Processes for APEL/APCL within WBL modules are sufficient to meet the needs of all employers/employees.

• New frameworks include opportunities for APEL/RPL, opportunities for work experience (within an agreed proportion of the overall credits) and recognition that skills are perceived at different levels in different sectors.
• APEL/RPL policies and processes are in place and credit transfer can be used to underpin progression. Is this an integrated part of the assessment process?
• The provision of WBL is sustainable should models of funding change.
• There a consistency of approach common between employers/institution to APEL.
• The process of APEL/RPL is scalable between differing programmes/employers. 

• APL policy and procedure in place and linked to  assessment policy
• APL promoted and encouraged with details of how to make a claim and who to contact
• Faculties have named individuals for APL
• The policy includes APEL and APCL.
• The cost of APEL and APCL is set at an institutional level and there is a clear policy on how much of a courses can be APL’s, and at what stage of the process.
• The APL process has been modelled for individuals and groups
• There are tools (e.g. an e-portfolio) for learners to collate evidence for APEL
• There are clear polices on whether part modules can be APL and a process for learners meeting the remaining outcomes.