Accreditation of Prior Learning
Introduction
Accreditation of Prior Learning (APL) is an assessment process which enables recognition of achievement from a range of
activities using any valid and recognised assessment method. Provided that the assessment requirements of a given unit or
qualification have been met, the use of APL is acceptable for accrediting part of a unit, unit(s) or a qualification. Evidence
submitted for APL must be:
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valid
authentic
relevant
current
sufficient
APL provides a route for the recognition of the achievements resulting from continuous
Learning, and is of particular value to learners without formal qualifications, who are either
in employment, preparing to enter or returning to employment. It enables them to gain all
or part of a qualification on the evidence of their past achievements. This procedure
identifies how to implement APL for education programmes with A4S.
Terminology
There are a number of names to describe the process. Among the most common are:
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Accreditation of Prior Learning (APL)
Accreditation of Prior Certificated Learning (APCL)
Accreditation of Prior Experiential Learning (APEL)
Accreditation of Prior Experiential and / or Certificated Learning (AP[E/C]L
Accreditation of Prior Achievement (APA)
Accreditation of Prior Learning and Achievement (APLA).
Guidance on APL
The APL process focuses on assessment and certification of prior learning and achievement which may count as evidence
towards:
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a part of a unit or unit(s) accumulated towards a full qualification
unit or units recognised by a Certificate of Achievement
a full qualification.
The APL process does not allow the accreditation of any externally assessed unit or
module. Learners must complete the required external assessment to achieve the overall
qualification.
When providing APL evidence for any qualification, the grading assessment criteria in the
specification must be adhered to and the learner’s performance must be judged against
the criteria in the assessment grading grid. The requirements of each grading criterion
must be met in full. For instance, if the grading criterion requires the demonstration of
independence, the APL evidence for this must demonstrate independence.
It is possible that an entire qualification could be claimed through APL, however this is not
the norm. As a qualification with externally assessed components cannot be accredited in
its entirety using APL, it would be unusual for an APL learner to completely match every
aspect of the qualification’s assessment requirements.
Restrictions on APL
Parts of some qualifications, such as some outcomes/competences on health and safety or licence to practise will not
permit APL but will require traditional assessment.
The Centre Checklist
APL is included as part of the normal A4S admission, support, programme delivery and assessment procedures.
For the successful operation of APL, A4S has:
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a policy on APL
a named individual with responsibility for APL
staff development which trains staff and assessors to establish clear procedures for
APL
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trained assessors in specialist vocational areas
trained support staff to support APL learners
flexible access to learning resources to enable additional learning for APL learners
who may be recruited at any time during the year, subject to assessment requirements for certain qualifications.
Facilities for supporting learners, internal assessment and additional learning are available on request
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appropriate assessor recording documents (forms appended)
an appeals procedure.
Accreditation of Prior Learning
August 2015
Main stages in the APL process
Centre activity
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The main stages in the APL APL learner activity
process
Stage 1
 Apply to centre
Recruitment
initial
Marketing
Respond to
enquiry
Provide guidance to
the learner
Identify and agree an
action
plan
and
assessment strategy
with the APL learner
Provide guidance on
timescale
Map
achievement
and identify gaps
Determine and set
the standard
Register learner with
the Awarding Body
Identify learning and
assessment
not
covered by APL
Assess the evidence
and
check
its
authenticity
Grade where relevant
Provide learner with
regular feedback
Arrange
additional
learning
Arrange
internal
verification
/
moderation
/
standardisation
Stage 2
Assembling an APL claim
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Stage 3
Assessing an APL claim
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Arrange
external Stage 4
Accrediting an APL claim
verification/
moderation of the
APL
evidence
following
the
procedure for each
qualification
Provide
learner
feedback
on
achievement
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Accreditation of Prior Learning
Reflect on experience
to
identify
achievement
Establish an action
and assessment plan
Agree timescale
Map
achievement
and identify gaps
Provide evidence of
achievement in a
portfolio, for example
this
may
be
paperbased,
electronic,
video
recorded evidence,
etc
Review action and
assessment plan
Possibly provide new
evidence
Acknowledge
additional learning
Submit final portfolio
Receive feedback on
the
portfolio
submitted
August 2015
Stage 5
External
Verification/Moderation
carried out by Awarding Body
Support with the APL process
Support with the APL process, including initial screening and pre-entry guidance, will be
provided. External support may be provided by the referring agency, the careers service or an adviser from the learner’s
workplace.
