Policies and procedures
DATE OF APPROVAL: Academic Board, 15 December 1995; AB 95/11/208
AMENDMENTS:
REFERENCE AUTHORITY: Pro Vice Chancellor (Access & Learning Support); Pro Vice Chancellor (Equity & Development)
CROSS-REFERENCES: Recognition of Prior Learning for Credit, Exemption and Studies in Lieu
These guidelines have been formulated to achieve an acceptable level of consistency in the implementation of recognition of prior learning throughout the University consistent with the principles, policy and procedure for recognition of prior learning set out in the University's policy Recognition of Prior Learning for Credit, Exemption and Studies-in-Lieu.
The University of South Australia will use the principles of recognition of prior learning to assess two broad kinds of prior learning for credit:
1. Learning acquired in a 'credentialled' context, other than a university or TAFE, such as a course offered by a professional body, enterprise, private educational institution, or other similar body; and
2. Learning acquired in an 'uncredentialled' context, such as through
work experience or through life experience.
When developing administrative arrangements, application procedures and assessment mechanisms for prior learning it is expected that divisions are mindful of the importance of procedural fairness and transparency in decision-making.
The procedures used for the assessment of prior learning should ensure that the academic staff carrying out the assessment have a detailed knowledge of the subject(s) in which credit is sought, and personal expertise in, or access to advice on prior learning assessment methods.
When establishing assessment mechanisms and assessing prior learning divisions should take into account the following:
1. Authenticity: the applicant has actually demonstrated the learning outcome that is being claimed
2. Currency: the learning outcome is still valid and performable
3. Quality: the learning has reached the acceptable level
4. Relevance: the learning is applicable to the area claimed
5. Transferability: the learning outcome can be applied outside the specific context in which it was learned
6. Comparability: the assessment mechanisms adopted should ensure that the prior learning is comparable in content and standard with the subject(s) in which credit is sought. The standards applied in assessing prior learning should not be greater than those required to pass the subject(s).
In accord with the Recognition of Prior Learning for Credit, Exemption and Studies-in-Lieu Policy, divisions prepare comprehensive annual public statements detailing credit transfer arrangements for each course. In relation to recognition of prior learning divisions should include specific information on administrative and assessment procedures. It is expected that this information will facilitate the assessment of applications for the recognition of prior learning. These statements should also be included in the division's section of the University's Calendar and other course information publications as well as being readily available from the division office.
The procedural information provided by divisions in their public statements on this matter should include:
1. contact names and addresses
2. guidelines for the preparation of applications, detailing the expected contents
3. timelines for the preparation and submission of applications
4. information on the advice available to applicants
5. information on assessment procedures to be used (see below)
6. appeals procedures.
Information on assessment procedures to be included in the division public statements should include:
1. advice on the forms and sources of prior learning which a division is prepared to take into account in assessing entitlement to credit in a course;
2. details, where possible, of the amounts of credit available through prior learning, at least in the form of the upper limits of credit point equivalence;
3. the division's willingness or otherwise to take account of:
3.1 courses provided by professional bodies, enterprises, private educational institutions and similar bodies3.2 learning from work (paid or unpaid) or other forms of practical experience
3.3 learning from life experience and
3.4 experience gained more than five years previously - applicants would normally need to identify why learning that has been experienced beyond this period is relevant to the subject(s) for which recognition is sought.
