As part of our commitment to quality assurance, Titan Development Centre seeks to provide learners with guidance and support to help them achieve their learning and development goals while meeting any regulatory requirements.
Our policies are reviewed on a regular basis to ensure that they remain fit for purpose. This policy concerns prior learning and recommends ways that a learner can meet any requirements while avoiding the repetition of learning and assessment.
Qualifications in Scope
This policy applies to all qualifications being delivered by the Centre.
Policy Statement
Recognition of Achieved Prior Learning (APL) is a method of assessment that considers whether learners can demonstrate that they can meet the assessment requirements for a unit of learning through knowledge, understanding or skills that they already possess, removing the need for retraining, further study or assessment in that area. APL 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 APL is acceptable for accrediting a unit, units or a whole qualification.
Evidence of learning must be:
- Valid;
- Authentic;
- Sufficient;
- Current;
- Reliable.
Radius Training encourages the use of APL where it is of value to the learners and organisation in facilitating assessment.
Terminology
APL policies and procedures have been developed over time which has led to the use of a number of terms to describe the process and type of learning recognised. Among the most common terms are:
- Recognition of Prior Learning (RPL);
- Accreditation of Prior Experiential Learning (APEL);
- Accreditation of Prior Achievement (APA);
- Accreditation of Prior Learning and Achievement (APLA).
Principles of APL
Principle 1
APL is a valid method of enabling individuals to claim credit for units, irrespective of how their learning took place. There is no difference between the achievement of the learning outcomes and assessment criteria of a unit through prior learning or through a formal programme of study.
Principle 2
APL policies, processes, 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 using APL to meet unit outcomes.
Principle 3
APL 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 APL. They should also be given guidance and support in making a claim in conjunction with the Centre.
Principle 4
The process of assessment for APL is subject to the same quality assurance and monitoring standards as any other form of assessment. The award of credit through APL will not be distinguished from any other credits awarded.
Principle 5
Assessment methods for APL 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 APL unless the assessment requirements of the unit do not allow this, based on a rationale consistent with the aims and regulations of the framework.
APL 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.
Amplification.
APL 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 an exemption, not APL.
APL focuses on assessment and awarding of credit for prior learning which may count as evidence towards:
- A unit accumulated towards a full qualification;
- A unit or units recognised by a Certificate of Achievement;
- A full qualification where units are assessed against assessment criteria, then all evidence must be evaluated using the stipulated criteria.
In assessing a unit using APL, 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. Subject areas must have personnel with the appropriate expertise and knowledge to facilitate this and the internal verification/quality assurance process.
It is expected that in most cases APL will be used for units. It is acceptable to claim for an entire qualification through APL although this is not the norm. It would however 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 to check understanding and competence. It is important to note that the assessment strategy for each qualification must be adhered to.
The APL process is not concerned with allowing for exceptional entry to, or exemption from, a programme of study. The APL process does not allow the recognition of any unit assessed by external assessment because such units are subject to specific evidence requirements.
It is essential that:
- Learners are registered as soon as they formally start to gather evidence;
- Records of assessment are maintained, as for any other unit/qualification;
- All relevant evidence is assessed before assessment decisions are confirmed;
- There are designated personnel with the appropriate expertise to support and quality assure the APL process;
- Certification and claims are made according to normal procedures