Recognition of Prior Learning (RPL)

The Recognition of Prior Learning (RPL) provides processes for the accreditation of learning, appropriately evidenced, that has normally been achieved outside the formal education system offered by the University of Hertfordshire. This accreditation enables the learning to be counted towards the completion of a programme of study and the awards or qualifications associated with it. Recognition of Prior Learning saves learners having to repeat learning that they have already acquired and demonstrated.

This section of the Flexible Credit Framework describes the Recognition of Prior Learning processes for undergraduate and postgraduate programmes. The Education and Skills Funding Agency (ESFA) Apprenticeship Funding Rules will apply to all Higher and Degree Apprenticeships; and all applicants for apprenticeship programmes will have any recognition of prior learning necessary to achieve occupational competence identified through the initial needs analysis prior to starting their apprenticeship. Further staff RPL guidance for apprenticeships can be found in the UH Canvas site Recognition of Prior Learning Framework for Higher and Degree Apprenticeships and in the DfE guidance Apprenticeships: initial assessment to recognise prior learning.

RPL can consist of either Accredited Prior Certificated Learning (APCL) or Accredited Prior Experiential Learning (APEL).

The following definitions for these have been approved by the Academic Board:

(a) Accredited Prior Certificated Learning (APCL) is

‘learning which has been recognised previously by an education provider, evidenced by formal certification, and assessed and recognised for the award of credit by the University.’

This may take the form of either:

Credits or qualifications that have been awarded by a recognised higher education degree-awarding body in accordance with the relevant higher education qualifications framework.
Part of an Articulation Agreement (guaranteed entry) or a Recognition Agreement (non-guaranteed entry) for overseas awards.
Learning that has been recognised by a regulatory body such as the Office of Qualifications and Examinations Regulation (Ofqual) or the Institute for Apprenticeships and Technical Education (IfATE).

No fee is charged for APCL.

(b) Accredited Prior Experiential Learning (APEL) is

‘learning which has been achieved through experiences outside the formal education and training systems normally associated with a working environment, which has been assessed and recognised for the award of credit by the University.’

A fee of 50% of the module fee is normally charged for APEL. This may vary depending on context and must be outlined to students during the initial discussion.

Awards

The University of Hertfordshire uses RPL in two ways:

to provide advanced standing / credits towards a named award, i.e. specific credit; or
to provide general credit that may be used towards an award with either a generic or a semi-generic title available through the CATS Programme, i.e. generic credit.

Recognition of Prior Learning: UH General Principles

Consideration of APCL/APEL claims is a matter of academic judgement.
Specific credit for a named award may need to be time-limited in subject areas where the knowledge base and practices are rapidly developing.
APCL/APEL is always directly linked to a target award and may be claimed against whole module(s) or level(s) of study or in multiples of 15 credits.
There is a limit to the amount of credit from APEL and APCL that can contribute to an award as set out in UPR AS11. This will vary from one award to another according to programme structure and requirements, but the maximum is typically 75% of the total credit requirement for the award.
Credit from APEL and externally gained APCL is not graded.
Each School should have a member of academic staff who will work with students on individual APCL/APEL claims for specific credit and/or general credit. They will have either undertaken CAQA training on the RPL processes or will work with the guidance of CAQA staff.
All appeals relating to APCL/APEL are subject to the regulations set out in UPR AS12.
The responsibility for making an APCL/APEL claim rests with the student.

Accredited Prior Certificated Learning (APCL)

APCL claims may be made for one of five reasons:

where a student is progressing from one UH programme to another (e.g. a PGCert onto a Master’s degree); or
where a student is progressing from a UH collaborative partner (for instance, with a Foundation Degree from a Herts HE Consortium College onto the final year of a UH Honours degree); or
where an individual student has completed a recognized award elsewhere, for advanced standing onto a University award (for instance, with a Foundation Degree from a different College onto the final year of a UH Honours degree); or
where an individual student transfers to UH for a specific award, having commenced their programme of study at another University; or
as part of an APEL/APCL claim which may also involve enrolling on some taught modules at UH for a generic or semi-generic CATS award.

APCL may be general or specific;

The maximum permitted APCL credit available towards a final award from the University of Hertfordshire is set out in UPR AS11 and is 75% of the total credit requirement for the award. This may vary, however, according to the programme concerned but may not exceed the above maximum.

Procedures for the award of APCL

The following procedure need not be followed where the APCL is part of an advanced standing agreement (i.e. an articulation; recognition or progression agreement) or a joint or dual award (where APCL is awarded for prior study at a partner institution).

Where a candidate seeks an award based partly on both APEL and APCL, the APEL process set out below will normally be followed.

