Recognition of Prior Learning

(RPL)Staff Handbook

CONTENTS

1 TYPES OF RPL 1

2 THE AIMS OF RPL 4

3 LIMITS ON RPL 4

4 RPL FEES 5

5 TIMING OF APPLICATIONS FOR RPL 6

6 CRITERIA FOR APPROVAL 7

7 EVIDENCE OF LEARNING 8

8 APPLICATION SUBMISSION 8

9 EVIDENCE OF DECISION-MAKING 8

10 SUPPORT FOR MAKING AN APPLICATION 9

11 LANGUAGE OF APPLICATIONS FOR RPL 9

12 KEY POINTS TO NOTE REGARDING RPL 9

13 RPL APPROVALS BOARD 10

14 SUMMARY OF RESPONSIBILITIES 11

15 ACTION ON IRREGULARITIES 13

16 PROCESS OF CONSIDERATION/APPROVAL 14

APPENDIX 1A - RPL APPROVAL PROCESS WITH INDICATIVE TIMESCALES 20

APPENDIX 1B - RPL APPROVAL PROCESS (PARTNERS) WITH INDICATIVE TIMESCALES 21

APPENDIX 2A – Descriptors for a Qualification at NQF Level 3 22

APPENDIX 2B – Descriptors for a higher education qualification at level 6 23

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SECTION 1 – RPL POLICY

RECOGNITION OF PRIOR LEARNING (RPL)

1 TYPES OF RPL

Types of RPL include:

1. Recognition of Prior Certificated Learning (Pre- and post-entry)2. Recognition of Prior Experiential Learning (Pre- and post-entry)3. Credit Transfer (Pre- and post-entry)4. Admission through Recognition of Prior Learning against course entry requirements (Pre-

entry only)

RPL is an umbrella term that reflects the four mechanisms listed above and defined below. RPL may be claimed by all students/applicants regardless of where they study their Leeds Beckett University course or where they are applying from. To ensure parity of treatment, applications from all students/applicants studying at franchise/collaborating partners will be processed in the same way as applications from students/applicants based at Leeds1, and will always involve an academic judgement made by University staff about the acceptability of the RPL application.

Students/applicants are advised to contact the Course Leader/Link Tutor to confirm whether there are any restrictions on RPL due to, for example, Professional Statutory or Regulatory body (PSRB) requirements.

RPL arrangements relate to applications from individual applicants; for approved Articulation arrangements, which relate to groups or cohorts of students seeking admission to the University having studied at a recognised institution, please contact the Collaborations and Partnerships team at Quality Assurance Services.

Type 1 - Recognition of Prior Certified Learning (RPCL)

As in Section 2.1 our University Academic Principles and Regulations, Recognition of Prior Certificated Learning is defined as follows:

2.1.7.2 Recognition of Prior Certificated Learning (RPCL)RPCL is the process for assessing and awarding credit for learning that has been previously accredited or certificated through a training provider, but has not led to an award or qualification which is defined in the QAA Quality Code (Part A: Setting and maintaining threshold academic standards, Chapter A1: The national level).

1 Please note that FE partners who are exiting from their validation relationship with the University are exempt from this Guidance and Policy – please contact Quality Assurance Services for further details.

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Through RPCL students/applicants who possess qualifications, such as personal development or employment-based awards, may seek recognition of these qualifications against their Leeds Beckett University course. For example, awards from the following bodies may be used:

a) National Examination Board in Occupational Safety and Health (NEBOSH)b) Chartered Institute of Marketing (CIM)c) The British Association of Sport and Exercise Sciences (BASES)d) Institution of Mechanical Engineers (IMechE) e) British Psychological Society (BPS)f) British Computer Society (BCS)g) National Council for the Training of Journalists (NCTJ)

These qualifications fall outside of the Quality Code and therefore need to be assessed for level and credit volume equivalency, alongside the other approval criteria.

For example, Joe had completed a short professional development course with a local government training provider (not a higher education provider). Based on his application form, certificate and the details of the course he was able to provide he was given exemption from Level 4 of a Dip HE in Project Management.

Type 2 - Recognition of Prior Experiential Learning (RPEL)

As in Section 2.1 of our University Academic Principles and Regulations, Recognition of Prior Experiential Learning is defined as follows:

2.1.73 Recognition of Prior Experiential Learning (RPEL)RPEL is the process for assessing and awarding credit for learning that has been achieved through experience and/or training that has not been certificated or formally assessed.

For example, Mohammed gained 5 years’ experience in a garage working as a mechanic. Based on the learning described on the application form, and evidence of his learning, he was given exemption from two2 20 credit modules of the first year of an undergraduate mechanical engineering degree.

Type 3 - Credit Transfer

As in Section 2.1 of our University Academic Principles and Regulations, Credit Transfer is defined as follows:

2.1.74 Credit TransferCredit Transfer is the process of recognising/transferring the credit and/or qualification, which is defined in the QAA Quality Code (Part A: Setting and maintaining threshold academic

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standards, Chapter A1: The national level), achieved by a student against one course to another course. This may include instances where a student transfers from one Leeds Beckett University course to another or where the student transfers in to Leeds Beckett University from another higher education provider.

