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HOW TO DO APL 2

HOW TO DO APL  2

Recognising, assessing and accrediting prior learning and achievement from formal and informal learning events and experiences.

Originating in 2001 with the publication of How to use Learning Outcomes and Assessment Criteria (J.Moon and D. Gosling), SEEC created a short series of How to… books, designed to offer practical advice to lecturers and course designers in higher education. The books addressed different aspects of operating a credit-based system without restricting themselves to issues directly relating to the award of credit. They covered a variety of matters of particular relevance in the context of the implementation of the Framework for Higher Education Qualifications published by QAA, both at the time, and since. 

The first version of this publication was called “How to do AP(E)L ”, published in 2002. It was written by Tony Wailey, who was the Higher Education Development Coordinator at the London Institute. The book took account of the experiences and practice developed for the University of East London, around the accreditation of prior experiential learning.

This second - now online - edition has been revised radically to bring it up-to-date within the wider and more generic processes of APL - the accreditation of prior learning per se. It reflects the credit-based environment that now pertains in higher education (2011 onwards).  Whilst principles remain more-or-less constant in this field, as evidenced by the continuing relevance of the QAA Guidelines on APL, actual practice has been extended, and research studies have secured a place for APL in quality assurance for all higher education institutions.

This edition is planned for publication ready for the Summer term of 2011, and

  • outlines a basic understanding of the accreditation of prior learning
  • provides recent examples of mechanisms that apply in a range of situations
  • offers case studies from current practice in SEEC member institutions
  • revisits some classic research studies (eg. Johnson Report 2004), and 
  • proposes typical documents templates that can be of use in everyday practice.

It is couched in terminology useful for working with professions, employers and vocational qualifications as well as with new academic ‘products’ such as Foundation Degrees, alongside traditional undergraduate and postgraduate, and other programmes. It also references the new SEEC Level Descriptors (published 2010) using standardised levels nomenclature as clarified by the Burgess Report.

Edited by Sue Cundell and Jan Mulreany

© SEEC 2011