Since you may be unfamiliar with the process of putting together an APL claim, A4Swill help you understand how to
proceed. We will:
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Help you to understand APL
Encourage you to self-reflect and self-evaluate
Help you to identify possible evidence / sources of achievement
advise you on the structure and presentation of evidence
explain assessment requirements.
Although you will not receive formal tuition during the process of making an APL claim,
additional support is given to you for which a fee will be charged and will need to reflect
the volume of work involved in the APL process. The rate will be based on the standard
hourly rate calculated at the time and this will be available upon application.
Subject-Specific Support
Vocationally qualified staff who have a detailed understanding of the qualifications will
assist the learner in their preparations for assessment and may be able to act as a mentor.
They will also act as assessors.
Subject-specific staff will offer regular guidance that will involve helping you to:
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identify your aspirations
action plan, set targets and how to achieve them
encourage you to self-reflect and self-evaluate
identify possible evidence / sources of achievement within a specific context
assemble and present evidence of past achievements in a concise and effective
manner
Accreditation of Prior Learning
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identifying the assessment requirements and we will advise you on any further work to be done.
The learner’s role - reflecting on experience
If you wish to claim for APL you should reflect on your experience in order to identify
relevant achievement. You should think about experience gained:
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at work
in any relevant voluntary work and leisure activities
in formal or informal education and training – for example, adult education courses or
in-company training
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from independent study
from home-based activities, such as involvement in the family business.
A useful starting point would be to compile a selective autobiographical account, a curriculum vitae or a portfolio of practical
work. This can help our staff and assessors gain
a broad overview of your experience and background. This will also encourage you to identify:
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key components of your experiences
what you need to know or do
what actions were successful or unsuccessful
what you have learnt and achieved
how this achievement relates to the requirements of the Awarding Body’s unit(s) or
part(s) of a unit(s).
We will advise you of the relevant assessment requirements of what you are claiming and
then help you work towards assembling evidence to support these claims.
Mapping achievement
For qualifications where unit grades are awarded, it will be essential to follow the guidance
given in the specification. We will inform you how the different grades can be achieved and
how they are assessed and highlight units or parts of units that cannot be gained by APL,
such as externally assessed units.
Providing evidence of achievement – the portfolio
You will need to provide evidence which shows that you have covered the requirements.
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This will take the form of a portfolio which sets out the qualification assessment
requirements you are claiming, together with any supporting evidence. To help you
produce your portfolio, we will provide you with advice and guidance as to the best way to
present evidence of your prior achievements. We may also use discussions or oral
assessment to contribute towards your portfolio evidence, which will be documented and
can be supported by audio/video tape recordings. Appendix 1: Portfolio evidence and
assessment shows examples of APL evidence that you can include in your portfolio.
Guidelines on how to structure the portfolio
The following suggests what you may include in your portfolio:
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a statement of your claim for accreditation
a statement of authenticity
a brief curriculum vitae or autobiography, to put the claim into context
a summary of the learning and assessment requirements claimed
a commentary which identifies prior achievement against individual learning and
assessment requirements
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a list of evidence against each assessment requirement claimed
full evidence against each assessment requirement claimed.
Our assessors will be looking for evidence that is:
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valid
authentic
relevant
current (within the last three years)
sufficient.
Separate evidence is not required for each qualification assessment criterion. Where possible you should adopt a holistic
approach when compiling the evidence. The standard of evidence required will be identical to that demanded of any learner
pursuing the traditional study route. We will provide guidance on the evidence that will enable you to achieve a pass, credit
/ merit or a distinction.
Assessing an APL claim
Appendix 1: Portfolio evidence and assessment shows examples of possible assessment
methods that can be used. Our assessors will make full use of the range of assessment
methods available
Accreditation of Prior Learning
August 2015
Assessing the evidence
Our assessor has the responsibility for ensuring that all the requirements of a part of a unit
or unit(s) or qualification have been met before applying for a qualification certificate. The
assessor will assess the APL evidence, using the assessment criteria in the qualification.
In considering the evidence, the assessor will need to ensure it is authentic, current,
relevant and sufficient. If the assessor is not satisfied with the evidence submitted, it will
be necessary to seek additional evidence.