All requests for individual APCL will be made in writing (using APCL Application Form A), typically at the point of application to enter the programme. It is the responsibility of the student applying for APCL to make the claim and to provide necessary documentary evidence. Admissions Tutors and Programme Leaders are however encouraged to be pro-active in identifying APCL opportunities and advising students accordingly.
The information should include confirmation from the awarding institution of the level of the award, module(s) or short course in accordance with the Frameworks for Higher Education Qualifications 2024 (FHEQ) together with the date of completion of the award, module(s) or short courses.
The value and level of specific credit to be awarded to a student is normally determined by the Admissions Tutor (in consultation with the Programme Leader and Module Leader(s) of modules for which specific credit may be awarded) noted on APCL Application Form B and is ratified by the relevant Programme Board. A copy of this form is provided to the Apprenticeships and Professional Programmes Team (where appropriate) by the administration team in the Hub.
In judging specific APCL credit to be awarded, the staff concerned will wish to consider whether:
(i) the prior study is sufficiently recent to meet the current learning outcomes of the programme;
(ii)   the combination of APCL and modules to be studied at the University will together constitute a coherent programme of study which will meet the programme learning outcomes, as specified in the programme specification;
(iii)  the APCL is sufficiently similar to the learning outcomes of module(s) for which the student/candidate may consequently be awarded specific credit;
(iv)  sufficient information is available on the academic level of previous study.
In judging general credit to be awarded through the CATS programme, it will not be possible to map the credit to any programme, or module learning outcomes. Instead, the process should focus on evidencing the academic volume and level of the previous study using the FHEQ 2024, SEEC Level Descriptors 2021 and relevant subject benchmark statements where possible.
Where a quantity of HE credit is not attached to a qualification a judgement can be made using for example the time and length of study and volume of learning outcomes.
All APCL decisions must be recorded on APCL Form B for Tutor and Board and clearly identified in all papers considered by Programme Boards and in the student’s transcript.

APCL Forms

These are available on the CAQA HertsHub site under the heading 'Recognition of Prior Learning (RPL)'.

APCL Recording Form A for student
APCL Recording Form B for Tutor and Board

Accredited Prior Experiential Learning (APEL)

APEL is a process linked to an award. It involves identifying, assessing and accrediting relevant learning that has been gained through experience (such as employment, work experience, volunteering, or experience as a service user) that can be shown to be comparable to learning within a formal qualification. APEL recognises that learning gained experientially and skills, knowledge, and understanding gained outside of formal education, are valued as having parity with formal learning processes.

Through an APEL process, credit is awarded for the demonstration of learning against required learning outcomes, for example, as described in a programme specification or definitive module document, or against nationally recognised level descriptors. This ensures that credit from APEL is consistent with the Frameworks for Higher Education Qualifications 2024. Credit awarded through APEL and credit awarded through formal study has equal weight. The only difference is in the route taken to achieve the learning, skills or competences.

APEL: General Principles

APEL does not involve a pass/fail assessment within the University’s Assessment Regulations. The APEL process determines, whether the candidate qualifies for the award of a specified amount of credit at a stated level.
Where it is not possible to approve the award of credit in whole or in part, the candidate will have one APEL resubmission opportunity. If the APEL claim is not approved at the second submission the candidate is registered onto a formal programme of study with the normal module assessment and reassessment opportunities available to them.
Credit from APEL is not graded.
Each School should have a member of academic staff who will work with students on APEL claims. They will have either undertaken CAQA training on the APEL process or will work with the guidance of CAQA staff.
It is expected that the APEL process will normally be completed within one year of starting the process. However, the opportunity exists to extend the final submission date beyond one year although an additional fee may become payable.
APEL submissions should typically be completed as the student seeks registration on the target programme.
In judging specific APEL credit to be awarded, the staff concerned will wish to consider whether:
(i) the prior learning from experience is sufficiently recent to meet the current learning outcomes of the programme;
(ii)   the combination of APEL and modules to be studied at the University will together constitute a coherent programme of study which will meet the programme learning outcomes, as specified in the programme specification
(iii)  the APEL is sufficiently similar to the learning outcomes of module(s) for which the student/candidate may consequently be awarded specific credit;
(iv)  prior learning is judged at an appropriate level using SEEC level descriptors 2021 where relevant.
(v)   evidence is provided where required by the assessment.
(vi)  the presentation of the APEL assessment is coherent.

The APEL Process

The APEL process is outline in the flowchart below. Further details on each step are given below the flowchart. Note, however, that there is room for creativity in the APEL process when the context requires it. Given the variety of academic programmes in which the APEL claim might be undertaken, there must be an opportunity for the student to demonstrate their learning in a form which is fit for context. An APEL assessment might be, for example:

largely oral through a presentation or professional discussion
through a portfolio of evidence
by a narrative supported by statement(s) from an employer or work-based evidence
through relevant artefact(s)
by completion of appropriate experience/work-based module assessments.

