USING EXISTING LEARNING AND EXPERIENCE TOWARDS NEW QUALIFICATIONS

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A Users Guide to Credit for Prior

Learning through APCL and APEL

Mick Betts, Network Consultant

May 2010

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What makes APCL and APEL possible? The majority of universities in England (see list of universities in the Linking London network on page 7) operate a credit-based, modular system which offers a flexible structure to study in higher education. Put simply, this means that full qualifi-cations are divided into smaller parts, usually called modules, each of which covers a particular aspect of the overall programme. Each module has a credit value (the size of which may vary between universities and courses) and credits are accumu-lated towards the full award. A BA or BSc Honours degree is made up of 360 credits with 120 being studied in each year of a full time course and (typ-ically) 60 each year on a part time course. The credit based modular system therefore gives considerable flexibility to study. It also enables learners to use learning that has already been achieved through existing qualifications or experi-ence through the APCL and APEL processes, as well as to transfer from one institution or course to another more easily.

What is APCL/APEL?

APCL and APEL are similar but separate processes that enable existing certificated learning (APCL) and experiential learning (APEL) to be recognised and used as part of new qualifications. They are designed to stop the need for learners to repeat learning they have already achieved through a formal course or experience. Both processes there-fore enable learners to start a course at a later stage and mean that a course can be completed in less time than it would normally take and that the overall cost of the programme will often be less. They therefore have obvious benefits for all kinds of learners but are particularly helpful for work-based and part time students, those with existing qualifications or part qualifications which they wish to update or upgrade and those with experi-ence, that is relevant to their career and qualifica-tion planning, that has not been formally recognised.

The Accreditation of Prior Certificated Learning (APCL) – basic principles explained APCL enables existing learning from a formal course of study and for which certificates have been awarded to be re-used or re-purposed as part of a new award. It enables learners to be given credit for (or to be exempted from) learning that they have already achieved which forms part of a

new course they are about to start. Although insti-tutions may use different terms to describe the use of prior certificated learning as part of a new course, for example Advanced Standing, Exempted Credit or Admission with Credit, the main criteria are always that the learning in question must have been or be:

• Assessed • Passed

• Relevant to the new course of study • Current (i.e. sufficiently recent to still be

relevant)

• Evidenced with an original certificate and transcript and details of the course content from a recognised educational institution or organisation

• Approved by the institution admitting the learner.

The Accreditation of Prior Experiential Learning (APEL) – basic principles explained Experiential learning is learning achieved through life or work experience. This learning can be recog-nised as relevant academic credit and then trans-ferred into a programme of study. This is done through a managed process in which a case is built by the learner to show that learning achieved through life or work experience is directly relevant and equivalent to aspects of a new course of study. It is important to realise that APEL is there-fore not “freestanding” and normally is only used as part of a new award or qualification. By far the most widely used means of assessing learning achieved from experience is through the use of a portfolio, although a variety of other methods can also be used.

The Accreditation of Prior Experiential Learning (APEL) must be:

• Achieved – credit is awarded for the

demonstration of learning from experience and not for experience alone

• Evidenced – supported by evidence that confirms the experience (the nature of evidence may vary e.g. reports, minutes, artefacts, job descriptions etc)

• Proved – normally through a learning

commentary or other reflective process showing how learning has been achieved and applied • Assessed - and approved by the institution

admitting the learner.

In addition to the evidence and learning commen-02

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tary, the portfolio will normally include details of the modules, learning outcomes and courses for which credit is being claimed and against which the learning from experience can be matched. In-stitutions offering APEL will support learners throughout the process and explicit advice will be available to explain what needs to be done and how to do it. More detailed information about the processes offered by each institution for the support, assessment and approval of APEL are available via the contact information for each provider institution given later in this publication.

Please note: The terms used to describe the transfer and re-use of credit, both certificated and experiential, may differ from institution to institu-tion and can be confusing. A glossary of terms in current use is therefore included on page 7.

