Welcome to the
RPL glossary
Learn about the terms commonly used in Recognition of Prior Learning and what they mean.
RPL Glossary
Recognition of Prior Learning
RPL is the process for recognising learning that has come from experience and/or previous formal, non-formal and informal learning contexts.
Formal learning
This is structured, organised learning delivered in school. college, university and vocational settings, and leads to an award.
Informal learning
This is learning outside formal settings but through planned activities. For example, through company training or with voluntary organisations.
Non-formal learning
Learning is gained – sometimes unintentionally – through life and work experiences.
SCQF Level Descriptors
The SCQF Level Descriptors provide reference points for determining the level of a qualification, learning programme, unit of learning or for RPL. They are not intended to give precise or comprehensive statements of required learning for individual qualifications.
Summative RPL
This is when prior learning is recognised and formal SCQF credit is awarded using the RPL process.
Formative RPL
This type of RPL is based on an informal process of benchmarking learning achieved outside of formal education against SCQF level descriptors. There is no formal assessment and no SCQF credit given. It can be done for career or personal development.
Advanced standing
When an RPL candidate is permitted to enter a programme of study at an advanced level or without the standard entrance criteria through a process of RPL.
Credit transfer
Credit transfer is when a learner is allowed to gain entry using a previous credit rated qualification to a higher level within a programme of study.
Learning outcome
Learning outcomes are statements of what learners are expected to know, understand and be able to do on successful completion of learning. The learning outcomes must be expressed in terms of knowledge, skills and competencies. Learning outcomes must be achievable and assessable. Learning outcomes provide a common approach across all learning sectors to express and measure learning achievements within qualifications or learning programmes.
