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Credit is awarded for learning, and students must therefore provide evidence of their learning, either through the submission of the required assessment/s for a module or programme of study taken at Brookes, production of an award certificate, or other evidence of learning where it has taken place outside formal educational settings.
The credit assigned to prior learning may be used for admission with advanced standing onto an Oxford Brookes programme, or for exemption from an element or elements within the programme. The University seeks to ensure that applicants are awarded the maximum amount of relevant credit to which they are entitled by virtue of their prior achievements, subject to a maximum limit of two-thirds of the total credit required for the award. The two-thirds limit also applies to any interim exit awards.
A student transferring credit towards an award shall have the class of degree or distinction determined either by the average of the marks on the minimum number of acceptable module credits that must be passed by study on a Brookes programme or, if marks as well as credits are transferred, ie from previous study on a Brookes course or by specific arrangements with another institution which will be detailed in individual programme regulations, by the average of any marks on the modules credited together with those on the modules specified above.
AP(E)L may be used:
Prior learning achievements must be broadly equivalent to the learning outcomes of the programme or module against which credit is sought. A student must demonstrate through the admissions process that the credit they have previously been awarded is broadly relevant to the learning outcomes of the programme at the appropriate level to which they wish to gain entry. A specific match of learning outcomes at the module level will not normally be required. Where prior learning is accepted in relation to programmes that have professional accreditation, the prior learning accreditation will follow the regulations of the relevant professional bodies.
Where admission with
advanced standing is sought in respect of one or more specific modules, prior
learning achievements should relate broadly to the learning outcomes of the
modules. Credit can only be awarded in the multiples used on the programme
against which credit is being awarded. Claims should generally be viewed
against the outcomes for the relevant level of study. If level learning
outcomes are not stated, reference should be made to the Framework for Higher Education
for admission with advanced standing may be admitted to any point of a
programme consistent with the level and volume of credit awarded for prior
learning. However, to be eligible for an award normally, a maximum of two thirds
of the required total credit for the award may be awarded through APL. This
eligibility requirement does not apply to students who have successfully
completed the Oxford Brookes and HKMA GDL programmes and wish to complete an
LLB (Hons) degree.
overseas qualification may be judged acceptable for entry with specific credit,
subject to reference to NARIC, to the relevant overseas qualifications
framework, and to the FHEQ. Entry with advanced standing may also be granted
through an articulation agreement with a partner organisation (approved through
the appropriate process as set out in the Quality & Standards Handbook), in
which students successfully completing an identified programme at the partner
are guaranteed entry at a later stage of a specified Brookes programme.
Coordinators/admissions tutors are
responsible for assessing claims for admission with advanced standing and the
results of the assessment should be recorded on the relevant form (contact
Student Central for advice on applications for APL/advanced standing), and
submitted for approval. The authority for verifying decisions and approving the
award of credit for prior learning lies with Examination Committees chairs and
awarded exemption from aspects of the programme through APL should be provided
with information about how their final award classification will be calculated
if it will differ from the standard calculation. Credits awarded through APL
should be recorded on the transcript.
a student undertakes certified learning that is not part of their academic
programme at the University they may apply for credit to be applied towards
their programme. In such circumstances, exam board committees will be
responsible for assessing such claims. The certified learning must broadly
accord with the programme learning outcomes or module that the claim is being
for APCL may be made for APCL any point of a programme and the normal maxima in
terms of credit for APL will apply.
overseas qualification may be judged acceptable for APCL subject to reference
to NARIC, to the relevant overseas qualifications framework, and to the FHEQ.
cases where it is not possible to determine the equivalence of an item of
certificated learning, then the student would be recommended to follow the APEL
Prior experiential learning
is uncertificated learning which has taken place outside formal educational
settings, such as in the workplace. Where applicants' prior un-certificated
learning, including experience and industrial training, can be assessed with
sufficient accuracy it may be used to award credit towards a programme of
APEL is concerned with
accrediting learning that has taken place through experience. APEL cannot
be awarded without a suitable assessment process being used. Such assessment
processes will be overseen by the relevant exam board and subject to scrutiny
be external examiners.
Claims for APEL must be
assessed against intended learning outcomes of the programme or module against
which the credit will be claimed. The Open Award framework (section B3 in
the Specific Regulations) may also be used to deal with individual claims for
Credit for prior learning
can only be awarded in respect of whole modules or levels of programme,
potential claimants should therefore be advised against presenting an
application for APEL unless they have sufficient experience to claim at least
one module’s worth of credit.
Faculties must have clear
procedures in place for assessing APEL claims. Clear information must be
available to staff and students about:
The cost of processing
claims for APEL can be high because of the complexity and the time involved,
for both University staff and claimants, in putting together the portfolio of
evidence, advising and supporting applicants, and assessing the claims; and
applicants should be advised of this prior to embarking on the process.
Approved: Academic Enhancement & Standards Committee, 27th June 2012 Academic Board 18th July 2012
Last updated:Academic Enhancement & Standards Committee, 14 September 2016 (addition to A2.5.2)Academic Enhancement & Standards Committee, 7 March 2018 (variation to A2.5.3 - paragraph 2) Academic Board, 3 July 2019 (for implementation January 2020)