FAQs – COVERING ALL MAJOR ASPECTS OF CONSIDERING AND MAKING AN

APCL/APEL CLAIM

Please note: In the interests of clarity, where question content overlaps, similar information is used in more than one answer below.

How do I know if APCL/APEL is appropriate for me?

There is no hard and fast “rule” for whom a claim for APCL/APEL is appropriate and for whom it is not, as people’s learning backgrounds and personal situations vary enormously. However, in broad terms if an individual has

-• existing qualifications or part qualifications that need updating or upgrading

• done a number of in-service training courses and other professional development

• considerable work experience in the area in which they wish to gain a qualification - then a claim is definitely worth considering. Again, in general terms, a successful APCL/APEL applicant is therefore more likely to be aged 21+ with some work experience.

Getting started

The most useful way of getting started with a possible APCL/APEL claim is to do a straightfor-ward “personal audit” – a list – of all learning that

may be relevant to the claim. This should include existing qualifications (called certificated learning) including those that may not have been com-pleted, other learning that may be relevant but for which no formal certificates were awarded (called uncertificated learning), such as is often the case with in-company courses, and all learning that might be recognised from relevant experience in doing particular jobs and other work. Many institu-tions will ask applicants to do this anyway when an initial application is made, so it is a good idea to be prepared in this way. A specimen form designed to help collect this information simply and a sample completed version for guidance is included from page 9 onwards of this publication. These forms can also be downloaded from

www.linkinglondon.ac.uk

When and how should learners start the process of making an APCL/APEL claim? For those considering making an APCL/APEL claim it is very important to make this clear at the earliest stage of the application process to an insti-tution. Learners should inform admission tutors that they have some certificated and/or experien-tial learning that may be relevant, so that the ad-missions tutor can advise whether a claim would be worthwhile and, if so, how to go about it. In devel-oping a claim for either prior certificated and/or experiential learning, advice and support is avail-able at every stage but it is equally important for learners to accept that they have a responsibility to discuss the possibility of making a claim with the relevant tutors on application, and to ensure that they complete their part in the process on time. These processes vary between institutions and more detailed information about each of the Higher Education institutions offering APCL/APEL in the Linking London network can be obtained via the contacts given later in this publication. How much credit can be awarded (volume) and at what level (degree of difficulty corre-sponding with stages or years of a course)? There is some variation between institutions in the volume and level of credit that can be claimed on admission to a programme. Basic information out-lining the individual policy of each of the Higher Education institutions on the amount of credit that can be approved is included, with contact details on page 7. The range is typically between half and two thirds of the total award.

Is there any learning or qualification which can’t be used as APCL/APEL?

Individual universities have different rules. In general, universities do not allow non-subject specific qualifications to be transferred as admis-sion with credit e.g. History into a Nursing course, although some may allow transfer of some credit of this kind up to level 4 (i.e. the first year/stage of an undergraduate course). However, in most courses of study, some modules are compulsory and therefore may be required to be studied as new learning (see below).

Are there some courses or parts of course that can’t be achieved through APCL/APEL? Yes. Many courses have a number of compulsory or prescribed modules that have to be achieved through new “taught” learning. Some professional courses (such as Law) may not permit any APCL/APEL. Some may permit APCL but not APEL. It is always worth checking this general point with institutions with regard to a specific course before stating a claim.

Are claims possible after a course has started?

Claims normally need to be made and be approved prior to starting a new course of study. However, in some circumstances some institutions allow claims to be made throughout the course of study and/or alongside an agreed new course of study. Admis-sions tutors will be aware of the regulations relating to this in their own institution.

What is the “shelf life” of qualifications - can older qualifications still count?

