the RPL process for individual applications.

Consideration of Portfolio of Evidence Comments Completed by /

date

1 Undertaken by RPL Subject Specialist / Assessor:

Is the background of the experiential learning relevant to the

course of study sought?

Does the evidence support the achievement of each of the

knowledge, skills and understandings as contained in the

respective examining body?

Yes/No Accreditation of Prior Learning

Yes/No Recognition of Prior Learning

(i) Critical understanding of the well‐established principles in

their field of study and the way in which those principles

have developed;

(ii) Successful application in the workplace of the range of

knowledge and skills learnt throughout the programme;



(iii) Ability to apply underlying concepts and principles outside

the context in which they were first studied, and the

application of those principles in a work context;

(iv) Knowledge of the main methods of enquiry in their

subject(s), and the ability to evaluate critically the

appropriateness of different approaches to solving

problems in their field of study and apply those in a work

context;

(v) An understanding of the limits of their knowledge, and

how this influences analyses and interpretations based on

that knowledge in their field of study and in a work

context;

(vi) Ability to use a range of techniques to initiate and

undertake critical analysis of information, and to propose

solutions to problems arising from that analysis in their

field of study and in a work context;

(vii) Ability to effectively communicate information,

arguments, and analysis, in a variety of forms, to specialist

and non‐specialist audiences, and deploy key techniques

of the discipline effectively in their field of study and in a

work context;

☐UPK

☐Practical Skills

Yes / No – UPK

Yes / No ‐ Practical



(viii) Ability to undertake further training, develop existing

skills, and acquire new competencies that will enable

them to assume responsibility within organisations;

(ix) Qualities and transferable skills necessary for

employment and progression to other qualifications

requiring the exercise of personal responsibility and

decision making;

(x) Ability to use opportunities for lifelong learning.

Yes / No Comments Completed by /

date

2 How well presented is the portfolio? Scale of 1 to 5 with 5

Excellent

3 Does the portfolio meet the requirements of currency and

authenticity?

Yes / No

4 Have any additional activities been carried out in support of

the portfolio i.e. viva, performance assessment, interview?

Yes / No



5 Does the portfolio of evidence, in your opinion, clearly meet

and map to:

- the learning outcomes of the module(s)

- and all grading criteria for the unit have been

addressed

for which exemption is sought?

Please refer to the relevant programme specifications.

Yes / No

7 Are there any additional comments you believe are relevant

to the final decision?

Yes / No

8 Do you recommend that the exemption requested is

awarded? Please state the level and volume of exemption

you recommend. Please provide a rationale for your

decision.

Yes / No

Signature (Subject

Specialist)

Date:

Print Name



Signature (RPL Co‐

ordinator)

Date

Print Name

Documents

Recognition of Prior Learning Further Education v7 · Recognition of Prior Learning in Further Education ... Audience The policy and