Recognition of Prior Learning Policy

• Aim

• WSBF is committed to the principle that learning, wherever it occurs, should be recognised in an appropriate way within its academic provision.As part of our commitment to quality assurance CRC seeks to provide learners with guidance and support to help them achieve their learning and development goals while meeting any regulatory requirements. This policy is about prior learning and recommends ways a learner can meet any requirements while avoiding repetition of learning and assessment.

• Principles

• This policy applies to all qualifications, however, where learning is evidenced only through a national examination, the learner is required to sit this examination, eg General Qualifications such as GCSEs or A levels.CRC define ‘Recognition of Prior Learning’ (RPL) as a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
• The following terms are also recognised for the purpose of recognition of prior learning:
• Accreditation of Prior Learning (APL)
• Accreditation of Prior Experiential Learning (APEL)
• Accreditation of Prior Achievement (APA)
• Accreditation of Prior Learning and Achievement (APLA)
• RPL enables recognition of achievement from a range of activities using any appropriate assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must meet the VACS rule:
• Valid
• Authentic
• Current
• Sufficient
• RPL is a valid method of enabling individuals to claim credit for units or qualifications, irrespective of how their learning took place. There is no difference between the achievement of the learning outcomes and assessment criteria through prior learning or through a formal programme of study
• RPL policies, processes, procedures, practices and decisions should be transparent, rigorous, reliable, fair and accessible to individuals and stakeholders to ensure that users can be confident of the decisions and outcomes of RPL.
• RPL is a learner-centred, voluntary process. The individual should be offered advice on the nature and range of evidence considered appropriate, to support a claim for credit through RPL, and be given guidance and support to make a claim. The process of assessment for RPL is subject to the same quality assurance and monitoring standards as any other form of assessment. The award of success through RPL will not be distinguished from any other successes.
• Assessment methods for RPL must be of equal rigour to other assessment methods, be fit for purpose and relate to the evidence of learning. Credit may be claimed for any unit through RPL unless the assessment requirements of the unit do not allow this, based on a rationale consistent with the aims and regulations of the framework.
• RPL is also of value to learners transferring across various learning programmes who have relevant learning but do not hold relevant credits or certificates. This may include learners transferring from NQF to QCF specifications.
• The use and application of RPL is of particular value to learners without formal qualifications, who are either in employment, preparing to enter, or returning to employment. It enables them to gain all or part of a qualification without having to undertake a formal learning programme.
• RPL can be used where a learner has not had their prior learning formally recognised. If a learner has certificated learning, then they should apply for exemption, not RPL. Exemption is the facility for a learner to claim exemption from some of the achievement requirements of a qualification, using evidence of certificated achievement deemed to be of equivalent value. Checks will need to be made with relevant Awarding Organisations to ensure compliance with their RPL policy and regulations.
• RPL focuses on assessment and awarding of credit for prior learning which may count as evidence towards units or full qualifications. Where units are assessed against assessment criteria or grading criteria, then all evidence must be evaluated using the stipulated criteria. In assessing a unit using RPL the assessor must be satisfied that the evidence produced by the learner meets the assessment standard established by the learning outcome and its related assessment criteria.
• Most often RPL will be used for units or parts of a qualification. It is acceptable to claim for an entire qualification through RPL although this is not the norm. However, it would be unusual for a learner to be able to offer prior achievement that completely matches every aspect of a qualification’s assessment requirements.
• The prior achievement that would provide evidence of current knowledge, understanding and skills will vary from sector to sector. It will depend on the extent of the experience, technological changes and the nature of the outcome claimed. If the currency of any evidence is in doubt, the assessor may use questions or professional discussion to check understanding, and for competence. Note also that the assessment strategy for each qualification must be adhered to. The RPL process is not concerned with allowing for exceptional entry to, or exemption from, a programme of study.
• Faculties wishing to carry out RPL must ensure that:
• Learners are registered as soon as they formally start to gather evidence.
• Records of assessment are maintained, as for any other unit/qualification
• Certification and claims are made according to normal procedures
• All relevant evidence is assessed before assessment decisions are confirmed
• There are designated personnel with the appropriate expertise to support and assure the RPL process.

• Policy Administration

• Principles