Additional evidence
If the evidence submitted is incomplete you might be required to:
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undergo an oral assessment
complete an appropriate assignment
complete a written test
carry out a demonstration
or a combination of any of the above.
If you are unable to produce evidence of prior learning (for example if an employer fails to
respond to a request for a witness testimony), it will be necessary to take an assessment
appropriate to the outcome being claimed e.g. complete an assignment to demonstrate the
missing knowledge, skills and understanding or be observed in the workplace where a
witness statement should be provided to supplement your evidence.
Arranging additional learning
If only part of a unit’s requirements has been met, you will need additional learning and assessment to cover the
outstanding evidence. This may be provided through individual tutorials, assignments, in class instruction or through open
learning. Additional learning can also meet the requirements of externally assessed units, essential for the completion of
certain qualifications.
Arranging internal verification / moderation / standardisation
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August 2015
When appropriate we will carry out internal verification of your evidence to ensure that the
assessor’s decisions are consistent with the qualification’s specification.
Accrediting an APL claim
When we are satisfied that the evidence you have provided meets the standards outlined in the qualification guidance we
will submit it for external verification. Your evidence will be considered in the same way as traditional evidence for the
same qualification.
External verification / moderation
The Awarding Body quality assurance mechanisms will ensure that there is no difference between your APL evidence and
traditional evidence submitted to it.
Accreditation of Prior Learning
August 2015
Appendix 1
Portfolio evidence and assessment
Evidence within the portfolio
1. An authenticated curriculum vitae or selective
autobiographical account of the learner’s
experience which will include the dates and
duration of relevant experience, standards of
work done, degree of supervision required,
details concerning the circumstance of the
experience such as the nature, size and location
of the work site.
The witness testimony can be a useful source of
evidence to verify a learner’s prior achievement
The learner should identify an endorser or
endorsers from their workplace to produce a
witness testimony. For each witness testimony,
the endorser’s job role in relation to the learner
and the company must be explained. It is the
learner’s responsibility to obtain this witness
testimony but centres can suggest a suitable
format (see Appendix 3: Witness testimonies).
Similar documentation can be used where the
learner’s achievements come from outside the
workplace.
2. Physical products, such as manufactured
objects, design drawings, design specifications,
menus, published materials, planning documents,
computer programs, photographic evidence,
demonstrating knowledge, understanding and
skills. The list given is not exhaustive. A statement
of authentication must accompany the products
submitted.
Where evidence has been created in the past for
another purpose, it is important that the learner
obtains proof that it is their work. Verification will
sometimes be needed from an appropriate third
party, such as an employer or fellow voluntary
worker. The endorser should make a statement
that describes the role of the learner with respect
to the evidence. This will be particularly
important where the evidence relates to work
carried out by the learner as part of a group
project.
3. Previous accreditation such as licences, training
certificates, first aid certificates, etc, can be
submitted as APL evidence. However, these must
be accompanied by details of where and how the
skills were used in the workplace. Also the
knowledge and skills content of the training
certificates/licences must be listed and cross-
Assessing the evidence
1. The learner’s authenticated curriculum vitae or
autobiographical account will be useful to the
assessor in presenting a global view of career
patterns and experience, and will provide a
context in which the attainment of specific
qualification assessment requirements is judged.
When evaluating a witness testimony, the
assessor will take into account the credibility of
the endorser and the currency of the experience.
2. Physical products will normally be considered
as supporting evidence for accounts of
experience and may be subject to endorsement in
the same way as written accounts.
Some physical products may not be portable, or
may be perishable, in which case suitable
photographic evidence may be substituted, if
properly authenticated.
A structured and documented interview with the
learner, based on the product submitted, should
be carried out; particularly as the processes
leading to the completion of the product may be
as important as the end product itself.
3. When previous accreditation such as licences or
certificates are presented as evidence of prior
achievement, their relevance to the claimed units
must be demonstrable and mapped to the
required qualification standards. The APL learner
must be able to provide examples of where and
how the skills in the training certificate/ licence
Accreditation of Prior Learning
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referenced to the standard and requirements of
the qualification being claimed by APL.
4. Other supporting documentation, such as
independent references, testimonials or job
descriptions, can be submitted as APL evidence
and supported where relevant by listing and cross
referencing skills to the standard and
requirements of the qualification being claimed
by APL.
were used. The authenticity of the documents
must be assured and the currency considered.
