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Recognition of prior learning

Rationale or Purpose

The Policy for recognition of prior learning has been written to reflect the requirements of the Ofqual General Conditions of Recognition: Condition E10. It aims to be open, transparent and clear in its purpose, scope and implementation.

Policy Statement

This policy has been written to ensure that Oakwood Home Learning Limited and its learners are clear on what it does and does not constitute acceptable prior learning for recognition.

Scope

This policy applies to Oakwood Home Learning Limited.

Roles/Responsibilities

Compliance with this policy lies with the Centre and any interpretations or clarifications required will be supplied by the Directors of Oakwood Home Learning Limited.

Criteria
*acceptable evidence of recognised prior learning (RPL):

  • learners have successfully completed the assessment criteria for a whole or part of a unit within a qualification
  • learners have evidence of recent prior study which meets assessment criteria of the current programme of study being undertaken in full
  • RPL must be included on the appropriate sampling plan as an assessment method as appropriate and subject to internal quality assurance.

Circumstances when prior learning will not be recognised:

  • learning that is similar to assessment criteria but which has been met at a level lower than the current programme of study being undertaken by the learner
  • prior learning that is more than two (2) years old
  • prior learning that has been referred by an assessor
  • prior learning that has not been assessed by an assessor.

* All prior learning that is submitted as evidence by a learner must be complemented by a professional discussion to make sure the learner’s knowledge or the application of this knowledge meets the requirements of the assessment criteria.

The assessor receiving the learner’s prior learning must be satisfied that the evidence provided meets the assessment criteria for which it has been submitted and where evidence from prior learning is weak, the receiving assessor must plan further work with the learner as appropriate.

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