Accreditation of Prior Learning explained

APL is the overall term widely used for the recognition of, and award of, academic credit on the basis of demonstrated learning that has occurred at some time in the past. This learning may have come about as the result of a course, or self-directed study, or as the result of experience either at work or in leisure pursuits.

It is used in further education, adult education and higher education for the purpose of:

  • entry into a course or programme
  • advanced standing on a course or programme
  • credit against some of the outcomes of a course or programme that will count towards an award.

Prior learning capable of assessment and accreditation may take the form of:

  • uncertificated or experiential learning (APEL or Accreditation of Prior Experiential Learning) eg work or leisure experience
  • certificated learning (which is the form of prior learning most usually identified as APL, and also called APCL, or Accreditation of Prior Certificated Learning. It can also be termed RPL, or Recognition of Prior, or Previous, Learning).

Anyone wishing to take advantage of APL may do so on the basis of many forms of learning:

  • experiential learning acquired in paid work
  • experiential learning acquired in unpaid or voluntary work
  • experiential learning acquired from leisure activities
  • uncertificated learning from self-directed study
  • certificated learning from abroad
  • certificated learning from other UK educational institutions
  • certificated work-based learning.

The main underpinning principle of APL is that credit is given for evidence of learning, not for experience alone.

Arrangements for APL will vary from institution to institution. Full details of the process will be found within institutions' own guidelines.

The process for using APL

Anyone wishing to use APL to access higher education will need to:

  • identify a potential programme/award
  • match previous learning against the requirements stipulated by the institution
  • provide evidence of that learning - either in writing or some other tangible form, and/or through an interview.

The institution will need to:

  • ensure that the background information about the course is accurate and clearly expressed so that it is possible for applicants to see how they might match prior learning to its outcomes
  • have people available who can advise candidates in the process of identifying prior learning and submitting evidence
  • provide assessors who can quantify the demonstrated learning within the context of the programme/award that the candidate is seeking to access
  • satisfy itself that the evidence offered by the applicant is sufficient, authentic, current and valid in relation to the relevant learning outcomes, taking into account the level and volume of credit sought.

If both sets of actions are successfully completed, the applicant can then negotiate the terms and conditions that will enable them to study for the rest of the course.

Some universities and colleges offer taught or online modules to facilitate the APL process described above.

What can APL be used for in higher education?

Within the sphere of further and adult education, applicants may use their prior learning for:

  • entry into vocational programmes
  • entry with advanced standing onto some longer courses (for example, direct entry into the second year of higher education programmes delivered in a further education college, such as a Foundation Degree, HND, etc)
  • credit towards academic, vocational, occupational and competence-based qualifications
  • entry into Access to Higher Education provision.

Within higher education, prior learning may be used, upon assessment by the receiving institution, for:

  • entry into the institution
  • direct entry into a second or subsequent year of a programme
  • advanced standing with credit towards a target award (for example, the award of credit against specified modules within a programme, which do not necessarily amount to the equivalent of a whole year).