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(1) This (2) This policy applies both to applicants and students on Hibernia College programmes leading to awards in the National Framework of Qualifications (NFQ). (3) The policy applies where the College is managing applications and requests from students for the formal recognition of their previously attained learning, in respect of either entry or progression on an academic programme. (4) The Academic Board is responsible for approving and overseeing the implementation of this policy. (5) The Registrar is responsible for the implementation of the policy in consultation with the Programme Director or nominee. (6) Hibernia College adopts the National Teaching and Learning Forum’s 2015 definition of the (8) This policy guides the College in the implementation of the legal requirement to have policy and procedure in place to facilitate Qualifications and Quality Assurance (Education and Training) Act 2012. (9) This policy is designed with regard to the European Standards and Guidelines and QQI’s Core Statutory Quality Assurance Guidelines, both of which set out the requirement to have policy and procedure in place to support admission and progression and ATP. (10) This policy is also designed with regard to QQI Policy Restatement: Policy and Criteria for Access, Transfer and Progression in Relation to Learners for Providers of Further and Higher Education and Training. (11) This policy has been designed in the context of a significant body of policy discourse nationally and in the European Higher Education Area. The key text guiding the understanding and development of (12) Recognition of Prior Learning in Hibernia College is: (13) The College strives to promote lifelong learning through this policy. (14) Hibernia College, through the (15) All claims to meet entry requirements or obtain an exemption via RPL are assessed against the appropriate award standards and learning outcomes for the programme concerned. (16) A learner must provide evidence that they have attained the learning outcomes identified either for entry or for progression through a programme. (17) Evidence of learning may be demonstrated through a portfolio that includes, amongst other things: (18) When assessing a claim for prior learning, examiners must be assured of the quality of the assessment. Consideration should be given to the: (19) Hereunder is a direct extract from Assessment and Standards: (20) For the purpose of this section, exemption means exemption from parts of a programme. (Note that the term exemption is also used in a different sense to indicate satisfactory completion of a module.) Exemption procedures must be consistent with the necessity for learners to demonstrate the learning outcomes required to qualify for an award. Exemption allows those learning outcomes to be achieved and/or demonstrated in alternative ways. It also recognises that the learning outcomes may have been achieved prior to enrolment in the programme. (21) In principle, exemptions are permitted at any stage of a programme, subject to the relevant programme and constituent module assessment strategies. (22) Where the result of the module is required for calculating an award classification, the provider should, where feasible, establish a fair, consistent and transparent process for grading the learner’s achievements in respect of the exempted module’s learning outcomes. (23) Where this is not possible, the award can only be recommended without classification. (24) A learner may be exempted from participating in a module if he/she has already attained the minimum intended module learning outcomes. The demonstrable prior learning should be a sufficiently good match to the minimum intended module learning outcomes to justify exemption from the module in the context of the overall programme. (25) In the particular case where the relevant prior learning is uncertified (e.g. prior experiential learning), the provider should assess the learner using the regular module assessment instruments and/or by an alternative assessment arrangement. Learners who are assessed to have demonstrated the required learning are granted the available credit for the module and are exempt from the module. Furthermore, a grade (percentage mark or alphabetic grade) should be available in principle. However, providers may choose not to grade if the assessment arrangement might not provide grading which is consistent with the regular assessment instruments. (26) If the module is one which contributes to the award classification, prior learning achievement must be graded in order for the award to be classified. Otherwise, an unclassified award should be made. (27) Where the module does not contribute to the award classification, the prior learning achievement does not need to be graded. When a grade is not assigned, the result for learners who demonstrate the required learning should be returned as Exemption Granted. (28) Where a grade is awarded, it can be used in compensation etc., as with any regularly passed module. (29) Where grading is not feasible, there may be circumstances in which a learner might be advantaged by waiving a right to exemption to enable award classification. The provider should foresee and provide for such situations and should also ensure that learners are aware of any such consequences. (30) There are two scenarios of prior certified learning;Recognition of Prior Learning Policy
Section 1 - Introduction
Purpose
Scope
To whom does the policy apply?
In what situations does the policy apply?
Who is responsible for implementing the policy?
Definitions
Section 2 - Context
Legal and Regulatory Context
Qualifications and Quality Assurance (Education and Training) Act 2012
Quality Assurance Guidelines
Access, Transfer and Progression Policy
National and European Policy Context
Section 3 - Policy Statements
Part A - Principles for the Recognition of Prior Learning
Overarching Principles
Lifelong Learning
Possible Outcomes
Award Standards and Learning Outcomes
Evidence of Learning
Assessment
Part B - Some Rules and Limitations around Awards, Classifications and Grading
Exemption from Studying a Module
Recognition of Prior Learning; Uncertified (Prior)
Recognition of Prior Learning; Certified Learning
Scenario 1
Scenario 2