[APEL.Q] Accreditation of Prior Experiential Learning (APEL) for Award of Academic Qualifications (Q) is the awarding of academic qualifications to individual learners based on the evaluation and assessment of prior experiential learning toward fully recognized programmes given by higher education providers (HEPs) partner of the London Academy Sciences (LAS UK).
APEL.Q provides the mechanism for recognizing an individual’s prior experiential learning that is relevant and specific to a course of study. The awarding of academic credentials [APEL.Q] is based on the knowledge, skills, and competences obtained through formal, informal, and non-formal learning. APEL.Q that leads to the conferral of academic qualifications that emphasizes experiential learning must be formally reviewed and assessed in order to protect the integrity and authenticity of the academic credentials awarded.
The process will establish if learning has occurred in accordance with the programme learning outcomes (PLOs), the accompanying five clusters of learning outcomes as specified in the European Qualifications Framework (EQF), and the body of knowledge of the concerned course(s).
London Academy of Sciences is the first independent APEL.Q provider in the world to recognize the worth of prior learning acquired through formal, non-formal, or informal sources, as well as vast relevant work experience, in order to receive a relevant degree, using a method that evaluates validity and fairness. The LAS’ Partner universities certify & recognized every assessment procedure.
APEL.Q can only be used to programs that have received full accreditation from the university partners of the London Academy of Sciences. APEL.Q is assessed independently for each programme, as each application is specific to the award of a single academic qualification.
You can enroll in the following programs if you qualify for the APEL.Q pathway to complete your degree in 6 months and save 95% on tuition:
Bachelor of Business Administration (Hons):
Master of Business Administration (MBA):
The Université Libérale de Paris (Paris-U) recognized the entire LAS evaluation procedure through a rigorous process of due diligence conducted by its academic panel. The entire LAS APEL.Q process is audited by Paris-U to ensure transparency, honesty, and fairness.
Paris-U is a reputable, recognized, and globally acclaimed Institute of Higher Education that has successfully obtained accreditation at institutional, school, and program levels. At institutional level, Paris-U is fully accredited by ASIC with “Premier Institution” level. All our academic programs are in full compliance with the European Qualifications Framework (EQF) and National Quality Framework (NQF). This ensures that all Paris-U programs and qualifications are fully accredited thereby ensuring that Paris-U graduates will have open access to employment and lifelong learning.
You could access the Université Libérale de Paris website. HERE
To be eligible for APEL.Q, candidates must have the requisite years of experience in the relevant field at the appropriate level, as shown:
The LAS assessment board will consider on case-by-case basis candidates who do not fulfill the mentioned minimum years of work experience but who have extraordinary prior experienced learning.
The evaluation will consist of the subsequent:
1. Submit Portfolios
2. End Point Assessment (EPA)
3. Capstone(s) courses & Graduate:
A portfolio is a formal document containing a compilation of evidence documenting a learner’s prior experiential learning acquired over time. This education may be formal, informal, or non-formal. The Portfolio is compiled by the student to demonstrate that the learning acquired is pertinent and specific to the programme’s body of knowledge/competencies. All formal, non-formal, and informal learning experiences listed in the Portfolio must be supported by documentary evidence. The evidence must be organized and presented in accordance with the programme’s identified learning outcomes (PLOs).
In submitting the Portfolio for APEL.Q, the learner must ensure that
Learners will use a LAS APEL.Q portfolio template to submit evidence. This template will contain information on the applied-for program and mapping of individual learning (learning statements and the origin of learning supported by documentary evidence) to the program’s body of knowledge/competencies.
The following generally established evaluation criteria may be used to determine whether the evidence offered in the Portfolio is sufficient and appropriate:
Students in the APEL.Q pathway will be required to document a professional development learning log and work portfolio which is a record of goals, knowledge acquisition and growth, achievement, and professional attributes developed over time and in collaboration with others in the workplace/organization. It will consist of a reflective log not exceeding 4,000 words with appendices consisting of a collection of relevant artifacts to support the achievement of goals, knowledge, behaviors, and attributes aligned to the modules which are taught in the program (the program that you apply for APEL.Q pathway).
Students are strongly recommended to commence undertaking the above beginning from receive the LAS Letter of Acceptance (LAS LoA) and to submit the completed EPA no later than 2 months.
