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Professor Emeritus Ralph J Thomas, is the Founder and First Honorary Executive Governor General President of the UK Commission for Consistent Learning (UK-CCL), is a great visionary true to the Biblical saying, “ Where there is no vision, the people perish”. His award of “Freeman of London”is purely based on the contribution and development for Professional and Vocational Education. His personal vision as co-founder and development of two private independent universities namely the European University of Ireland and the Irish International University, both based in the Republic of Ireland, are indeed a testament to his capability. This can be confirmed if one were to delve into the depth of these universities’ inception, as it is all based on his vision.

His passion for education is like an “Olympic Torch”and undying his concept ‘education for career evolution’ is inimitable in style, and ushers in a revolution in the system of learn and its professional approach. As a self-made personality, Prof Ralph’s roles were manifold; starting from the hospitality industry to prestigious club organizations to professional bodies where he held high-ranking positions. Though they were all success stories, his heart and soul were set on making education an affordable, easily accessible gift of God for those who are aspiring and having a world of experience behind them in their chosen professions but have been denied opportunities to get qualifications because of enormous fees prompted by a highly circuitous traditional University path.

Prof. Ralph J Thomas firmly believes that to achieve great things in life, one must not only dream but must believe in one’s self, plan and act upon it. He started UK-CCL as a symbol of quality, as an independent standards evaluating organisation with the prime task of assessing, examining and validating independent learning institutions and their kind the world over by the establishment of a system of accreditation. For authenticity and credibility of UK-CCL, he obtained the approval stamp of “British Qualifications”an A-Z directory to learning, technical, professional and academic qualifications in Great Britain in its 32nd and subsequent editions and recognition from many Professional Institutions along with business establishments worldwide. Prof. Ralph J Thomas is ever willing to offer more to the service of Professional and Vocational Education- but 25 hours a day is not enough for him

Prof. Ralph J Thomas tirelessly worked in getting academicians, eminent educationists, professionals and notable public figures to serve in UK-CCL to advise, monitor and maintain very high standards for what UK-CCL stands for:quality professional qualifications in a viable capsule. He is undaunted in his indefatigable efforts in his dedication to the advancement of candidates by working closely with employers, businesses, professional bodies and learning institutions the world-over in order to obtain recognition for Professional and Vocation Education as meritorious with a strong emphasis on excellence for this 21st century.

It is our great delight in welcoming every prospective participants as the UK-CCL team of professionals. We believe that you would find the new environment both challenging and enjoyable. We are aware that joining our group of professionals can be very demanding but be assured, that this will bring good rewards at the end. To achieve your firm objectives, UK-CCL will render any assistance at all times. We are conscious that there is much to learn about UK-CCL within a short period of time and hope that our Affirmation of Prior Learning and Experience would be of assistance and motivate you. Other manuals would provide you with the necessary information that you may require to understand the vision of UK-CCL.

We are delighted to be your guide during your assessment period and will also be more than happy to support you with any day-to-day issues that may arise. Should you have any queries or encounter any difficulties, please do not hesitate to contact us at any time for we are ever ready to render assistance. We hope that you are availing our service of your own free will and understand that you will give us your full corporation in spreading our vision, which can elevate your organisation into becoming one that meets certain criteria and is of high standard. To recognise and validate prior learning and experiences of candidates by awarding them with appropriate professional qualifications under a scheme of Affirmation of Prior Experience and Learning (APEL).

The main aspiration of UK-CCL is not only to help candidates to better themselves but also to serve the world through its Council of Consistent Learning, Consortium of Certified Learning, Commission for Community Learning, Congress for Commitment in Learning, and Corporation of Consistent Learning.

