RPL Procedure
-
1. General Information
-
2. RPL Policy
-
3. Further Information
-
4. Policy & Type of RPL
-
5. RPL Process v2.0
-
1. Application Phase
-
2. Quality Check 1 – Evidence Vetting
-
3. Assessment phase
-
4. Quality Check 2 – Assessment & Outcome Verification
-
5. Communication Of Outcome
-
6. Fees
-
7. Appeal Process
-
6. Annex 1 - RPL Form
-
7. Annex 2 - Table for Mapping Experiential RPL
| Name of Education Institution | ASOMI College of Sciences |
| Head of Education Institution | Marco Coccia |
| Address of where RPL will be carried out | Block D Giorgio Mitrovich Street Pembroke PBK 1014 Malta |
- The Application Process (Please attach a draft copy of the application from)
- Type of RPL you are going to offer
- Type of guidance and support to students you shall be offering (Please attach a copy of the guiding document or guiding web page)
- The basis on which a student accepted for RPL
- What evidence is accepted?
- The Assessment Process
- What methods shall be used?
- Are the methods the same for each programme of study?
- Fees
- The Outcome of the Assessment
- How will the results be communicated to students?
- What is the end result?
- Exemption from an entry requirement?
- Exemption from a module?
- Credits?
- How will the results be recorded and included in the final transcript?
- How will the results be kept by the institutions?
- The system of monitoring of the whole RPL process
- Will there be a coordinator?
- Any quality assurance checks?
| List of programme of studies RPL will be available for | Profile of assessors per programme of study RPL is available for |
|---|---|
| Bachelor Science (Hons) Osteopathy | Paolo Tozzi
Paolo Tozzi is an internationally recognised professional, lecturer, and author with years of experience teaching courses in Europe, the USA, South America, and Asia. Besides being an author of numerous scientific papers and translating many fundamental subject-related texts, he is also a co-author and an author of many books on osteopathic matters. He learned the functioning of the academic contexts thanks to his training in three different countries and is now involved in activities with universities in Europe, Canada, and South America. Dr Carl Todd, PhD
Carl Todd is a world-famous specialist and lecturer. As the author of numerous scientific articles and the owner of three rehabilitation and osteopathic clinics in the UK, he is considered one of the world's leading experts on the osteopathic and functional approach to sport. He has been the therapist of hundreds of top players in the English premier league, and he is an osteopath to the English national football team and the CHELSEA FC. He is also the person of reference for dozens of elite athletes and has participated in four Olympic Games. He teaches worldwide and will publish his new book in spring 2022. Additionally, he has deepened his research from a scientific point of view by earning a doctorate at the University of Gothenburg in Sweden. |
| Bachelor Science (Hons) Physiotherapy Master in Sports Physiotherapy |
Prof Massimiliano Febbi, PhD
Massimiliano Febbi is an academic, researcher, and sports and human performance therapist. In addition to earning his doctorate at the University of Tor Vergata in Rome, he is also one of its department commission members. He is responsible for various courses at Italian universities and coordinates the degree in physiotherapy at the University of Ostrava at the Rome branch. He has worked more than once as an Olympic Games therapist. Professor Febbi has also been a consultant for elite athletes, sports federations in various countries and has conducted specialisation courses in Europe, Canada, and the United States. His training took place in three different countries, allowing him to learn a wide range of educational systems. Moreover, that experience taught him to map and benchmark rehabilitation degree courses for universities and professional associations. Prof Luca Marin, PhD
Luca Marin is an academic, a therapist and an author. He has more than twenty years’ experience in the educational field at the University of Pavia as a teacher and as the adapted motor activity laboratory coordinator. Luca Martin has also worked as a consultant for internationally acknowledged clinical facilities and is considered one of the top experts in rehabilitation in disability and disability in sports. He is the author of dozens of scientific articles and has attended numerous national and international congresses. With over twenty-five years of academic experience he has coordinated several masters in the field of rehabilitation, he has expertise in curricula development and assessment methodologies. |
