Business School England
Recognition of Prior Learning Policy
Scope of the Policy
This policy applies to most qualifications, including those on credit-based frameworks.
These include the National Qualification Framework (NQF), the Qualifications and Credit
Framework (QCF) and the Regulated Qualifications Framework (RQF) and other national frameworks
and self-regulated qualifications.
Review arrangements
The school will review this policy annually in line with self-assessment arrangements. This policy will
be also be revised as and when necessary, in response to customer and learner feedback or good
practice guidance issued by an awarding organisation or other regulatory body.
Location of the Policy
This policy is available for all staff members, third parties and learners to access.
Communication of the Policy
Each staff member involved in the management, delivery, assessment and quality assurance of
qualifications offered by school, shall be made aware of this policy during their induction period of
employment. Learners undertaking school qualifications shall be informed of this policy during their
induction process.
Policy Statement
According to the regulatory arrangements for the Qualifications and Credit Framework and the
Regulated Qualifications Framework
‘Recognition of Prior Learning is a method of assessment (leading to the award of credit) that
considers whether learners can demonstrate that they can meet the assessment requirements for a
unit through knowledge, understanding of skills they already possess and so not need to develop
through a course of learning’.
The school recognises that RPL enables recognition of achievement from a range of activities using
any appropriate methodology. Provided the assessment requirements of a given unit or qualification
have been met, the use of RPL is acceptable for accrediting a unit or a whole qualification. Evidence
of learning must be valid and reliable.
Statement of Principles Terminology
RPL encompasses a number of terms to describe this process. Among the most common are:
Accreditation of Prior Learning (APL)
Accreditation of Prior Experiential Learning (APEL)
Accreditation of Prior Achievement (APA)
Accreditation of Prior Learning and Achievement (APLA)
These terms broadly describe the same process. Most awarding organisations use the term
Recognition of Prior Learning (RPL) in connection with the Regulated Qualifications Framework.
When to use RPL
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. The
knowledge, understanding and/or skills in question may have been acquired in any area of life, for
example, domestic/family life, education and training, work related activities, community or
voluntary activities.
As long as all the composite learning outcomes have been met, an individual can claim credit for
units where RPL has been used to generate all or some of the evidence required.
Principles
RPL 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.
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 credit through RPL will not be distinguished from any
other credits awarded.
The prior learning 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 the evidence is in doubt, the assessor may use
questions to check understanding, and for competence.
The assessment and award of credit must take into account the relevant validating or awarding
organisation’s regulations pertaining to RPL.
Learners have the right to appeal when an application for credit is unsuccessful.
Learner Entitlement
All learners shall be entitled to apply for RPL, providing they meet the specific requirements of the
awarding organisation governing the qualification for which they are studying.
A learner who makes an initial enquiry about RPL should be given timely and appropriate guidance
and support on the rules, regulations and processes involved in accreditation.
A learner may appeal against the credit points awarded but only on the grounds of non-observance
of agreed procedures and/or improper application of those procedures.
Assessment of RPL Evidence
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. The methods of assessment used will be
determined by the assessment strategy for the qualification being assessed but might, for example
include:
Examination of documents
Witness testimony
Reflective accounts
Professional discussion
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.
It is the role of tutors, assessors and internal quality assurers to ensure that evidence of learning is:
Valid – The evidence provided by the learner must genuinely demonstrate that it conforms to the
demands of the learning outcome.
Current – Currency of evidence is particularly important. For example, does the evidence meet up-
to-date demands or does it reflect a practice that has significantly changed? 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 for competence.
Sufficient – There must be enough evidence to fully meet the requirements of the learning outcome,
or learning outcomes, to be considered. If there is insufficient evidence to fully meet requirements,
then evidence obtained through RPL must be complemented by evidence gained through other
suitable assessment methods before requirements can be said to have been met.
Authentic – The evidence being examined must genuinely be the work of the learner. If the evidence
produced is the result of team work, then it is acceptable providing the new learning outcome is
related to team / joint working, but not if it was being used as evidence of an activity which should
have been carried out individually. It is important that learners understand what plagiarism means
and sign a declaration of authenticity.
Reliable – Evidence obtained through RPL should be such that an assessor would arrive at the same
assessment decision, were the assessment to be repeated.
RPL requests will only be applied at the discretion of the Academic Director.
The awarding organisation has the final decision regarding all RPL requested.
Any fees charged for making an RPL request to an awarding organisation will be payable by the
learner making the RPL request.