The UK Commission for Consistent Learning (UK-CCL) is a unique verification organisation. Its purpose is to innovate and validate Professional & Vocational Learning Qualifications worldwide for those who wish to pursue further studies. To this end, UK-CCL has on its panel highly qualified international professionals as Examiners, Assessors and Validators. They are all members of the Executive Board of Examiners & Assessors (UK-CCL-EBEA). UK-CCL collaborates with International Professional Awarding Bodies in offering Accredited Professional Qualifications and Membership in all areas of life. UK-CCL places great emphasis on“PROFESSIONAL KNOWLEDGE QUALITY STANDARDS”and has thus has developed PQMS and endorsed the UK-CCL Quality Mark. The UK Commission for Consistent Learning believes that the setting and implementation of Professional Knowledge Qualifications Standards can only be effective if full account is taken of regional priorities on a global scale. For this reason, we have set up regional or sub-regional centres with qualified representatives to resolve specific localised issues.

Regional representatives have a crucial leading role in the delivery of UK-CCL vision and mandate. Their main activities are;

  • To gather relevant information to be used by UK-CCL to achieve its objectives.
  • To facilitate UK-CCL global policies in the regions and enlist the support of interested people at all levels;
  • To assist in the development of policies and programmes at regional levels on learning and professional issues with specific assistance from regional Governments;
  • To provide advisory services to help Governments translate global commitments on learning and professional qualifications to facilitate local economic growth;
  • To raise public awareness of Professional & Vocational Qualifications and to create consistency in Professional Education;
  • To collaboration with like- minded institutions, non-governmentral organisations and the private sector to achieve UK-CCL global objectives.
  • To offer certified status of membership of accredited professional bodies of UK.


UK-CCL focuses on non-academic professional knowledge quality, institutional integrity and administrative responsibility. UK-CCL embarks on a number of sterling concepts to deliver the best for the ambitious. These are“global assessing and validating”of universities, learning and professional institutions, and “qualifying skills by non formal education”, ‘sensible approach for life long learning’, conducting and offering continuing professional development, vocational professional qualifications, and workshop-seminars by qualified professionals.


UK-CCL endeavours to communicate successfully within learning institutions and with the international business community to provide high level of “Professional Knowledge Qualification Standards”in elevating their standard of services to a professional level and as a liaison institution of Independent Assessing & Validating professional learning. The ultimate goal is to educate individuals and business organisations to provide high-level standard of services. These specific services of UK-CCL will stimulate creative thinking, customer care & satisfaction with effective skill development. Thus UK-CCL plays an important part in assessing a candidate’s or establishment’s progress according to expected standards and conceptual framework using an integrated set of evaluation tools to monitor progress.


The UK-CCL is an independent international knowledge qualification consortium, registered in Europe (United Kingdom). Its purpose is to encourage Professional Knowledge Qualifications in every country to promote sound quality business principles. The concept of UK-CCL has become the most important point of reference for individual candidates, companies, and colleges and universities concerned, about the high quality standard of professional education. UK-CCL will recognise and accredit all institutions that meet set standards beit a voluntary or non-governmental guided self-regulated body. The governors of UK-CCL have observed the increasing demand for quality private education and new learning methodologies. However, this rapid growth has often saturated the learning market with poor quality initiatives. In such circumstances, learning establishments seek the needs for quality assessment and guarantees such as UK-CCL services.

Learning Accreditation is an institutional review system. Many countries have their own means and ways of higher education quality control and their regulatory procedures are usually implemented by government agencies. However such endeavours are slow and bureaucratic. Accreditation rapidly assures and promotes a sound education in the private sector, which responds to the needs that the market demands. UK-CCL accreditation standards and procedures are flexible enough to take into account the peculiarities of private higher education of each country. The notion of ‘human capital’ has transformed education from consumption to investment, from a mainly private concern to a critical matter of public policy. Education must serve the society as a whole. The rapid political, social and economic changes across the world have brought in their wake increased demands for the reform of education systems to meet the challenges of the next century to improve access to more cost-effective quality education. The pundits of UK-CCL focus on non-academic quality knowledge qualifications, institutional integrity and administrative responsibility.