| Bachelor of Arts Visual Communication and Graphic Design | Dr Arch. Santi Maggio Savasta, PhD
Santi Maggio Savasta is an internationally recognised architect with a history of design in Europe, China, and the Middle East. As the founder of numerous projects in architecture and design, he coordinates a network of professionals in communication. He is also an academic lecturer and consultant and has collaborated to develop over ten different educational curricula in the field. Together with his professional competence, this has allowed him to develop a deep knowledge of international academic systems, specifically how credit systems function, as well as broader European regulation. He is considered a mentor by several designers and one of the principal promoters of internationalising expertise in design. He also shares his knowledge with emerging generations of professionals who he believes should have solid support in their learning path. |
| Bachelor of Science Product Design | Arch. Tobia Repossi
Tobia Repossi is a product designer, architect, and academic. He has been in product design for over twenty years while also working as a lecturer, and he is active worldwide, especially in Asia, where he has obtained numerous awards. His academic experience is extensive, having taught at a number of European and Chinese universities. He has lectured at the Milan Polytechnic, the prestigious Marangoni Institute, the University of Shenzhen, he was the Chief Academic Officer at the IED Institute, and Dean and Professor of Design at Arkin |
| Bachelor of Science (Hons) Psychology | Dr Nicola Crozzoletti, PhD
Dr Crozzoletti is a psychotherapist who also has a clinical and forensic practice. As the author of numerous scientific publications, he gained his teaching activity in various academic frameworks and recognised specialist schools. He is a recognized expert in clinical and analytical hypnosis and works as a consultant at numerous hospitals. He has also developed a major competence in Psychodiagnostics and Psychological Assessment. His doctorate developed an approach that combines research with clinical and humanitarian support activities. His research subject was a comparative observation of the cognitive variables of intelligence between a sub-Saharan refugee group and an autochthonous Italian peer group as a a multi-ethnic social implementation resource. |
ASOMI views RPL as a process in which the evidence of learning that has taken place before being admitted to an accredited programme of study is evaluated, recognized and given value.
This context therefore two distinct types of RPL that are incorporate in the policy and procedure, namely:
- Summative RPL
- Credit Transfer
The definition of the above types of RPL are being fully aligned with the guidelines issued by MFHEA (May, 2021) and are reproduced hereunder:
Credit Transfer is when a candidate has gained a formal award or qualification, and has received formal ECTS credit, and is looking to gain entry at an advanced stage or exemption from a component of another programme of study, where the learning outcomes of the first programme of study match the learning outcomes of the new programme of study. The credit can either be subject specific or general credit if the learning is at the same MQF level.
In addition, work experience will also be recognised in the RPL award.
Experiential learning will be recognised on the documented basis of evidence submitted by the applicant and assessed by the ASOMI College of Science as defined in this procedure.
It is important to note that the RPL committee will decide from which study modules the applicant will be exempted, though the applicant is encouraged to suggest their preferences in this regard.
The maximum amount of RPL credit points for both bachelor and master programmes will not exceed 50% of the total qualification.
All entry requirements, as specified in the programme's accreditation form, will have to be met in the normal academic manner. This later stipulation ensures compliance with the highest level of standards on the ASOMI course.
- APPLICATION PHASE
- QUALITY CHECK 1 – EVIDENCE VETTING
- ASSESSMENT PHASE
- QUALITY CHECK 2 – ASSESSMENT & OUTCOME VERIFICATION
- COMMUNICATION OF OUTCOME
- APPEALS PROCESS
The RPL policy of ASOMI College of Sciences will be transparently set out on the College’s website. Alongside meeting the expectations of Maltese quality standards in this regard, prospective students will find all necessary information available on the website prior to application. Applicants are strongly encouraged to familiarse themselves with this information prior to submission of evidence. Thereafter, applicants will be assisted throughout the process by a specialist support team, as explained below.
