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Recognition of Prior Learning

For the attention of: College and School staff involved in admissions, programme delivery, and Recognition of Prior Learning (RPL) decisions

 

Guidelines

RPL applications are handled before admission and the regulations permit areas to offer it but do not mandate that they do so in a particular way.

Contents

1. Introduction
2. Scope
3. Definitions
4. Purpose and Types of RPL
5. The Integrity of the University’s Awards
6. Grading of RPL Credit
7. Application
8. Fees for Processing Applications
9. Consideration of RPL Claims
10. Regulations
11. Fraudulent Claims
12. Monitoring and Review

 1.  Introduction

1.1  The University of Glasgow invites applications to its programmes of study from all prospective students who possess the ability, knowledge and experience required to benefit from them. The University demonstrates its commitment to this aspiration through its widening participation schemes, its arrangements for credit transfer, and the Recognition of Prior Learning.

2.  Scope

2.1  This policy applies to undergraduate and taught postgraduate programmes of study.

3.  Definitions

3.1  Recognition of Prior Learning (RPL) (1) The University uses the Scottish Credit & Qualification’s Framework’s (SCQF) definition of RPL as being the process for recognising learning that has come from experience and/or previous formal, non-formal and informal learning contexts. This includes knowledge and skills gained outside school, college and university, and outside formal learning situations, such as through life and work experiences. 

3.2  Formal Learning takes place within the context of programmes delivered by learning and training providers. It is assessed, credit-rated and certificated and leads to recognised qualifications.

3.3  Non-formal Learning takes place alongside the mainstream systems of education and training. It may be assessed but does not typically lead to formal certification, for example, learning and training activities or programmes undertaken in the workplace, voluntary sector or trade union and through community-based learning.

3.4  Informal Learning can be defined as experiential learning and takes place through life and work experiences. It is often unintentional learning. The learner may not recognise at the time of the experience that it contributed to the development of their skills and knowledge. This recognition may only happen retrospectively through the RPL process unless the experiences take place as part of a planned experiential or work-based learning programme.

3.5  RPL for personal/career development or formative recognition is a process of recognising learning achieved outside or within formal education or training systems, in the context of further learning and development. This form of RPL may take place as part of a guidance process. This process can be linked to confidence-building, identifying individual learning pathways, a notional mapping of learning within the context of the SCQF, supporting the transition between informal, non-formal and formal learning, and preparation for the process of RPL for credit.

3.6  RPL for credit is a process of assessing learning achieved outside or within formal education or training systems which is recognised, if appropriate, for academic purposes. This Policy is concerned with RPL for credit and in the remainder of the document, any references to RPL should be understood in context of it being used for credit.

4.  Purpose and Types of RPL

4.1  RPL has four main purposes, to:

• facilitate admission to a programme of study;
• enable applicants to enter a programme of study with advanced standing;[1]
• enable the award of credit to count towards a programme’s requirements for the award; or
• gain exemption from specific course(s) that contribute to the programme.

4.2  There are two types of RPL identified in this Policy:

• Recognition of Prior Certificated Learning (RPCL) (also described as credit transfer) which involves recognising formal learning that has already been assessed and certificated through a formal system of education or training (e.g. public examination system, courses of a Further Education or Higher Education institution, and professional and vocational qualifications). 
• Recognition of Prior Experiential Learning (RPEL) which involves a process by which the University judges and recognises non-formal or informal learning achieved through substantial, relevant experience, which has been gained outside a formal education or training system, generally within a work-based or professional context. This recognition is made on the basis that learning must demonstrably have taken place as a result of that experience.

4.3  In order to be recognised, prior learning must be broadly equivalent to the learning expected of a typical student on the same course or programme who has not been granted RPL.  In making RPL decisions, staff of the University seek to ensure that the overall profile of study and attainment of students whose prior learning is recognised is equivalent to that of students who complete the full programme. To this end, the prior learning is assessed in terms of relevance and currency and in the context of the Scottish Credit and Qualifications Framework.

