ENTRANCE QUALIFICATIONS and APL REQUIREMENTS
AT GLASGOW CALEDONIAN UNIVERSITY

The table below shows the general minimum entrance requirement.

Diploma of Higher Education

Level 2
5 passes in the Scottish Certificate of Education of which
2 are at Advanced Higher level 5
2 GCE A level passes plus 2 GCSEs at Grade C (or above)5
Cert. HE
HNC

Bachelors Degree

Level 3
Dip HE
HND

Extract from GLASGOW CALEDONIAN UNIVERSITY ADMISSIONS POLICY
General Policy on Admission to Taught Programmes

Alternative routes to admission
Other qualifications, experience or evidence of prior learning which demonstrate that the applicant possesses appropriate knowledge and skill equivalent to the specified entrance requirements, or can be deemed to have a reasonable expectation of fulfilling the objectives of the programme, may be accepted for admission.

Entry with advanced standing
If the University is satisfied that the applicant has fulfilled some of the progression and attainment requirements of the programme by means other than attendance on the programme and has a reasonable expectation of being able to complete the remaining requirements to fulfil the objectives of the programme and attain the standard required for the award, that student may be admitted to any appropriate level in the programme. As with entry to level 1, qualifications may be stated that are considered as evidence of a reasonable expectation of successful completion of the programme.

Accreditation of prior learning/prior experiential learning (APL/APEL)
The University will consider admission to an appropriate point in a programme of study with credit on the basis of prior learning and/or prior experiential learning. Such learning may be certificated or un-certificated.
Here is what our regulations say about it APL.

Glasgow Caledonian University Policy on APL
Glasgow Caledonian University recognises that knowledge and skills can be acquired from a whole range of learning experiences, both formal and informal. The university therefore encourages the accreditation of prior certificated and prior experiential learning as a means of providing entry to, or credit within, all of its programmes at both undergraduate and postgraduate levels. Such accreditation will take place within the context of the GCU Qualifications Framework. The university will support departments in the implementation of APL systems in all subject areas. APL is an important means of supporting the university’s mission ‘to provide flexible life-long learning opportunities to students from a wide variety of backgrounds and at different stages of their lives’ (GCU Strategic Plan, 2001, p.13.)
Claims for specific credit against university programmes through the APL procedure must be:

i) at higher education level ( i.e. SHE1, SHE2, SHE3, SHEH or SHEM);
ii) directly relevant to the award sought;
iii) supported by evidence. (It is this bullet point here that has provoked us into enquiring about the IRO qualifications. It’s the kind of thing the external examiner might ask about)

The volume of credit to be recognised is determined by:

The amount of time required by the ‘average’ learner, at a particular level, to achieve the outcomes claimed. One credit point represents the outcomes of learning achieved through 10 notional hours of learning time. A twenty-credit module would therefore equate notionally to 200 hours.

Avoidance of Double Counting
Students can only gain credit for a completed prior award (e.g. a higher national diploma) if they are using it to progress to a higher award (e.g. a degree). Credit for a complete award cannot normally be used towards another award at the same level, as this would constitute double counting of credit, (for example if some already has a degree).

APEL is the process of assessing and then credit-rating learning which has its source in some experience which occurred prior to the point of a candidate entering his/her current programme, but where that experience was not previously formally assessed and credit-rated at higher educational level.

Examples of types of learning experiences that might provide the basis of an APEL claim include:

A particular piece of work, task or project that the student has undertaken at work, or through community or voluntary work, or through independent study.

The experience of doing a particular job (paid or unpaid) over a period a time, through which a set of learning outcomes of an appropriate depth, breadth and level can be identified.

An educational or employment-based training course that the student attended, which may have been assessed, but not accredited by an academic institution.

Emphasis on Learning rather than Experience
The emphasis, within APL claims, must be on the learning that the candidate has acquired through his/her experience, not the experience itself.

Credit points should only be awarded if the candidate can demonstrate that the experience has resulted in him/her acquiring relevant knowledge, skills and understanding, for example through the demonstration of module learning outcomes. Experience without demonstrable learning cannot result in the award of credit.