For example, Jenny studied a Foundation Degree in TV Studies with another university. After submitting her application form, transcript, certificate and details of this course she was exempted from the first two years of a BA (Hons) Applied TV Studies course at Leeds Beckett.

The three definitions of RPL outlined above reflect the QAA UK Quality Code for Higher Education, Part B: Assuring and enhancing quality, Chapter 6: Assessment of students and recognition of prior learning http://www.qaa.ac.uk/en/Publications/Documents/quality-code-B6.pdf. The definitions are based on the notion of specific credit being recognised and awarded by the University and contributing to the applicant fulfilling the requirements of a Leeds Beckett University award.

Specific Credit

As in Section 2.1of our University Academic Principles and Regulations, ‘Specific Credit’ is described as follows:

2.1.7.8 Specific creditSpecific credit refers to the value and the level of credit, which can be accepted as contributing towards a specific programme of study offered at the University. Specific credit is recognised where prior learning matches the learning outcomes, content and level of an identified University module or level of study. General credit must be identified as specific credit for it to be used in an application for RPL.

Type 4 - Admission through Recognition of Prior Learning

As in Section 2.1 of our University Academic Principles and Regulations, Admission through Recognition of Prior Learning is defined as follows:

2.1.75 Admission through RPLAdmission through RPL describes the process for admitting students onto the start of an undergraduate or taught postgraduate course of study based on qualifications and/or experience other than those specified by the academic entry threshold requirements in the online course information.

For example, David had no A Levels or GCSEs but he had significant work experience and had completed a number of short courses on IT skills and professional development. Based on his Admission through RPL application form, and the evidence he provided, he was able to join the start of a Bachelor’s degree.

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Articulation Agreements

As in Section2.1 of our University Academic Principles and Regulations, Articulation Agreements, are defined as follows:2.1.13.1 General provisionsThe University may enter into an Articulation agreement with an institution whereby a course of study at that institution is recognised as meeting the admissions requirements for defined provision of the University.

2.1.13.2 Entry from an articulated course after the normal point of entry The University may choose to enter into an Articulation agreement with an institution where a programme of study at that institution is recognised for direct entry to a University course of study after the normal point of entry.

Please contact Quality Assurance Services for further details on articulation agreements.

2 THE AIMS OF RPL

The aims of RPL are to:

a) Widen access to University programmes;b) Increase participation in University programmes;c) Facilitate flexibility of progression routes and promote lifelong learning;d) Recognise the value of prior learning for the purpose of awarding credit;e) Reduce duplication of learning leading to a better overall student experience.

3 LIMITS ON RPL

As in Section 2.1 of our University Academic Principles and Regulations, applications for RPL must not exceed two thirds of the total credit value of the target award at the University:

2.1.11.5 Applicants and students may claim RPL against up to two thirds of the total credit value of the university target award. However, in all cases a minimum of one third of the total credit of the target award, or 60 credits - whichever is the higher - must be studied at the University. No University award may be made solely on the basis of RPL.

For example:

a) Grad Cert or PGCert (or courses of 60 credits or less) – RPL against academic credit not permitted

b) RPL limited to no more than 60 out of the 120 credits of a CertHE, Grad Dip, PGDipc) RPL limited to no more than 160 of the 240 credits of a Foundation degree or DipHEd) RPL limited to no more than 240 of the 360 credits of a Bachelor’s (Hons) degree

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e) RPL limited to no more than 60 of the 120 credits of a stand-alone top-up Bachelor’s (Hons) degree (this means that a minimum of 60 credits must be studied at the University)

f) RPL limited to no more than 320 of the 480 credits of an Integrated Master’s degreeg) RPL limited to no more than 120 of the 180 credits of a Master’s degree

Applications can be made against whole modules only, e.g. if there are two assessments within a module, RPL cannot be applied against one of them.

Where applicants have completed stand-alone moduleswith Leeds Beckett University, and the credits have not contributed to an award, the module marks may be considered for transfer to a course of study of which that module forms a part. This is considered to be in the applicant’s best interests and would facilitate student progression and lifelong learning. However, should that specific module have been modified (such as a change to the title/code/learning outcomes/assessment, etc), or have been replaced, since the applicant completed the module, the Course Leader must determine whether the module is still recognised as part of the current course of study which the applicant wishes to join. If there is a discrepancy between what the student studied and the approved course requirements, the original module may be RPL’d against the relevant new/amended module on the course, but the marks would not be transferred. Additionally, the Course Leader must be mindful of the matter of currency of learning: should the applicant have completed the stand-alone module over five years ago, module marks should not be transferred.

4 RPL FEES

Applications for Admission through RPL, RPCL and Credit Transfer will not be charged a fee. However, RPEL against academic credit will be charged a fee of £250 per 20 credit module equivalency, to a maximum of £1000. Applicants will be required to purchase RPL Tokens through the On-Line Shop and attach them to their application. The application cannot be processed without the attached tokens. The fee is non-refundable.

