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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
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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
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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.
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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.
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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.
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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
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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.
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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
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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
Page 12 of 33 Recognition of Prior Learning in Further Education
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.
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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.
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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
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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.
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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
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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.
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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:
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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.
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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.
Page 22 of 33 Recognition of Prior Learning in Further Education
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.
Page 23 of 33 Recognition of Prior Learning in Further Education
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.
Page 24 of 33 Recognition of Prior Learning in Further Education
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:
Page 25 of 33 Recognition of Prior Learning in Further Education
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.
Page 26 of 33 Recognition of Prior Learning in Further Education
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
Belfast Metropolitan College
Page 28 of 33 Recognition of Prior Learning in Further Education
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
Belfast Metropolitan College
Page 29 of 33 Recognition of Prior Learning in Further Education
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;
Belfast Metropolitan College
Page 30 of 33 Recognition of Prior Learning in Further Education
(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
Belfast Metropolitan College
Page 31 of 33 Recognition of Prior Learning in Further Education
(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
Belfast Metropolitan College
Page 32 of 33 Recognition of Prior Learning in Further Education
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