If a qualification is more than five years old it may be considered out of date and therefore lacking in currency. This may vary between subjects e.g. Hu-manities subjects tend to have a longer shelf-life than technical subjects where the rate of change is rapid. However, if students can show that they have maintained and updated their knowledge through life or work experience this rule may be relaxed and credit towards the new award approved. This is frequently the case in some pro-fessional areas, such as the Health professions, where constant professional updating and CPD to update practice is often a requirement.

Who decides how much credit can be claimed by an individual applicant?

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about how much credit for prior learning can be claimed against a specific award is the responsibil-ity of relevant subject specialists, in consultation with the applicant concerned, on admission to the new institution. However, the applicant is an active partner in the process. The subject specialists will study, with the applicant, the course content of the prior learning and compare this with the learning that would have been undertaken on the new course. Where the prior learning, matches the new learning an application for consideration and approval of the prior learning will be submitted. Each application must be approved by the individ-ual institution and although this process may differ slightly, the processes have been developed to ensure that students are rewarded for relevant and up to date learning. (The understanding of current or up to date learning is normally that most learning is current for five years, except for certain subject areas such as I.T. where practice and theory can change very quickly. However, if a sound case can be made for continued “currency” through regular updating, then some universities will accept the qualification despite falling outside the five year period).

If a qualification is not known to the Higher Education institution can the learning still be transferred into an award?

For many HEIs, some prior learning may include courses of study with which they are not familiar and which have not previously been given a credit value in terms of level and volume (i.e. the size of the qualification). However, in some cases this may still be used within a programme of study. Admis-sions tutors and subject specialists will look closely at the content of the prior qualification to see what has been studied and will then compare this with the learning included in the new award. If the subjects studied look to be identical or very similar in content and level, then an appropriate number of credits at the given level may be allocated and approved towards the new award. This process may be called “credit recognition”, or “credential evalu-ation” in the case of international qualifications. Individual institutions will have information about this available on request.

What happens if most of the learning of given modules is covered by the APCL/APEL claim but there are gaps in the knowledge needed for the new course of study? If, when the subject specialists compare the prior

learning qualifications with the new course of study they find areas of knowledge and skills which have not been covered, they may be able to design specific modules or units of learning to fill in the gaps. This learning is often referred to as “encapsulation”, “bridging” or an “access course” (not to be confused with Access to HE Diplomas) and can be built into the programme of study when the course is under development or can be approved in response to an individual application. What if students realise after starting a course that they already know the content of a module which will be studied at a later stage in their new award - can they make another claim?

This is not always possible but some institutions do allow students to make ongoing claims for certifi-cated or experiential learning on the basis that they were not aware of the available module at the time of admission to the course. This must there-fore be raised with the institution concerned. (However, in such cases students should also consider the possible benefits of taking such modules in the normal way, particularly if they occur later in a programme where good perform-ance may have a positive impact on classification). Will the credit approved for APCL/APEL appear on the student transcript?

Yes. Universities will always show the volume and level of credit that has been approved through APCL/APEL and it will be clearly identified on the student transcript. How much further detail is included is dependent upon the university’s student record system and the way the transcript is presented.

Are marks for prior learning transferred? No. Universities do not normally transfer marks into new awards when admission with credit from another institution is agreed. This is because marking and grading systems differ across educa-tional institutions which makes it very difficult to aggregate the marks to produce a fair and consis-tent outcome.

Will APCL/APEL count towards the award classification?

No. Because marks are not normally transferred, credit from APCL and APEL is not considered as part of any final classification awarded.

Can APCL and APEL be used towards both undergraduate and postgraduate awards? Yes. Most universities accept admission with credit towards both undergraduate and postgraduate awards and the principles and processes are the same at both levels. Remember, the possibility of using prior learning and/or experience towards any award should be explored at the earliest opportu-nity on application to an institution.

How much does the process cost? There is no national agreed fee system for APCL/APEL and the charge therefore varies between institutions. However, it will often depend on a number of factors including the type of claim (APCL, APEL or both), the level of the claim (un-dergraduate or postgraduate) and the amount of credit claimed. Institutions will discuss the feasibil-ity and cost of any claim on application. A full course including an APCL/APEL component is likely to (but will not necessarily) cost less than the normal taught equivalent.