Extract from RPL Charging Framework:

Charging is restricted to RPEL for PT Undergraduate and FT/PT Postgraduate taught applicants.

A FT Undergraduate applicant, for whom a successful RPEL claim would trigger a change to a PT mode of study, will incur charges as defined above. The threshold for a change of mode from FT to PT mode is as follows:

Students are full time if they are required to attend the institution, or elsewhere, for periods amounting to at least 24 weeks within the year of instance and during that time expected to undertake periods of study, tuition, learning in the workplace, or sandwich work placement which amount to an average of at least 21 hours per week; And full-time fees are

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chargeable for the course for the year. Students are part time if either of the above criteria are not met.

For the purposes of meeting the attendance definition for a full time course, learning in the workplace is regarded as substituting for learning that under other circumstances would normally take place within the institution.  Students who are on a full-time programme but because of RPL are studying at a part-time rate, are part-time.

Full time students would normally be expected to study a minimum of 90 undergraduate credits or 120 postgraduate credits a year.

Where students do not meet the full time attendance requirements or above credit thresholds in a given year, they may still be eligible for full time student support if subject to full-time regulated fees and maintenance loans or grants. Cases will be assessed individually by Student Administration Services.

International students that do not meet the full time attendance requirements or credit thresholds in a given year may still be eligible to apply for a Tier 4 Visa if studying at least 60 credits in one semester (4 months). This does not apply to students who are only completing the dissertation portion of a postgraduate course where attendance is not required. Any queries regarding individual cases should be referred to Tier 4 Compliance.

The full RPL Charging Framework can be accessed at: https://www.leedsbeckett.ac.uk/partners/recognitionofpriorlearning.htm.

5 TIMING OF APPLICATIONS FOR RPL

Pre-entry

A prospective applicant of Leeds Beckett University may make an application for RPL at the point of admission/application, ie pre-entry. The application may be against the course entry requirements and/or the first level(s) or module(s) of a course. For example:

a) An applicant with significant industry experience but no formal qualifications may request Admission through RPL (RPL Type 4), to join the course without the specified formal entry requirements. Additionally, their previous experience may allow them to be exempt from studying some or all of the academic credit required for the first level of the course, through RPEL (RPL Type 2), and therefore enable them to join the course at a point after the normal entry point. This applicant’s request would entail two forms of RPL being processed at the point of admission/application; Admission through RPL and RPEL.

b) A prospective applicant with a QAA Quality Code recognised qualification, eg a Certificate of HE, may also seek non-standard entry to a course, in this instance, joining Level 5 directly, through the Credit Transfer (RPL Type 3) process.

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c) A prospective applicant with a qualification from a professional body, eg NEBOSH, may also seek non-standard entry to a course, for example, mid-way through Level 4, through the RPCL (RPL Type 1) process.

Post-entry

Current students of Leeds Beckett University may make an application for RPL at any point during their programme of study, ie post-entry, providing the application is made in good time (at least a month in advance is recommended) to allow consideration and approval prior to the commencement of the module(s) or level in question. For example, a student starts at the beginning of a course but realises that they might have already achieved the requirements of some of the module or modules scheduled for delivery at some point in the year. Depending upon how they achieved this learning they may application RPEL, RPCL or Credit Transfer.

In all circumstances, early discussion with the Course Leader responsible for the programme of study is strongly encouraged.

Students/applicants will need to be advised that, should their request for RPL against academic credit be rejected they will still be required to undertake the module(s), and the associated assessment, and therefore should attend the module sessions until the outcome of their application has been confirmed. Course Leaders will be able to advise the applicants of when their application may be considered by a RPL Approvals Board (see section 14 below).

6 CRITERIA FOR APPROVAL

The criteria against which all applications for RPL are assessed are defined within Section 2.1 of our University Academic Principles and Regulations as follows:

2.1.12.5 Criteria for assessment

Claims for RPL will be evaluated against the following criteria:

a) Acceptability - is there an appropriate match between the evidence presented and the learning being demonstrated? Is the evidence valid and reliable?

b) Sufficiency - is there sufficient evidence to demonstrate fully the achievement of the learning claimed?

c) Authenticity - is the evidence clearly related to the applicant’s/student’s own efforts and achievements?

d) Currency - does the evidence relate to current learning? Are there any professional, statutory or regulatory bodies’ specific requirements and, if so, have these been addressed?

e) Directness – was the learning specific? Can it be identified and categorised?f) Relevance – is the learning relevant to the claim of future course?

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g) Level – did the learning reach the appropriate level to allow the learner to benefit from the proposed programme?

h) Breadth – was the learning in a context understood by the learner?i) Volume – was the prior notional learning time, or academic credit, equivalent to the

amount of credit being sought for exemption?

Currency of Learning

Applications for all types of RPL must normally be made with reference to learning which took place less than five years prior to the application for RPL being made. Where the applicant wishes to make an application for RPL relating to learning which took place more than five years prior to the application, they will be expected to provide additional evidence to demonstrate continued or continuing experience of the learning to demonstrate its currency. This will be of particular significance in fast-moving subject areas such as computing and engineering.