5.  The Integrity of the University’s Awards

5.1  Maintenance of the integrity of the University’s awards is an important principle when considering the contribution of prior credit to awards of the University of Glasgow. The following minimum criteria apply when awarding degrees and other qualifications of the University of Glasgow to students with RPL, and these criteria must be taken into account when admitting such students to programmes of study:

a) The prior learning must be relevant to the programme to which it will contribute and be at an equivalent academic level which maps to the Scottish Credit & Qualifications Framework (SCQF).

b) Credit can only be awarded towards the taught components of a programme of study. Credit associated with a substantial independent work (such as a dissertation or project) on an undergraduate or taught postgraduate programme cannot be accepted as RPL.

c) At least 50%[2] of the total credit value of any award of the University of Glasgow must be derived from courses studied at the University of Glasgow. This is set out for clarity in the table:

Programme (SCQF exit level/total credits)	Maximum credit through RPL	Minimum credit required through study at the University of Glasgow
Certificate of Higher Education (L7/120 credits)	N/A	120 credits
Diploma of Higher Education (L8/240 credits)	120 credits	120 credits
Bachelors/Ordinary Degree (L9/360 credits)	180 credits[3]	180 credits[4]
Honours Degree (L10/480 credits)	240 credits	240 credits
Integrated Masters (L11/600 credits)	240 credits	360 credits
Postgraduate Certificate (L11/60 credits)	30 credits	30 credits
Postgraduate Diploma (L11/120 credits)	60 credits	60 credits
Taught Masters Degree (L11/180 credits)	60 credits	120 credits

d) To ensure the currency of University of Glasgow awards, all credit contributing to an award, including any accepted as RPL, must be achieved within the maximum duration of study for that award.

e) The permitted maximum duration of study for undergraduate and taught postgraduate programmes is set out in the University’s Regulations. When credit is accepted as RPL, the student must be advised of any impact on the available duration of study.[5]

5.2  In considering claims for RPL, Colleges may choose to apply more stringent criteria than those set out above, and these criteria may vary from programme to programme. 

5.3  Some Professional, Statutory or Regulatory Bodies (PSRBs) may also impose restrictions on the use of RPL meaning that it may not be possible to accept RPL for some accredited programmes.

5.4  Normally, credit for a completed award can only be used to seek advanced standing on a degree programme awarded at higher level. Credit for a complete award made by the University of Glasgow cannot normally be used towards another award at the same level, as this would constitute double counting of credit. Credit from a complete award can be used towards another award at the same level only if the following criteria are met:

• The award towards which the applicant is seeking credit is in a different subject, vocational or professional area to their prior award; or
• The award is at SCQF level 11 (Masters level) and enables the applicant to advance their existing subject, professional or vocational area in a new or specialist direction. The applicant can only seek credit for an equivalent Masters level research methods course in order to avoid unnecessary duplication.

6.  Grading of RPL Credit

6.1  Where Recognised Prior Certificated Learning (RPCL) has been completed at the University of Glasgow, the credit may be treated as graded where the grading scheme used for the prior credit is the same as that used on the programme to which it will contribute.

6.2  RPCL acquired at another institution is treated as ungraded. This recognises that grades derived from the assessment schemes of other bodies are unlikely to be directly comparable to those of the University of Glasgow, as set out in the Code of Assessment.  Recognised Prior Experiential Learning (RPEL) is also ungraded.

6.3  Where RPL is ungraded, this has potential implications for a student’s chances of meeting progression requirements to the later years of a degree programme and of gaining particular endorsements of award (e.g. Merit or Distinction) (see Paragraph 10.2 for further details). Colleges are responsible for advising incoming students appropriately.

6.4  All RPCL recognised by the University but completed at another institution and all RPEL is shown on the student’s Higher Education Achievement Record (HEAR) but is clearly differentiated from attainment in the University’s own courses.