SUPPORT SYSTEM
During the application process, the student will be supported primarily through email communication in the first instance. The specific email for student support is rpl@acs-college.com. Where required, assistance via phone calls or video conferencing is available.
A dedicated student liaison officer manages each of the RPL applications. This person will report to the ASOMI College of Science Admissions Team to ensure consistency, transparency, and adherence to Maltese quality standards. Candidates will also have the opportunity to clarify any aspect of the RPL process by means of online or telephonic meetings at any time during the process. The Student Liaison Officer will coordinate the whole process. This will ensure that the applicant is fully supported in accordance with all relevant needs and requirements.
Rejection of an application (whether a prospective student takes up an appeals process or not) is no bar on further applications for RPL credit.
A prospective student can submit a RPL application at any time during the year, but deadlines apply with regard to an upcoming term start date: All evidence must be received along with the application form at least 2 months prior to the beginning of the upcoming term.
| Step 1: | Prospective students fill in an RPL form (attached as an annex to this document) in which they provide the following details:
a) Work experience (with evidence of experience required within the last 10 years) |
| Step 2: | The prospective student compiles a portfolio of evidence of work experience and other relevant experience listed in their application form. During this step, students are offered guidance and support by ASOMI on an individual basis.
The portfolio of evidence must include the following documents:
This documentation must extend back no further than 10 (ten) years. |
| Step 3: | The prospective student submits the RPL form along with their portfolio of evidence to the student liaison officer of ASOMI College. |
| Step 4: | The RPL form and evidence are then reviewed by the student liaison officer at ASOMI, in order to check that all required information is duly provided. |
| Step 5: | The student liaison officer communicates with the prospective student via email in the first instance to give information on the progress of the RPL process. This step allows for the provision of important guidance on any further evidence required that might need to be gathered by the student. |
| Step 6: | Once a complete portfolio of evidence is submitted, the student liaison officer informs the QA director and presents to them the RPL form and the portfolio of evidence. This step concludes the first phase of the RPL application process. |
| Step 1: | QA director reviews all evidence as submitted by the prospective student, together with the RPL form. |
| Step 2: | QA director conducts all the necessary quality and verification checks of the evidence provided to ascertain that:
a) Evidence presented is authentic
|
| Step 3: | The results of Step 2 are compiled into an internal assessment report, which is submitted to the Head of Institution (HOI) for formal approval. |
| Step 4: | If the assessment report is approved by the HOI, the RPL committee is then informed and asked to convene for the next phase of the process (Phase 3). |
a) Quantify the summative RPL accreditation outcome in terms of mapping onto relevant ECTS credit points
And/Or
b) Quantify the Credit Transfer accreditation outcome in terms of mapping onto relevant ECTS credit points
As well as:
c) Formulate an individual learning plan at ASOMI College for the prospective student
| Step 1: | The HOI convenes the RPL committee to conduct RPL assessments. The HOI will present members with the following documentation:
a) Evidence collected in Phase 1 |
| Step 2: | RPL committee members evaluate the evidence collected and conduct the following mapping exercises:
Map 1: Summative RPL map Based on the portfolio of evidence, the RPL committee maps the experiential learning of the prospective student against the existing modules in the accredited programme that the prospective student has registered for. And Map 2: Credit Transfer Based on formal qualifications presented, the RPL committee maps the experiential learning of the prospective student against the existing modules in the accredited programme that the prospective student has registered for. Map 3: Experiential learning Experiential learning will be considered and modular accreditation will be identified and ratified by the RPL committee. |
| Step 3: | Before moving towards the outcome phase, the RPL committee has the option to conduct an interview with the student in order to ascertain answers to any outstanding queries, and to further guarantee that mapping of competencies is being conducted effectively and transparently. |
| Step 4: | Once the maps have been compiled and any outstanding queries are addressed, the RPL committee submits a report with the results of the outcome. |
The aim of this phase is to verify that the outcomes arrived at by the RPL committee are fit for purpose in terms of quality standard. The QA director is responsible for the verification of assessment and outcome, and undertakes the following steps:
Step 3:If all steps are adequately completed, declares RPL process and documentation as fit for purpose. The committee then submits internal report to HOI.