Students must create the reflective learning log and work portfolio in the EPA report with evidence demonstrating the Knowledge, Skills and Behaviour set out as learning outcomes to be achieved in the prescribed modules and programme.
Section 1: Reflective Learning Log
When documenting the reflective learning log for the taught modules on the programme, students should focus on the following for each of the module:
C. Behaviour/ Attribute
Section 2: Evidence based approach for Portfolio
For this section, a short introduction should be included Evidence can be in the form of reports, minutes, emails, stakeholder/customer comments, performance reviews, presentations etc. This list is not exhaustive. The portfolio must have a minimum of one piece of evidence that demonstrates each required body of knowledge, skills and behaviour (KSB) as prescribed and request when you apply for APEL.Q pathway.
You can provide copies of your qualifications;
You can provide samples of your work;
Records of workplace activities
You can provide documents that verify your work activities;
You can provide evidence that shows what you have done in your life;
You can provide copies of;
You can provide copies of email communication which verify;
You can provide letters to verify your claim from;
The APEL.Q report is a document sent to a LAS university partner in an effort to increase transparency and facilitate academic and professional recognition of LAS. It is a document issued by LAS to students who have successfully completed portfolios, end-point access (EPA), and the APEL.Q process.
APEL.Q report is not a certified, not a diploma, degree, or any form of Qualifications
In cases where the evidence provided is insufficient to demonstrate competency through the APEL.Q process, students are required to complete a set of additional short courses prior to moving on to the capstone project phase. All the Short Courses will be studied in our Short Courses Network (SCN).
Short Courses Network of LAS:
Short Courses Network (SCN) is a network of professional certified short courses designed by industry leaders and the London Academy of Sciences to develop and improve the essential professional skills required for success in the most in-demand fields of today.
The Université Libérale de Paris (Paris-U), the first liberal arts university for post-graduate in Paris, France, endorses and recognizes all short courses of LAS. Learner could obtain an academic credit from LAS Short Courses when applying for APEL.Q process
Learners are required to complete the program-mandated capstone course(s) upon successful completion of all the aforementioned assessments.
The capstone course combines essential learning outcomes and proves that students have mastered their courses. A capstone course is usually offered in the last semester/year. Capstone course grading includes an oral exam (s). This oral examination tests the learner’s broad and overall grasp of the core discipline/field of study and establishes that his/her prior experiential learning is of a high enough degree to deserve an academic certification.
The purpose of the basic principles is to ensure an efficient, transparent, and quality-assured practice that will inspire confidence in the outputs of the APEL.Q process among all stakeholders. This is also to protect the legitimacy and integrity of the APEL.Q evaluation mechanisms and tools. The following are the guiding concepts for APEL.Q:
APEL.Q supports continual learning and the positive qualities of an individual’s learning experience. APEL.Q is centered on the procedure by which a learner launches an application for an academic qualification through the evaluation of his or her prior experience learning. It is the learner’s obligation and responsibility to submit the relevant documentation and proof for the assessment process and to express his or her willingness to follow the entire APEL.Q assessment process chain. Although the procedure is voluntarily undertaken by the student with the support of the London Academy of Sciences – APEL.Q Centers.
LAS Accessible and inclusive, APEL.Q is available to registered students enrolled in fully accredited programs at all EQF levels. LAS is tasked with developing and implementing clear and exhaustive guidelines for the APEL.Q procedure. LAS has available the necessary mechanisms and resources (human, infrastructure, and infostructure resources) to manage and support learners throughout the entire process. Information on APEL.Q is readily accessible and communicated to all parties involved in APEL.Q processes.
A variety of approaches were adopted by LAS for the implementation of APEL.Q in terms of supporting services and the stringent assessment procedure. This is to accommodate the diverse needs, goals, and experiences of students across all academic disciplines.
To protect the credibility and integrity of the overall assessment system, APEL.Q’s methods, procedures, practices, and decisions must be dependable, legitimate, transparent, and consistent. This is vital to ensure that all stakeholders have faith in the APEL.Q processes’ decisions and outcomes.
All APEL.Q processes conform to the same stringent quality assurance and monitoring procedures as any other formal learning assessment. This quality assurance method must always be accessible to relevant external quality assurance organizations or agencies.