European guidelines for validating non formal
They must then align their procedures for RPL to of the Quality Code.(QAA, 2013) Credit may also be used to help students transfer to another programme either within the same institution or at a different institution.To evaluate prior learning, students may be required to undertake the same assessments as those followed in the formal course of learning, although they do not have to attend taught sessions.The second option is to submit a portfolio of evidence based on previous learning, skills and/or competence, which must be cross-referenced to the learning outcomes and assessment criteria of the relevant unit(s).9): Higher education providers are vigilant to ensure that all those authorised to make decisions on behalf of the provider about whether or not a place should be offered to a prospective student are fully briefed, and competent to do so.This includes ensuring that those making decisions are equipped to counteract the potential for bias that can arise from educational and cultural differences and are able to recognise the potential of prospective students seeking to enter higher education via a variety of different routes.The Quality Code does not, however, specify the criteria to be used for selection, but encourages each institution to ensure that its own policies and procedures are transparent, explicit and communicated effectively.
13): Recruitment activities undertaken by higher education providers assist prospective students in making informed decisions about higher education.
The provision of information, advice and guidance in relation to the various methods of validation in place is delivered by the individual learning providers and awarding organisations which offer validation opportunities.
Learning providers and awarding organisations which recognise prior learning have their own policies in place and this includes for the type of information and guidance they offer.
They are aimed mainly at people in work or may be taken as part of an apprenticeship.
They provide evidence of professional competence against a nationally recognised occupational standard.
The general purpose of processes for validating non-formal and informal learning is to widen participation in formal, further and higher education amongst those who lack the relevant formal qualifications, for whatever reason.