| Step 1: | Review report compiled by RPL committee to check for process and procedural adherence |
| Step 2: | Clarifies any issues or uncertainties with RPL committee members, under the direction of the HOI |
| Step 1: | Outcomes are presented to the Registrar at ASOMI. The Registrar then securely stores the outcome of the RPL application on the prospective student’s record files. |
| Step 2: | Registrar communicates directly with the prospective student by means of an official communication informing them of the outcomes of the RPL process. In this communication, the total RPL credit points, together with the breakdown of the Summative RPL and Credit Transfer, are presented to the prospective student. In addition, an individual learning plan* is also sent to the student to inform them of the remaining modules of study that they have to follow in the accredited programme of study at ASOMI College. |
* The individual learning plan will include the syllabus and details of the modules of study to be taken by the prospective student at ASOMI College of Sciences. This plan does not include modules of study from which the student has been exempted through the process outlined above. |
|
| Step 3: | Upon completion of the recognition, the official RPL results are communicated to the prospective student and included in their transcript. The transcript indicates that the prospective student has formally obtained ECTS from the RPL process. |
| Step 4: | An appeals process can be initiated by the prospective student if their application for PRL has been rejected. This process will be overseen by an independent body nominated by ASOMI College. |
The appeal process is initiated by the prospective student himself/herself by communicating directly with the Registrar of ASOMI. Once an appeal is filed, the registrar informs the HOI of ASOMI College. The appeal process is then reviewed by the appeals committee of ASOMI college.
| Student’s Name and Surname | |
| ID Card/Passport Number | |
| Nationality | |
| Age | |
| Email address | |
| Mobile Number | |
| Course applying for | |
| Date of application of RPL |
| Experience | |
|---|---|
| Work Experience | |
| Other Experience |
| Education | |
|---|---|
| Qualifications | |
| Other Training Experience |
| MODULES TO BE EXEPMT FROM (Please list the modules that you wish to be exempt from and include the reason why you wish to apply for RPL in each case (e.g., due to experiential learning or a formal qualification.) |
|---|
| |
| ADDITIONAL COMMENTS (Please provide details of any other relevant experience such as past voluntary experiences, continuing professional development (CPD), conferences or work experience that may influence the RPL process.) |
|---|
| Applicant Signature and Date: |
| 1 | 2 | 3 | 4 | Total | |
|---|---|---|---|---|---|
| Either A: Directly Relevant Full-Time Work Experience* |
1-2 years’ full-time experience in a directly relevant post. | 3-4 years’ full-time experience in a directly relevant post. | 5-6 years’ full-time experience in a directly relevant post. | 7+ years’ full-time experience in a directly relevant post. | |
| Or B: Indirectly Relevant Full-Time Work Experience* |
1-2 years’ full-time experience in an indirectly relevant post. | 3-4 years’ full-time experience in an indirectly relevant post. | 5-6 years’ full-time experience in an indirectly relevant post. | 7+ years’ full-time experience in an indirectly relevant post. | |
| Necessary Skills | Meets a minimum threshold of necessary skills. | Meets an adequate threshold of necessary skills. | Meets a good level of necessary skills. | Meets an excellent level of necessary skills. | |
| Related Skills | Shows minimal evidence of related skills. | Shows adequate evidence of related skills. | Shows a good level of related skills. | Shows an excellent level of related skills. | |
| Language Competencies | Shows a minimal level of language competency. | Shows an adequate level of language competency. | Shows a good level of language competency. | Shows an excellent level of language competency. |
0-4: Fail
5-10: Request further evidence
11:16: Pass
*Part-time work equates to 50% of the score for full-time work assuming the part-time work was c. 20 hours per week.