4. Many examples may fit into other supporting
documentation. Relevance, authenticity and
currency must be considered and where
necessary can be supplemented with oral
assessment.
Accreditation of Prior Learning
August 2015
Appendix 2
BTEC
APL witness testimony
Learner name & signature:
Date:
Unit title:
Qualification title:
Achievement(s) to be recognised
by APL¹
Achievement(s) mapped to the
assessment requirement(s) of the
units being claimed by APL1
Details of testimony²:
I can confirm the learner’s evidence is authentic and accurate
Witness name & signature:
Designation/relationship to learner:
Familiar with the qualification standards to which
the learner is working
N
Y
Date: ________________
Assessor name & signature: _______________
Date: ________________
¹ To be completed by the learner
² Specific comments from the witness on the learner’s prior learning that demonstrates achievement of the assessment
requirement(s) of the unit
Accreditation of Prior Learning
August 2015
Appendix 3
BTEC
Witness Testimony
Qualification title and level:
Learner name:
Evidence index no:
Where applicable, evidence no. to which
this testimony relates:
Element(s):
Evidence of achievement:
Date of evidence:
Witness name:
Designation/ relationship to learner:
Details of testimony:
I can confirm the learner’s evidence is authentic and accurate
Witness signature:
Date:
Name:
Please tick the appropriate boxes:
Assessor and verifier units
A1
A2
V1
Assessor and verifier awards
D32
D33
D34
Familiar with the standards to
which the learner is working
Yes
V2
No
Appendix 4
Glossary of terms
Accreditation of Prior Learning
August 2015
Accreditation: is a term frequently used as a synonym for the recognition of learning as defined below. However, it is
perhaps more properly used to signify the most formalised and widely practised forms of recognition.
Accreditation of prior learning (APL): a process for accessing and, as appropriate, recognising prior experiential learning or
prior certificated learning for academic purposes. This recognition may give the learning a credit-value in a credit-based
structure and allow it to be counted towards the completion of a programme of study and the award(s) or qualifications
associated with it.
The term 'accreditation of prior learning' is used to encapsulate the range of activity and approaches used formally to
acknowledge and establish publicly that some reasonably substantial and significant element of learning has taken place.
Such learning may have been recognised previously by an education provider; described as 'prior certificated learning' or it
may have been achieved by reflecting upon experiences outside the formal education and training systems; described as
'prior experiential learning'.
Accreditation of prior certificated learning (APCL): a process, through which previously assessed and certificated learning
is considered and, as appropriate, recognised for academic purposes.
Accreditation of prior experiential learning (APEL): a process through which learning achieved outside education or
training systems is assessed and, as appropriate, recognised for academic purposes.
Authentic: The learner’s achievement must be her/his own work rather than another person’s or the combined work of a
group.
Current: The learner’s prior learning and achievement must be shown to be still retained by the learner and must also fulfil
the requirements of the qualification or part of the qualification being accredited by APL.
Evidence: Information presented by the learner which can be assessed against the assessment requirements of the
qualification or part of the qualification being accredited by APL. The evidence can be gathered from a number of sources
and can be presented in a variety of forms, for example, photographs, videotape, etc.
HEI: Higher Education Institutions
QAA: The Quality Assurance Agency for Higher Education
Recognition (of learning): any process that acknowledges and establishes publicly that some reasonably substantial and
significant element of learning has taken place and can be assessed to have done so.
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Sufficient: Information submitted by the learner must meet the quality and quantity of the assessment requirements of
the qualification being accredited by APL.
Brian Burke
A4S Chair of trustees
.........................................................................................…….
Reviewed:
August 2015
Next review:
August 2016
www.a4sbedford.com
Part of ProgressAbility.org
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Accreditation of Prior Learning
August 2015
www.a4sbedford.com
Part of ProgressAbility.org
01234 272101
ProgressAbility.org is a Charitable Company Limited by Guarantee. Registered Office: 129A Barker’s Lane, Bedford, Bedfordshire, MK41 9RX
Registered Charity #: 1142732
Company Registration # in England: 07678748
Accreditation of Prior Learning
August 2015
Accreditation of Prior Learning
August 2015
Accreditation of Prior Learning
August 2015