The process set out below will not apply to APEL where students satisfying the same widely recognised (and previously assessed) work experience/training are admitted to a programme. This learning is recorded on APEL form 5 Training Credit Recommendation and recognised at the CATS or Programme Board.

The School may offer individual or cohort support to the student to facilitate reflection on their learning and the development of the APEL claim.

Flowchart of the APEL process

APEL information

During this stage the learner obtains accessible, user-friendly information about what is possible and how the APEL process works. This information may be held online and may lead to a telephone conversation, video call or email to decide whether an APEL claim should be progressed. The process and costs of APEL should be clear, including candidate commitments and relevant time limits and the fact that success is not guaranteed.

Stage 1: APEL Preparation Discussion

A discussion takes place with the APEL Tutor (and Subject Specialist, where appropriate). Where it is a mixed APEL and APCL claim the candidate will bring original certificates (with copies) for APCL and any potentially relevant evidence of prior experiential learning.
The discussion focuses on identifying the candidate’s areas of learning for generic credit or how their learning relates to relevant module or programme learning outcomes and levels of learning, any appropriate evidence for accreditation and the individual process for the candidate.
The format of the assessment is confirmed and deadlines given for formative and summative assessment.
An initial indication is given to the candidate of the potential amount and level of credit that is likely to be appropriate although the credit finally awarded may be at any quantity and level.
The discussion outcomes are recorded on APEL Form 1 Preparation Discussion.
Where CATS general credit is applied for by the candidate the assessment will be via the relevant Level 4-7 Generic Mapping proforma.
For CATS awards an APEL Tutor and candidate will consider the appropriate title from approved CATS generic and semi-generic programme titles (see section Flexible Study Awards) for proposal to the CATS Approval Board.

Stage 2: APEL Formative feedback

The formative/draft APEL submission is provided by an agreed date to the APEL Tutor in preparation for feedback
The APEL Tutor reviews the formative submission. An appropriate Subject Specialist may be asked to advise the candidate on the claim, when specific credit is being sought, as well as credit towards a semi-generic CATS award.
Feedback is given together with advice about the process of final submission. The date of final submission is agreed.
A summary of the feedback is recorded on APEL Form 2 Formative Feedback and is shared with the candidate and Programme Leader.

Final Submission

The candidate makes a final submission which is considered at the next CATS or Programme Board.

Stage 3: APEL Review and Moderation

The APEL Tutor makes an assessment of the APEL claim specifying the recommended amount and level of credit, recording it on APEL Form 3 Summative Feedback (one form per APEL claim).
The claim(s) will then be moderated according to the sample set out in UPR AS12 para 5.5.6.
Where the claim is not considered to qualify for the anticipated number of credits, the APEL Tutor may provide guidance to the candidate shared with the Programme Leader for resubmission and/or recommend an interim award.

External Review

Submissions for all level 5, 6, and 7 candidates are sent to an External Examiner for review with a sample provided according to UPR AS 12 5.7.1
External Examiners should be sent full documentation of the UH APEL process.
APEL claims will go to the External Examiner for the named award/CATS programme. Where the volume of APEL activity justifies it, the School will have in place an External Examiner (paid for by the School) who is able to review APEL claim submissions and who is paid a fee. The normal External Examiner pre-requisites and approval process apply, as this person is in practice an External Examiner for APEL claims.
The APEL Tutor will identify which External Examiner will receive the submission and will arrange for the External Examiner to review the claim(s). The sample provided for the External Examiner is the same as that used for the internal moderation process. However, the External Examiner has the right to review all relevant APEL assessments.
The External Examiner does not have right of veto.

Stage 4 :Examination Boards

An APEL recommendation for a generic or semi generic award is presented to a CATS Board, whilst (ii) a recommendation for a specific award is made to the relevant Programme Board. In each case the recommendation is recorded on:
- An APEL Form 4 Summary of Achievement is used for this purpose, a copy of which is provided to the Apprenticeships and Professional Programmes Team for Higher and Degree Apprenticeships (where appropriate).
The Board considers the quantity and level of credit to be awarded to be recorded on the student's transcript.
All appeals relating to APCL/APEL are subject to the regulations set out in UPR AS12.

APEL Forms

These are available for Herts staff on the CAQA HertsHub site under the heading 'Recognition of Prior Learning (RPL)' (login required).

APEL Form 1 – Notes of Initial meeting / Interview 1 / Interview 2
APEL Form 2– Mapping Descriptors/Learning Outcomes – Level 4/5/6/7 General credit
APEL Form 2a – Mapping Descriptors/Learning Outcomes – Level 4/5/6/7 Specific credit
APEL Form 3 APEL Tutor’s report – Summary of Achievement
APEL Form 4 – External Reviewer Form
APEL Form 5 – APEL VIVA report
APEL Feedback Form for Students
APEL Evaluation Form for Students

For further information please contact the CATS team: cats@herts.ac.uk