Definition

Prior Experiential learning is learning gained prior to enrolment on a course and is defined as knowledge, skill and competence acquired throughout life, work experience and study, not formally attested through formal certification. Experience is an input and learning outcomes are the result of a successful learning process. Therefore, academic credit can be awarded for the achievement of learning outcomes, not for experience per se. How people use their experience demonstrates their level of learning and this may be dependent on the duration and quality of their experience, which can be gained as a result of a wide range of activities such as, employment, community activity, home duties, sport and other life/work activities.

Who can apply for APEL?

Credit for Prior Experiential Learning is intended for mature students who may or may not have had structured formal education but who have learned from their involvement in employment, community activities etc.

Examples

1. Credit from learning gained in employment A sales person who might have a thorough understanding of marketing techniques, financial accounts etc., may be entitled to exemption/credit on modules or stages of an approved programme in business studies or marketing.

2. Credit gained from voluntary activities. A person who has been carrying out duties in a charitable or political organisation may be able to demonstrate achievement of the learning outcomes on a module/modules in an approved programme in law or business.

3. Credit for learning gained from experience working in the home. A home maker may be able to demonstrate successful learning in the areas of caring, budgeting, time management, interpersonal skills. This might merit exemption from learning outcomes on approved programmes in business, social care etc.

1. APEL application form is completed and returned to admissions office at Portobello College before August 30th of the current academic year. Since APEL applicants are deemed "non-standard" in the context of the CAO application system, the student should take account of the time needed for Portobello College to evaluate prior learning.

2. Admissions officer will contact the applicant to arrange an appointment with the Course Director. This meeting will have three main objectives

1. To ensure that the applicant has selected the most suitable programme for his/her needs
2. To review the experience gained by the applicant so as to identify potentially creditable learning
3. To advise the candidate on the preparation of a portfolio.

3. Development of a Portfolio This is the compilation of evidence of learning which is submitted by the learner for accreditation. The evidence presented in the portfolio is linked to the specific learning outcomes of a module/stage within a programme. The portfolio will have three sections:

1. CV and Job Description - Outlining your life and work experience to date.
2. Learning Achieved - Take each of the learning outcomes in a module and demonstrate how your learning is comparable in terms of quantity and quality.
3. Evidence of learning - Copies of certificates of attendance/achievement for work based training; records of on the job training; published material; prizes; reports on unpaid work; references (objective and skills based).

4. Portobello College assesses portfolio. Assessors will be subject experts and will consider the number of the learning outcomes to which an applicant may be exempted. Assessors should ensure that applicants being considered for credit or exemption on the basis of their prior learning have achieved the appropriate balance between applied and theoretical learning that is appropriate for a module.

1. The applicant must meet a minimum of half the learning outcomes of a particular module in order to gain exemption from that module.

2. Normally, applicants may not be exempted from more than half the modules on a programme.

3. Applicants will only be exempt from a whole module not part of a module.

4. The assessor is the academic who would have delivered the module normally.

5. Implementation of this policy is only possible on programmes that have well-defined learning outcomes within each module. HETAC define a learning outcome as something which a learner should know or be able to do as a result of their involvement in the learning process.