Are Vocational Qualifications (VQs) and NVQs treated differently to other qualifications? Vocational Qualifications (VQs) cover almost every industry sector, and every level of the Qualifica-tions and Credit Framework (QCF), ranging from broad-based VQs to specialist qualifications designed for a particular sector. All VQs must meet an agreed set of criteria and achievement enables progression to employment or to further learning opportunities within employment or to further study. The courses may differ in content and duration from other qualifications at the same level in the QCF although they are designed to expect the same level of achievement from the

learner.

NVQs have a clear relationship to national occu-pational standards, are work related and compe-tence based. The subject matter studied is intended to improve and inform practice in the work place and therefore may differ from the theo-retical and analytical content of learning on a more academic programme of study such as A Levels or a degree programme. If there are gaps in either the theoretical knowledge or study skills needed to successfully complete the new course, learners may be required to undertake some additional study to ensure that they can meet the academic require-ments of the new course. This process is often called “encapsulation” but can also be described as a “bridging” or “access course”. All such

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modules/courses are designed to fully prepare learners for the new course of study.

BTEC Higher National Certificates and Diploma courses (HNC/HND) are often integrated within, and form part, of a degree course at a higher edu-cation institution and are therefore normally treated as equivalent to any other HE courses at the same level. However, the prior learning will still need to be up to date and relevant to the new course.

Are international qualifications considered by UK universities for the purposes of APCL? Universities in the United Kingdom welcome appli-cations from international students. If a qualifica-tion is known and has previously been recognised for entry or admission with credit the process will be identical to that for UK qualifications. In the case of European qualifications the European Credit Transfer and Accumulation System (ECTS) is used by higher education institutions to establish equivalence. This is based on the principle that two UK credits are equivalent to one ECTS credit and means that one year of full time study is worth 120 credits in the UK and 60 credits in Europe. Initial advice and information is available from the UK HE Europe Unit on www.europeunit.ac.uk and for other international programmes on the UK NARIC website, www.naric.org.uk

How is the transfer of credit managed? The processes involved in approving the transfer of credit are broadly similar but there are some differ-ences from institution to institution. The process may be managed centrally, by a committee which oversees approval across the institution, by a Faculty or School approvals process or by subject specific department approvals process or by a combination of these methods. However, the good

news is that this variation in process should have little or no effect on what users of it – such as learners and employers – need to do!

How do HE institutions decide what existing learning is relevant and how much credit can be claimed for it?

Each institution will make individual decisions about how much credit can be approved into any course of study. However, in all institutions the method used to recognise prior certificated learning is to compare what has already been learned with what would be studied on the new course. This will show whether the learning on

each course is identical or sufficiently similar to enable the learner to claim that they have already achieved the outcomes within that body of learning and therefore do not need to do it again. It also means that in some cases not all of the credit from existing learning may count towards a new award as not all of it may be relevant and specific to the new award.

Why does the credit value approved for the same learning differ from university to uni-versity and sometimes from course to course within a university?

This is very important and is to do with ensuring fairness and maintaining the quality and integrity of courses. Each course within a higher education institution has been designed to meet certain learning needs and subject specific outcomes; therefore, because course content can be so differ-ent, the amount of credit awarded for the transfer of the same qualification may vary from institution to institution and even from course to course within an institution. To help learners gain a better estimate about how much credit they have achieved and if they can use their qualification within a new award, some universities have devel-oped a database which gives details of decisions made in the past, the general credit level awarded to some qualifications and the specific credit approved against particular awards. Each university will be able to advise learners about this. The value of claims for experiential learning are always decided on an individual basis.

Where is information about qualifications available?