7 EVIDENCE OF LEARNING

The evidence must explicitly demonstrate that the applicant has achieved either the course entry standards and/or the learning outcomes of the module(s) or level(s) for which exemption is sought, thus demonstrating that they have met those course requirements and have parity with the students undertaking those module(s)/level(s).

8 APPLICATION SUBMISSION

An applicant wishing to apply for exemption is required to submit the following:

1. Completed relevant RPL Application Form 2. Supporting evidence of learning (including original certificates where applicable)3. Fee Token (where applicable)

The applicant, in submitting his/her application, declares the contents of the submission to be accurate; therefore, if any of the details provided prove to be false, the University has the right to ask the applicant to complete any necessary additional modules in order to satisfy the award requirements, or, in serious cases, to withdraw the application.

9 EVIDENCE OF DECISION-MAKING

As indicated above, it is essential that the submission explicitly demonstrates satisfactory achievement of module/course learning outcomes and/or entry requirements. It is also essential that the documentation processed within the University is transparent and clearly evidences why the decision was made to approve or reject the application. This information must be clear and accessible to the student and potential reviewers.

10 SUPPORT FOR MAKING AN APPLICATION

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Applicants and current students may access the guidance on RPL via the University web pages. The guidance provides further details and guidance on how to prepare and submit an application, including various example profiles and templates. Applicants will be able to access application form templates pre-populated with the course details so as to minimise delays in them accessing the necessary Leeds Beckett course information. Applicants are also advised to contact the relevant Course Leader for advice and support.

11 LANGUAGE OF APPLICATIONS FOR RPL

All applications for RPL must be made on the appropriate University form, completed in such a way as to allow those considering the application to understand the details of the application made. As such, all applications for RPL should be made in English.

Where necessary, the applicant will be expected to ensure that the evidence supplied in support of their application is translated into English by an independent body.

12 KEY POINTS TO NOTE REGARDING RPL

a) Students/applicants who have specific credit recognised against modules are exempt from the requirement to study or submit assessment for those modules as part of their course.

b) The credit awarded as part of the RPL process will count as credit only and will not count towards any progression, award or honours degree classification calculation, unless a specific mark is awarded as part of a module which has been designed, taught and assessed by University staff, for example, modules which have been specifically designed to deal with RPL such as the ‘Making Your Experience Count’ (or ‘MYEC’) module.

c) Subject to the procedures outlined in this document, RPL can be granted for all learning from Leeds Beckett or other educational institutions even where that learning has previously resulted in an award by that other educational institution. Leeds Beckett University places no restrictions on other institutions awarding qualifications on the basis of credit or qualifications gained at Leeds Beckett University. However, credit from an achieved qualification at a specific Undergraduate level or Postgraduate stage, awarded by Leeds Beckett or another educational institution, cannot be used against another award at the same level/stage, for example a DipHE against a DipHE, in the same cognate area. This is known as “double counting”. Applications may be made to join a course in a different subject area, based on a previous award of the same level/stage; applicants would need to demonstrate that in these instances RPL would enable personal/professional progression and would not be used for purposes of “collecting” same level qualifications in a specific subject.

d) RPL may be sought against non-credit bearing modules where they form part of the course requirements, unless specified otherwise in the relevant course documentation.

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e) Condoned/compensated credit may be used as part of an RPL application. Course Leaders/Link Tutors have full discretion as to whether the condoned/compensated credits are acceptable.

13 RPL APPROVALS BOARD

Constitution

a) Chair - Senior member of academic staff nominated by the Dean b) Representative of each school with proposals under considerationc) One member of the RPL Approvals Board from a non-cognate area to provide an

independent perspective on the Board’s operation and to promote the sharing of practice across the University

d) Secretary

Course Leaders/Link Tutors may attend to present the details of any application to the RPL Approvals Board.

Representatives from Student Admissions/ International Office Admissions teams may be invited to observe the meetings in order to expedite the notification process.

Terms of Reference

The RPL Approvals Board is responsible for the following:

a) Reviewing all applications and Course Leader recommendations for approval/ rejection to ensure the appropriate evidence has been provided and there is explicit evidence of entry criteria/curriculum equivalency to support decisions of approval

b) Approving/ rejecting RPCL, RPEL, Credit Transfer and Admission through RPL applications from individual students/ applicants

c) On behalf of AQSC, approving/ rejecting requests for RPL-based non-standard entry routes for publication in Course Admissions statements

d) Presenting details (via standard Board of Examiner reports) of approved applications against academic credit to Boards of Examiners, stating the level and amount of specific credit to be awarded/ recognised

e) Maintaining the expertise of its members in issues affecting credit accumulation and transfer

f) Monitoring and reviewing all aspects of RPL within its purview, with a view to ensuring academic standards are maintained and processes implemented consistently, fairly and transparently.

g) Providing regular reports to designated committees on request, which record the number and type of individual RPL applications received, number of approvals/ rejections, approved RPL-based non-standard entry routes and a summary of any operational issues.

