STAFF RESOURCES
The accreditation of prior and experiential learning (AP(E)L)
Staff development workshop activity 1
This activity can be carried out successfully with a wide range of staff in FE and HE who
work or are considering working in the area of AP(E)L in academic or administrative roles
and admissions tutors in institutions which offer AP(E)L. It is also very useful as a more
general awareness raising activity.
How to use the resources
The activity uses two versions of the same “initial assessment” form – a blank form and a
specimen completed copy. The form is typical of the kind used by many HEIs to collect
basic information about prior learning and experience that students could possibly use as
part of an AP(E)L claim which would count towards a new programme of study. The
completed forms enable tutors to discuss with students the possibilities that their prior
learning and experience may offer as credit that may be used as part of a new award. The
idea of the initial assessment is to determine whether an AP(E)L claim is viable and
worthwhile and, where possible, to give an initial assessment of what it may be worth.
(This is always subject to closer scrutiny by a subject specialist and the formal process of
the claim).
Users may also wish to use the RPL Initial application form from Zuyd University in the
Netherlands, which is also enclosed in this pack, as a comparison piece, or for
development work or further activity.
Using the blank initial assessment form
This is a good ice breaker and always stimulates discussion.
Ask all participants to complete the form as fully as possible - as if they are an AP(E)L
claimant. Most staff in FE/HE will already be well qualified but equally, many will have a
wealth of working experience that has developed competencies and capability in areas for
which they have had no formal training and have no formal qualifications – typically
management and administration at different levels and contexts. It is particularly important
to ask them to record this kind of learning on the form.
Ask participants to discuss the forms in pairs and to consider in particular the possible
value of their experiential learning.
Open discussion of findings to a full group session noting any key points about the
process. Expect to find a wealth of informal and unrecognised/uncertificated learning.
Using the completed specimen initial assessment form
The completed specimen form is typical of the kind of spread of learning and experience
that is often presented by AP(E)L claimants. It has been designed to stimulate discussion
of most of the key points that need to be considered by a tutor in making and initial
assessment of an outline claim.
Ask participants to work in pairs. The task is to consider all the information and to make
an initial assessment as to
1). whether the student has a possible, viable claim and
2). to make a provisional assessment of what level and volume of credit a claim based on
the evidence presented might be worth.
All conclusions must be supported and aim to mirror the kind of initial feedback that might
be given to the claimant.
Considering all of the assessments try to arrive a group consensus as to the likely possible
value of the claim.
Notes for tutors, workshop leaders
The completed specimen form contains a number of pieces of information designed to
stimulate discussion and raise key issues relating to AP(E)L claims. Ensure they are all
considered in group discussions. They include:
 Title of proposed award – tutors should ensure that they have basic information
about the course and its content
 All prior learning, certificated and unaccredited – tutors must consider this regarding
possible relevance to new award
 Currency – the dates of certificated learning should be considered. Almost all
learning has a shelf life which will vary from subject to subject with high tech
subjects usually dating most quickly. Most HEIs use a rule of thumb of between 5
and 10 years for the currency of learning. However, and important caveat here is
that learning that is older than is usually considered right for a given subject can
often be accepted if the claimant can show evidence of continuous updating
through work and professional practice. In the specimen case here this should be
considered in respect of the claimants older qualifications.
 Unaccredited courses – first it is worth considering (and possibly checking) the
“bona fides” of the providers. Unaccredited learning can be used in a variety of
ways. It could have some direct relevance, depending on level and volume, and be
mapped against the module content of the new award; it could be used as evidence
as part of an APEL claim.
 Experiential learning – this section also usually gives an employment profile of the
claimant. Apart from its value in considering experiential learning, this information
can also help in making a judgment as to whether the currency off older
qualifications is likely to have been updated through work experience.
NB: It may be useful with some groups to distribute some basic information about levels
such as the NICATS Brief Level Descriptors (included in this pack) to support discussion
about the value of some of the prior learning in the example.