There are various web sites which explain qualifica-tions and how they can support progression into and through higher education. These websites can give information about entry requirements and help students see where they fit on the higher ed-ucation map. A list of some of these links is given on page 8.

An important note on Work Based Learning and in-company training

The amount of learning that takes place in the work place is often underestimated but higher ed-ucation institutions are increasingly recognising the value of work based learning, especially within the context of vocational awards. It is very often possible to use work based learning, both prior and learning that is taking place when applications are

being considered, as part of either or both of an APCL or APEL claim. It is a good idea for would be applicants to discuss this with company or

work-place training officers or mentors, and vice versa, prior to making an application to HE._{Apart from}

helping to make things clearer, it is also possible that some work based learning may already be ac-credited and/or existing arrangements are already in place between the company/employer and a university(s) or particular programmes. 06

BENEFITS FOR LEARNERS, EMPLOYERS AND PROVIDERS AP(E)L offers major benefits for all concerned.

For learners AP(E)L

• Makes effective use of and rewards learning from life and work experience

• Helps to integrate work, further study and personal/professional development • Raises self esteem, increases motivation and

confidence

• Enables flexibility in pace, place, time and mode of part of a learning programme • May enable a qualification to be completed

in a shorter time and/or at less cost For employers AP(E)L

• Offers a flexible means of providing up-skilling, CPD and in-house learning support • Assists workforce planning and development • Increases employee motivation and

retention of staff

• Promotes partnership and collaboration with HE/FE providers

For providers AP(E)L

• Demonstrates positive support for access and widening participation

• Enhances recruitment, retention and progression

• Promotes innovation in course design and responsiveness

• Increases potential for collaboration with employers and other providers

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UNIVERSITIES THAT OFFER APCL & APEL

Linking London Network Partner’s Contact Information

Birkbeck College, University of London

APCL possible on most programmes up to 50% APEL possible on some programmes up to 50% Contact: Scott Miller, Assistant Academic Registrar 020 7631 6693

[email protected]

London Metropolitan University

APCL possible on all programmes up to 66% UG and 50% PG. APEL possible on all programmes up to 66% UG and 50% PG.

Accreditation of work based learning, CPD etc. considered on a case by case basis

Contact: www.londonmet.ac.uk

London South Bank University

APCL possible on all programmes up to 50% APEL possible on all programmes up to 50% and 66% in Health & Social Care awards

Accreditation of work based learning, CPD etc possible in all curriculum areas at levels 4–7 inc. Contact: www.lsbu.ac.uk

Middlesex University

APCL possible on most programmes up to 66% APEL possible on most programmes up to 66% Accreditation of work based learning, CPD etc possible in all curriculum areas at levels 4 – 8 inc. Contact: The Institute of Work Based Learning 020 8411 5050

[email protected]

The London School of Pharmacy

APCL possible on taught Postgraduate Diploma & MSc programmes for practitioners up to 66% APEL possible on taught Postgraduate Diploma & MSc programmes for practitioners up to 66% Accreditation of work based learning, CPD etc possible at levels 7.

Contact: Professor Ian Bates [email protected]

The Open University

APCL possible on most programmes up to 66% APEL possible on some programmes (Health & Social Care, Science and as general module on Open Degree)

Accreditation of work based learning, CPD etc possible in all curriculum areas at levels 3 – 8 inc. Contact: Vicki Smith, Manager, Credit Transfer Centre. 01908 655977

[email protected]

The University of East London

APCL possible on most programmes up to 66% APEL possible on most programmes up to 50% Accreditation of work based learning, CPD etc possible in all curriculum areas at levels 4 – 8 inc. Contact: [email protected]

GLOSSARY – TERMS EXPLAINED

APL/APCL

The Accreditation of Prior Certificated Learning. The identification and recognition of existing cer-tificated learning as relevant, to be used as part of a new qualification or award

Accreditation

The process of awarding formal recognition, ex-pressed as a volume and level of credit, to a given body of learning