7.  Application

7.1  Applicants should ensure that their claim for RPL is made at the point of application to the University and will be required to provide relevant documentation as evidence to support their claim for credit, for exemption, or for admission to a programme of study.  Applicants are also responsible for providing either (i) evidence of having successfully completed any relevant certificated learning (RPCL), or (ii) appropriate supporting evidence for relevant experiential learning (RPEL).

7.2  Each application will be assessed by an appropriately qualified member of staff and decisions will be informed by consultation with appropriate colleagues in the College or School.

8.  Fees for Processing Applications

8.1  Normally, the University does not charge a fee for assessing evidence of prior learning,[6] but Colleges and Schools that choose to provide further support to help prospective applicants prepare their applications do charge for these services.  Where this is the case, the applicant will be advised of the fee in advance.

9.  Consideration of RPL Claims

9.1  Applicants are advised to submit their RPL claim at the same time as they submit their application to study at the University.  Prospectuses and similar sources of information for prospective students will specify whether claims for RPL will be accepted in respect of each undergraduate and taught postgraduate programme covered by them.

9.2  Decisions about RPL require the exercise of academic judgement. The primary consideration is whether the claimed prior learning is broadly equivalent to the learning that would otherwise have been assessed during the programme of study. In making this judgement, it is necessary to refer to the aims and intended learning outcomes of the programme of study and/or its component courses.

9.3  Prior learning may be awarded specific credit if it demonstrably fulfils all the intended learning outcomes of a particular course delivered by the University of Glasgow.  Otherwise, relevant prior learning is awarded general credit. In accepting RPL it should therefore be stated whether the RPL is accepted in place of a specific course or as contributing generally to the total number of credits required at a specific SCQF level for the relevant award.

Assessment of RPCL Claims

9.4  RPCL claims should be supported by a certified academic transcript or other certification that confirms the level and number of credits achieved from a recognised learning and training provider.  The applicant should also provide programme and/or course (or module) descriptors or other documentation that can enable an assessment to be made about whether the Intended Learning Outcomes, curricular content and/or the volume of prior learning are broadly equivalent to those aspects of the University of Glasgow programme for which credit is being claimed. 

Assessment of RPEL Claims

9.5  For each undergraduate and postgraduate taught degree programme where RPEL might be claimed, the relevant College must nominate a member of staff to act as the first point of contact for prospective applicants. The designated member of staff is responsible for giving prospective applicants information about when and where to submit their applications, for making them aware of the nature of the evidence they are expected to produce, and for informing them about the availability and cost of any further support that the College or School might offer.

9.6  A College or School might, but is not required to, offer applicants further support such as: formal or informal training appropriate to the evidence required (e.g. training in how to reflect on learning experiences); formative assessment and feedback (e.g. reading and commenting on initial drafts of reflective accounts). As noted in 8.1 above, a fee may be charged for such services.

9.7  Staff involved in supporting and assessing RPEL claims require to be trained and supported, as well as adequately resourced to enable them to carry out this role effectively. To this end, RPL support and assessment activity should be explicitly included in the workload model.

9.8  RPEL claims which are based on non-formal or informal learning are more complex to assess.  Applicants will be expected to reflect on their experiences and identify the learning they have gained from them and be invited to provide evidence which will vary depending on the specific nature of the learning.  For each award, the College will determine what evidence it requires to receive from an applicant for RPEL.   This may include one, or a combination, of:

• a discipline specific, structured interview;
• completion of a set task or written assignment;
• a practice-based reflective portfolio;
• submission of references, testimonials and reports;
• an examination (oral or written) to demonstrate achievement in the subject or course(s) for which RPL is being claimed;
• certification of professional standing with a chartered or other learned or professional body, where the body provides an explicit framework that details how professional standing relates to the achievement of particular competences or capabilities;
• a portfolio of commercial (or publicly accessible) attributable work with covering text explaining the learning outcomes that are demonstrated therein;
• professional development certificates where these include assessment;
• merit or excellence awards and honours of recognised standing.