Candidate Responsibility for Identifying and Demonstrating Prior Learning
The ultimate responsibility for identifying and demonstrating his/her prior learning rests with the candidate. The university must provide guidance to candidates so that they have the opportunity to identify relevant learning and thus claim credit for the knowledge, skills and understanding they already have, but the onus is on the candidate to relate this learning to the chosen programme of study, and to provide evidence to support the claim.

The Diploma of Higher Education

SHE level

2 (SCQF level 8)

Credit definition

At least 240 credits of which a minimum of 90 are at SHE level 2 or higher

General
The Diploma of Higher Education (DipHE) is typically offered after the equivalent of the first two years of full-time higher education in Scotland.

Characteristic outcomes of the Diploma of Higher Education

i.

A knowledge and understanding of the scope and main areas of the subject(s) and its interactions with related subjects. Detailed knowledge of some key areas which may include some knowledge of current issues in limited specialised areas.

ii.

Familiarity and understanding of a range of the essential theories, principles and concepts and an awareness of major issues at the forefront of the subject(s).

iii.

Familiarity and effective deployment of essential/routine materials, techniques and practices of the subject(s).

iv.

Skills for the gathering, critical analysis and presentation of information, ideas, concepts and/or quantitative and qualitative data that is core to the subject(s). This will include the use of ICT as appropriate to the subject(s).

Typically, holders of the Diploma of Higher Education will be able to:

a.

use their knowledge, understanding and skills to critically evaluate and formulate evidence-based arguments and identify solutions to clearly defined problems of a generally routine nature;

b.

communicate the results of their study and other work accurately and reliably using a range of specialist techniques;

c.

identify and address their own major learning needs within defined contexts and to undertake guided further learning in new areas;

d.

apply their subject-related and transferable skills in contexts where the scope of the task and the criteria for decisions are generally well defined but where some personal responsibility and initiative is required.

The Scottish Bachelors degree

SHE level

3 (SCQF 9)

Credit definition

At least 360 credits of which a minimum of 60 are at SHE level 3

General
The Scottish Bachelors (non-Honours) degree is typically achieved after the equivalent of three years of full-time higher education. In the main, and depending on the subjects or professional area(s) studied, it is awarded either a Bachelor of Science (BSc), or a Bachelor of Arts (BA). Although all degrees will exhibit a balance of breadth and depth, some degrees will be highly focused while others will develop greater breadth of outcomes. The particular characteristics of each degree will be articulated in the programme specification. Many degrees which have a specific vocational focus carry recognition by the appropriate professional or statutory body. The Scottish Bachelors degree is a recognised 'normal' entry requirement to a number of professions across the UK.

Characteristic outcomes of the degree

i.

A broad and comparative knowledge of the general scope of the subject, its different areas and applications, and its interactions with related subjects. A detailed knowledge of a defined subject or a more limited coverage of a specialist area balanced by a wider range of study. In each case, specialised study will be informed by current developments in the subject.

ii.

A critical understanding of the essential theories, principles and concepts of the subject(s) and of the ways in which these are developed through the main methods of enquiry in the subject. An awareness of the provisional nature of knowledge.

iii.

Familiarity and competence in the use of routine materials, practices and skills and of a few that are more specialised, advanced and complex.

iv.

Well developed skills for the gathering, evaluation, analysis and presentation of information, ideas, concepts and quantitative and/or qualitative data, drawing on a wide range of current sources. This will include the use of ICT as appropriate to the subject(s).

Typically, holders of the degree will be able to:

a.

use their knowledge, understanding and skills, in both identifying and analysing problems and issues and in formulating, evaluating and applying evidence-based solutions and arguments;

b.

communicate the results of their studies and other work accurately and reliably in a range of different contexts using the main specialist concepts, constructs and techniques of the subject(s);

c.

identify and address their own learning needs including being able to draw on a range of current research, development and professional materials;

d.

apply their subject and transferable skills to contexts where criteria for decisions and the scope of the task may be well