Accumulate

To build up credit to achieve a qualification (e.g. honours degree = 360 credits)

AEL

The Accreditation of Experiential Learning (as distinct from “Prior”) ongoing throughout the pro-gramme of study

APEL

The Accreditation of Prior Experiential learning. The identification, assessment and formal ac-knowledgement of learning achieved through work or life experience

AP(E)L

The Accreditation of Prior Certificated and Experi-ential Learning. A term used when including both Certificated and Experiential Learning

Assessment Regulations

Rules governing assessment including pass marks and other grades of assessment/number of credits needed to complete an award or to progress to the next stage of an award

CATS

The Credit Accumulation and Transfer Scheme is the generic term used to describe the system which

enables the transfer of credit between higher edu-cation courses and institutions

Certificated Learning

Learning which has been formally assessed by ex-amination, assignment or other means and for which a certificate and/or transcript has been given

Credit

A numerical value given to a unit of learning on the basis that 1 credit equals 10 notional hours of learning

Credit Value

Indicates the volume of learning or ‘how much’ learning is expected. For example, 20 credits de-scribes 200 notional hours of learning

Credit Level

Indicates the relative level of difficulty of learning or ‘how hard’ it is. For example, learning at level 5 (equivalent to the second year of a full time degree) is ‘harder’ than learning at level 4 (equiva-lent to the first year of a full time degree)

Credit Transfer

A way of using credit gained in one HEI to transfer to another HEI or from one programme of study to another. This means that learners do not have to study the same learning twice

HEIs

Higher Education Institutions - this includes univer-sities and colleges of higher education

Learning Outcomes

Express learning achievement in terms of what the student will know, understand or be able to do, on successful completion of a module, unit or qualifi-cation. A unit/module/qualification will normally have several learning outcomes

Level descriptors

Learning becomes more difficult at each level (for example, each subsequent year of study on a full time degree course) of an award. Level descriptors are used to facilitate course/ programme design by demonstrating the differences in achievement at each level

Notional hours of learning

The number of hours a student will need to spend, on average, in a range of activities, including all teaching, self study and assessment, to achieve the learning outcomes

Qualification descriptors

Exemplify the learning outcomes of the main quali-fication at each level and demonstrate the nature of change between qualifications at different levels

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Recognition of Prior Learning (RPL)

This is the term used instead of AP(E)L by the Qualifications and Curriculum Development Agency (QCDA) in the context of the Qualifications and Credit Framework (QCF) to describe ‘a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and do not need to develop through a course of learning’

Transcript

The formal, detailed record of a student’s achieve-ments issued by an HEI which typically, will show modules, titles, credit value and level, marks and grades achieved

Uncertificated Learning

Describes learning which has been undertaken and for which no certificate or transcript has been awarded and that usually has not been formally assessed

Unit/module

A discrete block of learning with a coherent set of formally identified learning outcomes, which have been given a value (volume) and level of credit to show how much learning is required to be under-taken and how difficult it is. For example 20 credits at level 4 equates to 200 hours of notional learning in the first year of a full time degree

USEFUL LINKS

Web links to information about APEL, APCL qualifications and credit

www.linkinglondon.ac.uk

The Linking London website has a range of related documentation available to download

www.direct.gov.uk

Direct Gov – Qualifications Explained www.accreditedqualifications.org.uk National Database of Accredited Qualifications www.qaa.ac.uk

The Quality Assurance Agency (QAA) – The quality assurance body for Higher Education

“Guidelines on the Accreditation of Prior and Expe-riential Learning”

www.qcda.gov.uk

Qualifications and Curriculum Development Agency – Information about the Qualifications and Credit Framework

“Claiming Credit – Guidance on the recognition of prior learning within the Qualifications and Credit Framework”

www.cityandguilds.com The awarding body City & Guilds www.edexcel.com

The awarding body Edexcel www.seec-office.org.uk

SEEC Southern England Consortium for Credit Ac-cumulation and Transfer

Level Descriptors for Further and Higher Education www.nicats.ac.uk

The Northern Ireland Credit Accumulation and Transfer System (NICATS)

The NICATS Level Descriptors for Further and Higher Education (as used in the QCF) 08

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Name:

Proposed Award:

Certificated Learning

(Please detail here all formal qualifications or other accredited learning for which you have been assessed {through examination for instance} and for which you have received a certificate and/or transcript).