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Frequency and format of RPL Approvals Boards

The organisation and scheduling of RPL Approvals Board meetings and dates is devolved to the managing academic area and may vary accordingly. However, the meeting schedules must enable RPL applications to be responded to quickly in order for students/applicants to be advised of outcomes at the earliest opportunity and the Board of Examiners to receive the applications for the awarding/ recognising of credit.

Meetings may be convened electronically or virtually where appropriate.

Meetings should be convened throughout the calendar year to ensure all applications are processed without delay, including over the summer period.

14 SUMMARY OF RESPONSIBILITIES

Students/Applicants

It is the student’s/ applicant’s responsibility to:

a) contact the Course Leader/Link Tutor to discuss a potential application and the most appropriate means of evidencing their prior learning

b) obtain relevant RPL Application Form(s) and evidence of prior learningc) access the available on-line guidance d) prepare and complete the RPL Application (with staff support where needed)e) submit the appropriate RPL Application Form, alongside the supporting evidence, to the

relevant department (Student Admissions, International Office Admissions or Student Administration team) by the set deadlines - post-entry applications must be submitted prior to the start of the specified module(s)/level (at least a month in advance is advised). Deadlines for submission can be provided by Course Leaders/Link Tutors

Student Admissions/ International Office Admissions/ Student Administration team

It is the responsibility of the Student Admissions/ International Office Admissions /Student Administration teams to:

a) (wherever possible) make available pre-populated RPL application forms to potential applicants at the point of enquiry

b) receive and log all applications for RPL (Student Admissions/ International Office Admissions - pre-entry, Student Administration – post-entry)

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c) forward all RPL applications to the relevant Course Leader/Link Tutor for assessment d) receive the outcomes of the RPL Approvals Board and process/ update student records

accordingly (all applications for RPL against academic credit should be recorded on BANNER by the Student Administration team once a student record has been created)

e) advise students/ applicants of the outcome and, where applicable, inform them that feedback on rejected applications can be obtained from their Course Leader/Link Tutor

f) Student Administration teams – store all processed application forms

Course Leader/Link Tutor

The Course Leader/Link Tutor is responsible for:

a) Providing pre-populated RPL application forms to QAS (which will then be accessible to Student Admissions/ International Office Admissions/ Student Administration teams)

b) supporting and advising students/ applicants on the most appropriate means of evidencing their learning and directing them to the on-line RPL Guidance

c) requesting additional evidence or information from the applicant, where required, in order for a recommendation to be formed

d) assessing all applications for RPL. Course Leaders/Link Tutors will recommend that the RPL Approval Board:

support the application (in full or part)or

reject the application (in full or part)

e) submitting the application, including their recommendation for approval/rejection, to the Secretary of the RPL Approvals Board

g) where the Course Leader/Link Tutor is unable to assess an application, for example, due to absence over the summer, an appropriate course team member should be identified to process RPL applications in order for delays in admissions to be avoided.

Secretary to the RPL Approvals Board

The Secretary is responsible for:

a) scheduling the RPL Approvals Board meetings, in consultation with the Chair, and circulating the dates and deadlines for submissions to stakeholders

b) liaising with Course Leaders/ Link Tutors to receive all application documentation and recommendations for approval/ rejection by promulgated established deadlines

c) circulating the application documentation to the Board members in advance of each meeting (electronically where possible)

d) taking formal minutes of the meetinge) maintaining a record of all RPL applications received by the Board for monitoring, review

and reporting purposes

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and advising:f) Student Admissions/ International Office Admissions teams of the outcomes of pre-entry

applications (and also Student Administration teams for pre-entry applications that also include exemption from academic credit)

g) Student Administration of the outcomes for post-entry applications h) Course Leaders/Link Tutors of all outcomes i) returning all application documentation to the Student Administration team for storage.

RPL Approvals Board

Please see remit above in Section 14.

Board of Examiners/Examination Committees

Board of Examiners/Examination Committees are responsible for awarding credit for applications for RPEL and RPCL and recognising and transferring credit for Credit Transfer applications.

QAS

QAS is responsible for:

a) producing and communicating guidance for stakeholders in relation to RPLb) providing staff development opportunities related to RPLc) maintaining a log of all approved RPL-based non-standard entry routes that are included

in Course Admissions statementsd) submitting update reports to AQSC on RPL business

15 ACTION ON IRREGULARITIES

In the event of any irregularity or ambiguity, the RPL Approvals Board will decide the appropriate action to be taken. In deciding the action to be taken, the RPL Approvals Board will take into consideration those matters and procedures stated above.

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SECTION 2 – RPL PROCESS 16 PROCESS OF CONSIDERATION/APPROVAL

The responsibility for assessing and approving all RPL applications lies with Leeds Beckett University academic staff. However, Student Admissions (including International Office) staff and Course Leaders at franchise/collaborating partners are key to the supporting of students and processing of applications. The process for handling pre-entry and post-entry RPL applications is outlined below.