9.9  RPEL claims will be assessed to determine whether there is evidence of:

• relevance – there is an appropriate match between the evidence presented and the learning claimed, and the learning relates directly to the learning outcomes of the programme or courses for which credit is being claimed.
• sufficiency - the learning has reached a level to allow the applicant to fulfil the aims of the programme; there is sufficient evidence to demonstrate the achievement of the learning claimed.
• authenticity - the applicant has provided reliable evidence of having personally completed what is claimed, and the evidence clearly relates to the applicant’s own efforts and achievements.
• currency - that the learning is sufficiently recent to allow the applicant to fulfil the aims of the programme.

9.10  Decisions should be communicated to applicants clearly and promptly. Whenever an application is refused, the applicant must be provided with a clear statement of the reasons.

9.11  There can be no appeal against the decision in an RPL claim. However, applicants are able to pursue a complaint through the University’s Complaints Handling Procedure if they believe their claim has not been processed in accordance with this Policy and related University policies.

10.  Regulations

10.1  The regulations for undergraduate and taught postgraduate awards specify whether RPL may be accepted towards the requirements for award. Programme regulations or other Programme Documentation further specify (or point an applicant to other documentation that specifies):

• any additional limits on the total credit value of RPL beyond those set out in this policy (see section 5);
• any instances where no grades (or grade points) will be awarded in respect of RPL (see section 6).

10.2  In applying regulations for undergraduate awards and postgraduate certificates and diplomas, ungraded RPL credit will be treated as credit that satisfies a requirement for the achievement of grade D3[7] for the purposes of: (a) the award of the degree, (b) annual progress, and (c) entry to honours.

10.3  In applying regulations for taught masters degrees, ungraded RPL credit should be treated as credit that satisfies a requirement for the achievement of grade C37 for the purposes of: (a) the award of the degree, and (b) progress decisions.

10.4  In determining eligibility for endorsements (e.g. honours classification or for the award of Merit and Distinction on postgraduate masters programmes), ungraded RPL credit will not be included in calculation of grade point average.

11.  Fraudulent Claims

11.1  The University will not admit individuals based on fraudulent or plagiarised applications or documents and will investigate any persons found to have submitted any fraudulent material as part of their application, including claims for RPL even when this information comes to light after an offer has been made.  Where such information comes to light after an individual has registered, the student may be referred under the Code of Student Conduct.

12.  Monitoring and Review

12.1  This Policy and any accompanying guidance will be reviewed periodically to ensure it remains aligned to sector expectations and will consider the basic principles of RPL against new developments and ensuring they remain fit-for-purpose.

Footnotes

[1] This means entering a degree programme later than the normal starting point (for example, in the second or subsequent level of a programme), effectively shortening the usual period of study.

[2] The 50% credit minimum threshold does not apply to awards which are made in collaboration with other institutions and operate under joint Memoranda of Agreement.  Academic Collaborations can advise on the principles to be applied for such awards.

[3] Although technically an applicant may claim for 180 credits, it is expected that this would not normally be advisable from a curriculum perspective.

[4] Exceptionally, a student who has been admitted direct to the later years of an honours programme, but who is subsequently unable (e.g. due to demonstrable unforeseen adverse personal circumstances) to complete the final year of the honours programme, may be considered for the award of an Ordinary or designated degree provided that they have satisfied the requirements for such an award.

[5] For example, for a student registered on a standard PGT masters programme in 2025-26: if 30 credits of RPL, gained in 2023-24, are accepted towards the award, the masters programme must be complete by the end of 2027-28 (as the maximum duration of study for the programme is 5 years).

[6] A charge is made in some cases, particularly in relation to entry to professional degrees where there is long-standing, national practice, for example the MEd Educational Leadership.

[7] Where regulations specify a different grade or grade equivalent (grade point average) as required for progression or award, ungraded should be treated as satisfying that requirement.

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