Other Learning

(Please detail here courses for which you may have received certificates {such as attendance certificates} but which were not assessed in a formal way. This may include training courses taken at work, continuing professional development, adult learning courses, any other learning in an informal setting).

Volume of Credit

Award/Qualification e.g. HNC Engineering/Diploma in Nursing Where Taken Date Completed Level 3 Level 4 Level 5 Level 6 Level 7

Total Credit

Course/qualification e.g. Company/Unaccredited Courses Where Taken Date Completed Level 3 Level 4 Level 5 Level 6 Level 7

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Partially Completed Learning

(Please detail here accredited university or college courses which you did not fully complete).

Experiential Learning

Please detail here any roles and responsibilities which you think are relevant to your proposed award and which may be used as part of a claim for experiential learning.

Course/qualification e.g. partially completed HNC/HND)

Where Taken Started (date)

Withdrew (date)

Reasons for Withdrawing Level 3 Level 4 Level 5 Level 6 Level 7

Total Credit

Role/Job title or description Company/Organisation Start Date End Date Responsibilities/key tasks/skills used/what you did 10

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Award/Qualification e.g. HNC Engineering/Diploma in Nursing Where Taken Date Completed Level 3 Level 4 Level 5 Level 6 Level 7

HNC Horticulture Darnley College July 2000 90 30

Access Course in Art & Design Darnley College July 2002 60

Total Credit 60 90 30

Course/qualification e.g. Company/Unaccredited Courses Where Taken Date Completed Level 3 Level 4 Level 5 Level 6 Level 7 Garden History and Design – 8 week adult education course Darnley Road Sixth

Form College

June 2003

Computer Aided Design for gardeners (2 day in-house course) Landscape Gardens Ltd August 2002

Managing a small business (distance learning course) Training for Business Ltd

Dec 2003

Total Credit Name: Bill Grenier

Proposed Award: BA (Hons) Landscape Architecture and Design

Certificated Learning

(Please detail here all formal qualifications or other accredited learning for which you have been assessed {through examination for instance} and for which you have received a certificate and/or transcript).

Other Learning

(Please detail here courses for which you may have received certificates {such as attendance certificates} but which were not assessed in a formal way. This may include training courses taken at work, continuing professional development, adult learning courses, any other learning in an informal setting).

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Partially Completed Learning

(Please detail here accredited university or college courses which you did not fully complete).

Experiential Learning

Please detail here any roles and responsibilities which you think are relevant to your proposed award and which may be used as part of a claim for experiential learning.

Role/Job title or description Company/Organisation Start Date End Date Responsibilities/key tasks/skills used/what you did Gardens Manager Darnley Park Country Club August 2005 Feb 2007 Planning, planting and budget for c. 10 acres of garden Landscape Designer Grenier Landscapes March 2007 Ongoing Running own landscape gardening planning and design business - including finance, marketing, garden design, planting and sub contracting building work

Course/qualification e.g. partially completed HNC/HND

Where Taken Started (date)

Withdrew (date)

Reasons for Withdrawing Level 3 Level 4 Level 5 Level 6 Level 7

BA (Hons) Architecture University of Darnley

Sept 2004 July 2005 Personal 1st yr

Total Credit 60

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USING EXISTING LEARNING AND EXPERIENCE TOWARDS NEW QUALIFICATIONS

A Users Guide to Credit for Prior

Learning through APCL and APEL

Mick Betts, Network Consultant

May 2010

CONTENTS