Non-standard entry (pre-entry application for RPCL/RPEL/Credit transfer/Admission through RPL)

1. Applicant provided with pre-populated RPL application form at the point of initial enquiry

2. Submission by student of RPL template and evidence of learning to Student Admissions/ International Office Admissions by applicant

3. Student Admissions/ International Office Admissions to log applications and forward documentation to Course Leader/ Link Tutor

4. Course Leader/Link Tutor (in consultation with Course Team) to form an academic judgement regarding application approval

5. The Course Leader/ Link Tutor’s recommendation regarding approval/rejection of the application (in full or part) is recorded on the RPL template and submitted to the RPL Approvals Board alongside a summary of evidence supporting the application

6. Applications considered by RPL Approvals Board and approval given, where appropriate

7. The outcome of the application is reported to the Student Admissions/ International Office Admissions teams, who will formally notify the applicant, and the Course Leader/ Link Tutor and update the applicant recordAdditionally:

8. If the approved application includes exemption from academic credit the details of the application are forwarded to the relevant Student Administration team who will update BANNER when a student record has been created.

9. Appropriate credit to be awarded/ recognised by the appropriate Board of Examiners (including External Examiner)

Post-entry application against academic credit (RPCL/RPEL/Credit transfer)

1. Student/ applicant provided with pre-populated RPL application form at the point of initial enquiry

2. Submission by student/ applicant of RPL template and evidence of learning to School Administration team

3. School Administration team to log application and forward documentation to Course Leader/ Link Tutor

4. Course Leader/ Link Tutor (in consultation with Course Team) to form an academic judgement regarding whether the application fulfils the RPL approval criteria/ learning outcomes of the module(s)/level(s)

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5. The Course Leader/ Link Tutor recommendation regarding approval/rejection of the application (in full or part) is recorded on the RPL template and submitted to RPL Approvals Board alongside summary of evidence supporting the application

6. Application considered by RPL Approvals Board and approval given, where appropriate

7. The outcome of the application is reported to the School Administration team, who will formally notify the student/ applicant, and the Course Leader/Link Tutor and update the student record

8. Appropriate credit to be awarded/ recognised by the appropriate Board of Examiners (including External Examiner)

If amendments to the application are requested, the process shall recommence from the beginning or at an appropriate earlier point in the process as defined by the Course Leader/ Link Tutor/ RPL Approvals Board.

If, during the process of considering the application for RPL, staff reach an academic judgement that the application is to be rejected, the process will conclude at that point and the applicant will be provided with feedback regarding the grounds for the rejection. Students/ applicants may appeal against the decision through the Admissions Complaints/ Appeals process.

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Section 3 - Guidance for Staff Guidance, for both staff and students, on how to complete the various RPL Application Forms can be located at:

https://www.leedsbeckett.ac.uk/partners/recognitionofpriorlearning.htm and http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning/

Why do we need a process for RPL?

Prior to 2014-15 faculties determined the mechanism for managing requests for RPL but practices varied significantly within and between faculties which had the potential for applicants being treated unfairly or inequitably. Therefore, a university process was introduced to ensure all applicants were treated the same.

Every university has a process to manage RPL; these processes vary slightly but are all based on the same principles of evidencing and mapping prior achievements against courses. This mapping is required to ensure that each offer of a place on a course is suitable and at the end of the period of study the university can award qualifications being confident that all graduates have satisfied the approved course requirements and the integrity of the awards themselves has been maintained.

It is noted that students who undertake courses in full are required to submit assessments that have been scrutinised by a number of academic staff, internal and external, to ensure they are suitable. Marking and moderating processes also ensure the standards of the awards are maintained and students are marked fairly and equitably. Similar scrutiny is therefore required of RPL applicants to determine that their prior learning, and achievement, is equivalent to that of students studying the course in full.

When should the RPL process be invoked?

Where applicants are presenting alternative qualifications or experience in order to fully satisfy the course entry requirements and/ or learning outcomes – this requires them to demonstrate, and academic staff to assess, the equivalency between their prior learning and the course they are interested in.

Where international applicants are applying to join the start of a course based on equivalent international education qualifications, instead of the specified UK-based qualifications, International Office Admissions have the authority to make admissions decisions without invoking the RPL process; the RPL process for international applicants will only be required where applicants are:a. presenting international qualifications for the purposes of exemption from academic

credit, eg direct entry to L5, (through the Application Form for Credit Transfer and RPCL) and/or

b. presenting alternative experience/ training against the admissions criteria (this application should be made on the Application Form for Admission through RPL) and/or

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c. presenting alternative experience for purposes of exemption from academic credit eg direct entry to L6 (this application should be made on the Application Form for RPEL)

RPL applications are NOT needed for:i. Top-up courses; for example a L6 Top-up course requires applicants to have 120 L4

and 120 L5 credits within a relevant subject area – this course only contains 120 L6 credits and therefore there is no credit at L4 or L5 to map any prior learning against

ii. Applicants who come under currently approved articulation arrangementsiii. Applicants who come under an arrangement that has been approved by the RPL

Approval Board, for example, that allows applicants with specific qualifications or experience (that has already been mapped by the Course Leader) to join the course at a specific level

iv. Where entry requirements state applicants must “…evidence an aptitude for the subject matter…” Course Leaders can advise students/ applicants on how they could demonstrate sufficient aptitude.

