Graduate

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Graduate Postgraduate Certificate
DiplomaAccreditation of Prior Learning

• Workshop to improve the academic credit system
• 31 Jan -2 February 2005

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STRUKTUR KKM (MQF)
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LALUAN PENDIDIKAN (LEARNING PATHWAYS
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LALUAN PENDIDIKAN (LEARNING PATHWYS

• MQF links Qualifications
• Within streams e.g
• academic pre university certificates
  ?Bachelor?Masters?PhD
• Non tertiary certificate?diploma?adv diploma
• Across streams e.g
• Diploma/adv diploma ?Bachelor/Masters
• Establish articulation principles through
• credit accumulation and transfer
• accreditation of prior learning (apel)
• Graduate certificate diploma
• Postgraduate certificate diploma

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Graduate Certificate/diploma

• Awarded upon demonstration of achievement of
  competencies/learning outcomes expected at the
  undergraduate level
• Example continuing professional development
  courses such as refresher courses taken by
  General Practitioners (to keep up to date)

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Graduate Certificate/diploma

• Minimum Credits
• Certificate 12 credits
• Diploma 24 credits or more
• conferred through
• formal education
• Informal education (e.g workplace training, CPD)
• Accreditation of learning experiences non
  formal education
• combination
• Credits can be accumulated over time

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Uses of graduate certificate/diploma

• Accreditation of continuing professional
  education/education CME credits
• Converting to a new field of study e.g KPLI
• Certification for practice in certain industries
  (e.g Banking Insurance)
• conversion into entry qualifications for a
  higher qualification (e.g from diploma or adv.
  diploma to Bachelor (Hons) or Masters.
• a maximum volume of aggregated credits that is
  permissible below the higher award is usually
  specified.
• promotion at the workplace

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Postgraduate Certificate or Diploma

• postgraduate in time and level
• substantial portion of the credits at least at
  the Masters level
• Minimum credits
• Certificate 12 credits
• Diploma 24 credits or more
• awarded after successful attainment of learning
  outcomes either in
• formal education
• Informal education (Credentialing/ recognition of
  life-long learning and workplace experience)
• Credits can be accumulated

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Purpose of postgraduate certificate/diploma

• certify competence to perform advanced procedures
  in specific disciplines, ( credentialing), e.g
• perform minimally invasive surgery
  interventional radiology,
• counselling, etc
• recognize specialists in subspecialties of the
  professions (e.g in Medicine, as a Cardiologist,
  Nephrologist, Endocrinologist)
• accumulate credits towards a Masters or PhD
  requirement
• recognise advanced standing in the profession
  (e.g to be entitled to carry a specific title
  such as Consultant Ir. to grant a certain status
  in the profession e.g Fellowand so on)
• be eligible for promotion in the workplace

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ACCREDITATION OF PRIOR LEARNING
EXPERIENCE(APEL)
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APEL

• Awarding credits to the knowledge and skills that
  an individual has gained previously
• knowledge and skills gained can be from anytime,
  anywhere, including overseas eg
• previous study (including courses at school or
  college, through adult education classes,
  continuing professional development or training
  programs at work)
• work experience (including both work that is paid
  and unpaid) and
• life experience (for example leisure pursuits or
  voluntary work).

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APEL Life Long Learning

• APEL lays foundation for lifelong learning
  policies that encourage individuals to
  participate in learning pathways, that include
  formal, non-formal and informal learning
• APEL is critical to the development of an open,
  accessible, inclusive, integrated and relevant
  post-secondary education and training system,
• By removing the need for duplication of learning,
  APEL encourages an individual to continue
  upgrading their skills and knowledge through
  structured education and training towards formal
  qualifications and improved employment outcomes
  (crucial for survival in K-economy).

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APEL Credit Transfer

• APEL is an assessment process that assesses the
  individual's non-formal and informal learning to
  determine the extent to which that individual has
  achieved the required learning outcomes,
  competency outcomes, or standards for entry to,
  and/or partial or total completion of, a
  qualification

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APEL Credit Transfer

• Credit transfer assesses the initial course or
  subject that the individual is using to claim
  access to, or the award of credit in
• determine the extent to which it is equivalent to
  the required learning outcomes, competency
  outcomes, or standards in a qualification.
• Credit transfer may be based on formal learning
  that is outside the MQF framework.

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APEL Credit Transfer

• The key distinguishing characteristic is that it
  is the student who is assessed in the case of
  APEL, and the course or subject in the case of
  credit transfer (judgement is about the learning
  program, outcomes and assessment in the initial
  course or subject).

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PROCESS of APEL

• Assessment of informal or non-formal learning is
  done against the learning outcomes or performance
  criteria (standards) of the course or
  qualification for which the student is using as a
  basis for seeking entry or the award of credit,
• the learning is relevant to the learning or
  competency outcomes in the intended subject,
  unit, module, course or qualification

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APEL PROCESS

• Fair, valid and reliable
• Subject to the quality assurance processes used
  to ensure the standard and integrity of
  assessment processes within institutions, and be
  validated and monitored in the same way other
  assessment processes are validated and monitored.
  

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QA process in institutions

• APEL policies, procedures and processes should
  be explicitly included in quality assurance
  procedures within institutions to ensure that
  qualifications achieved in part or in full
  through APEL are of the same quality and have the
  same standing as qualifications achieved as a
  consequence of formal education and training.

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ASSESSMENT METHODS

• Assessment methods should provide for a range of
  ways for students to demonstrate that they have
  met the required outcomes.

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ASESSMENT PROCESSsame as for conventional
programmes

• APEL assessment processes and procedures may
  consist of the following stages
• establishing the purpose of the assessment
• identifying the evidence required
• using appropriate evidence gathering methods
• interpreting the evidence and making a judgement
  
• recording the outcome and,
• reporting to key stakeholders.

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Examples of Methods

• participation in exactly the same or modified
  versions of the assessment the student would be
  required to complete as part of the full course
• assessment based on a portfolio of evidence
• direct observation of demonstration of skill or
  competence
• testimonials of learning, skill or competence

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Examples of Methods

• reflective papers, journals or portfolios that
  relate past learning to the learning or
  competency outcomes of the current course or
  qualification
• provision of examples of the student's work drawn
  from the workplace, social, community or other
  setting in which the student applies their
  learning, skill or competence and
• combinations of any of the methods mentioned.

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Who should assess

• As with all assessment, APEL assessment should be
  undertaken by academic or teaching staff with
  expertise in the subject, content or skills area,
  as well as knowledge of, and expertise in, APEL
  policies and procedures

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USES OF APEL

• APEL can be used for
• access into a course when the specified
  prerequisites have not been undertaken and
• the award of credit for the partial or complete
  fulfillment of a qualification,
• (within the relevant institutional or sectoral
  guidelines that specify the maximum amount of
  credit that may be granted).

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How credits are used

• The award of credit in a course as the result of
  a successful APEL application may include
• specified credit for designated subjects,
  modules, units or competencies
• unspecified credit, resulting in the student
  being required to complete fewer subjects,
  modules or competencies (for example, by
  exempting a student from undertaking elective
  units)
• block credit, resulting in exemption from the
  requirement to undertake a block component of a
  course (for example, first semester or first
  year) and,

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How credits are used

• Exemptions or advanced standing.
• student is exempted from undertaking preparatory
  subjects, units, modules or competencies in the
  early stages of the course or qualification,
• However students are required to substitute the
  exempted subjects, units, modules or competencies
  with others
• Hence the same number of subjects, units, modules
  or competencies have to be taken to complete to
  complete the course or qualification