Communication between university staff

Where students/ applicants have approached the university through the course team, the Course Leader should inform Student Admissions/ International Office Admissions of the interest expressed, to ensure all applications are managed and processed fairly and equitably (and captured for monitoring purposes).

Support for Student Administration teams

A ‘How To’ Guide has been produced to help colleagues update BANNER with the outcomes of RPL Approval Boards. The guidance to support the process can be found in the Assessment How To section of the staff webpages:

https://www.leedsbeckett.ac.uk/staff/files/restricted/RPL1.pdf

Course Leader Guidance

General information for application assessment

Course Leaders need to be mindful of the student/ applicant’s transferable skills and readiness for academic study so as to ensure they would be able to succeed on the course for which they have applied, and for the level of entry. For example, if a student/ applicant wished to join a course at Level 6, the Course Leader would need to be satisfied that they had the ability to critically reflect, reference sources and succeed with a range of assessment strategies.

Course Leaders need to be mindful of the need for consistency and equity regarding the size of RPL submissions, eg the word length required for statements of experience. One sentence statements from applicants would be unlikely to evidence sufficient prior learning equivalent to a learning outcome, however, students/ applicants should not need to provide 500 word supporting statements for each learning outcome either.

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Course Leader support responsibilities

In instances where an application results in a recommendation for approval for RPL against of a number of modules within a level, applicants will need to be advised that they will be required to complete the lower level modules before progressing onto the next level, in line with university regulations.

Course Leaders should advise students/ applicants, on an individual basis, of the most appropriate means of evidencing their learning, or, if necessary, prescribe a bespoke form of assessment to demonstrate achievement of entry standards and/or learning outcomes.

Course Leader documentation responsibilities

Course Leaders should aim to assess each application as soon as possible to ensure the application is not delayed and results in a poor admissions experience.

It is essential that the submission explicitly demonstrates satisfactory achievement of learning outcomes and/ or entry requirements. It is also essential that the documentation processed within the University is transparent and clearly evidences why the decision was made to approve or reject the claim. This information must be clear and accessible to the student and potential reviewers. A section on the RPL Application Form has been inserted to allow the Course Leader to evidence his/ her scrutiny of the claim at learning outcome level. This section should not simply be a tick boxing exercise; a brief evaluative statement should be included explaining how the student has satisfied the learning outcome(s) concerned. For example, ‘his supporting evidence contained specific examples of demonstrations of competency in handling sensitive equipment referred to in the learning outcome(s).’ Academic assessors should be assured that their academic judgement will not being challenged but RPL Approval Boards need to ensure audit trails are clear and applicants are treated fairly and equitably.

Course Leaders are asked to prepare pre-populated RPL application forms to enable potential applicants to have ready access to the necessary course information – these pre-populated forms will be collated by QAS and a repository formed. Staff in the Student Admissions/ International Office Admissions and Student Administration teams will have access to these forms so they can be issued to potential students/ applicants at the initial enquiry stage – the provision of these pre-populated forms, which have been used successfully by a number of course teams during 2014-15, will enable the university to provide a better service to students/ applicants and improve the student/ applicant experience of the RPL process. Additionally, Course Leaders will not need to be approached by students/ applicants or staff to provide this information repeatedly throughout the year.

RPL Approval Boards recommend the following descriptors be used to assess prior learning against entry criteria:

Mapping against FHEQ Level 6 descriptors for PG Admission through RPL (appended)

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Mapping against FHEQ/SCC L3 descriptors for L4 entry Admission through RPL (appended)

This recommendation has been made to assist academic assessors in clearly showing how applicants are at the same academic level as those applicants with the stipulated UCAS points and 2:2 degrees.

Other descriptors may be used where appropriate, for example, from Professional, Statutory or Regulatory Body awards.

Course Leaders are recommended to familiarise themselves with the guidance provided for students/ applicants. The guidance reminds students/ applicants of their responsibilities regarding putting the claim together and urges them to approach academic staff for advice as soon as possible. The guidance available to potential applicants includes:

Student RPL Handbook Application Form for Admission through RPL Application Form for Admission through RPL – Completed Example Guide to Completing the Application Form for Admission through RPL– field by field

guidance provided Application Form for Credit Transfer and RPCL Application Form for Credit Transfer and RPCL – Completed Example Guide to Completing the Application Form for Credit Transfer and RPCL– field by field

guidance provided Application Form for RPEL Application Form for RPEL – Completed Example Guide to completing the Application Form for RPEL– field by field guidance provided

This guidance is available at:https://www.leedsbeckett.ac.uk/partners/recognitionofpriorlearning.htm and http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning/

Upon the provision of pre-populated application forms, students/ applicants will be able to access them through the Student Admissions/International Office Admissions/ Student Administration teams.

The field by field guidance also includes guidance for those sections that require university staff to complete.

Applicants are made aware that if they want to claim RPL against the course entry requirements AND academic credit they will need to complete and submit separate application forms.

APPENDIX 1A - RPL APPROVAL PROCESS WITH INDICATIVE TIME SCALES19

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Student/ applicant submits the claim to the Student Admissions Team/ International Office Admissions (prior to entry)

or to the Student Administration Team (post-entry)

Within three working days of submission the Student Admissions Team/ International Office Admissions/ Student Administration Team logs the claim and forwards it to the

Course Leader

Within five working days of receipt of the claim the Course Leader assesses the claim, forms a recommendation regarding approval/rejection and submits it to the

RPL Approvals Board Secretary

Within two working days of the Faculty RPL Approvals Board meeting, the Secretary reports the outcome to the Student Admissions/ International Office Admissions/

Student Administration Team

Within three working days of notification, the Student Admissions Team/ International Office Admissions/ Student Administration Team advises the student/applicant of the

outcome of the claim and updates records accordingly

APPENDIX 1B - RPL APPROVAL PROCESS (PARTNERS) WITH INDICATIVE TIMESCALESFor students studying at partner institutions

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Student/ applicant submits the claim to the Student Admissions Team, or equivalent, (prior to entry) or to the Student Administration Team, or equivalent, (post-entry)

Within three working days of submission the Student Admissions Team / Student Administration Team (or equivalent) logs the claim and forwards it to the Course Leader

Within five working days of receipt of the claim the Course Leader assesses the claim, forms a recommendation regarding approval/rejection and sends details of the claim (including evidence and Course Leader's recommendation) to the

Link Tutor at the University

As soon as they are received, the Link Tutor submits all claims to the RPL Approvals Board Secretary

Within two working days of the RPL Approvals Board meeting, the Secretary reports the outcome to the Link Tutor, who liaises with the Course Leader and Student Admissions Team/

Student Administration Team (or equivalent) at the partner instition

Within three working days of notification, the Student Admissions Team/ Student Administration Team (or equivalent), advises the student/applicant of the outcome of

the claim and updates records accordingly.

APPENDIX 2A – Descriptors for a Qualification at NQF Level 3

These descriptors are based on the QAA Framework for Higher Education Qualification Descriptors (2014) and SEEC Level Descriptors for Further & Higher Education (2003) Section A: Qualification Descriptors (Taught Programmes) (Source: University of Cumbria)

Qualifications at NQF Level 3 are awarded to students who have demonstrated:

i a largely given conceptual knowledge base and an appreciation of the breadth of the field of study and relevant terminology; ii an ability to apply the skills of manipulation of knowledge to make informed judgements within routine contexts and with guidance, work beyond defined contexts;

Typically holders of the qualification will be able to:

a apply established approaches to solving well defined problems and show emerging recognition of the complexity of associated issues; b within defined contexts and under guidance, consider personal and/or workplace experience and manage information/data from a range of sources appropriate to the field of study; c developing the ability to communicate outcomes effectively;

and will normally have:

d qualities and transferable skills necessary for employment and life requiring some self-directed activity, with broad guidance and evaluation, and responsibility for quality of output; e the ability needed to undertake further learning and development of new skills within a structured and managed environment;

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APPENDIX 2B – Descriptors for a higher education qualification at level 6: Bachelor's degree with honours (Extract from the QAA Quality Code Part A: Setting and maintaining threshold academic standards, Chapter A1: The national level)

The descriptor provided for this level of the FHEQ is for any bachelor's degree with honours which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 6 qualifications, including bachelor's degrees, graduate diplomas etc.

Bachelor's degrees with honours are awarded to students who have demonstrated:a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a disciplinean ability to deploy accurately established techniques of analysis and enquiry within a disciplineconceptual understanding that enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a disciplineto describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline an appreciation of the uncertainty, ambiguity and limits of knowledgethe ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline).

Typically, holders of the qualification will be able to:apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projectscritically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problemcommunicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

And holders will have:the qualities and transferable skills necessary for employment requiring:the exercise of initiative and personal responsibilitydecision-making in complex and unpredictable contextsthe learning ability needed to undertake appropriate further training of a professional or equivalent nature.

Holders of a bachelor's degree with honours will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the holder will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The holder of such a qualification will be able to evaluate evidence, arguments and assumptions, to reach sound judgements and to communicate them effectively.

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Holders of a bachelor's degree with honours should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.

Bachelor's degrees with honours form the largest group of higher education qualifications. Typically, learning outcomes for these programmes would be expected to be achieved on the basis of study equivalent to three full-time academic years and lead to awards with titles such as Bachelor of Arts, BA (Hons) or Bachelor of Science, BSc (Hons). In addition to bachelor's degrees at this level are short courses and professional 'conversion' courses, based largely on undergraduate material, and taken usually by those who are already graduates in another discipline, leading to, for example, graduate certificates or graduate diplomas.

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