Unlike traditional education systems, our role is not simply that of a non-academic professional knowledge training. We strive to provide quality learning that is related to the cutting edge of research, industry and management practice. We translate people’s wide range of experience and working with management teams, into a learning experience that matches the expectations of a premier training establishment.

UK-CCL avails opportunities for individuals to progress in professional education at all levels of learn including undergraduate or postgraduate programmes offered by appointed Universities and gives an avenue for Professional Membership with recognised Professional Bodies. Learning can be certified, but most of the learning at work, home or in the community often is not. Taking this into account, UK-CCL has developed a methodology called Affirmation of Prior Experience and Learning (APEL) by helping society to recognise people’s experiences, by offering credit units towards a professional Knowledge Qualification or other qualification.


Lifelong Learning and Continuing Professional Development are two main phrases that are used to emphasise the changes taking place in the learning and training arena. Adults who want a second chance; those who are returning to education after a career break or those who want to improve their career prospects can apply through the APEL scheme. At whatever stage one is in, the APEL path would support personal and professional development. APEL encourages:

  • Learning from experience; growing with one’s company/organisation’s progress.
  • Developing one’s profession in learning while earning.
  • Changing directions and having a breakthrough into a new career with the latest technology.


UK-CCL has developed a process that helps candidates to put together a claim to fulfil entry requirement or professional Knowledge Qualification credits by matching their current and prior learning against the specific requirements of a particular award. The Universities and Professional Bodies appointed by UK-CCL, make use of the Affirmation of Prior Experience & Learning (APEL) scheme to evaluate skills, knowledge and experiences of a busy working professional. The APEL scheme is designed to encourage candidates to have their skill Recognised, Reflect on learning acquired from paid and voluntary work, Review whether learning matches entry criteria or the requirements of modules within specific courses and Prepare a claim for entry or credit.


Candidates, who wish to obtain a professional qualification, would be given individual advice, and guidance. The candidates are free to select the appropriate method, varied by cost & duration and depending on involvement. The candidates would identify the subjects they want to learn and the professional award that they would like to achieve. Advice would be rendered to students to decide on the discipline and the level of professional qualification that they desire.

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Receive Completed Application and Initial Screening:

The following documents are required to be completed and submitted for the initial screening and acceptance.

  • a. APEL Application form

  • b. Detailed Resume or CV based on the following guidelines: Name, Address, Date of Birth, Marital Status, Academic Qualifications, Professional Qualifications, Training      Acquired and Courses Attended, other activities and hobbies, Employment Record, Two References - one for character reference (not relative), Employer’s Recommendation      towards applicant’s suitability for the APEL.

  • c. Photocopies of Qualifications and Certificates

  • d. Photocopies of letters related to work experience.

  • e. Registration fee (non refundable) payable to UK COMMISSION FOR CONSISTENT LEARNING


An interview, Individual Advice Session (IAS) would be called for by an authorised Assessor of UK-CCL to discuss and advice candidates as to suitability pertaining to their chosen discipline of learn. The IAS would also assist in identifying the candidate’s existing knowledge and skills and the contributions that APEL would make to meet the candidate’s aims. The candidate could select the desired professional Knowledge Qualification based on the various disciplines and modules as listed.

Seminar / Workshop Planner

The modules and disciplines that have been discussed between the assessor and candidate would be finalised and scheduled into a planner. Topics would be identified and selected for the seminar/workshop. The Individual Learn Planner (ISP) would be completed, using the pre-scheduled Seminar/Workshop Planner (SWP).

Attendance of Seminars / Workshops

Candidates would attend the scheduled seminar/workshop as planned. Candidates are to follow every seminar and workshop as knowledge and information in each and every module would be delivered through these sessions.

Submission of Assignment / Amendments / Accepted

Candidates would be expected to submit an assignment upon completion of each seminar and workshop. Assignments may be required to be re-submitted where corrections/amendments need to be made. All assignments should be submitted before the dateline. These assignments would assessed and included in the Assignment Evaluation Report. Results would be reflected and updated in the Individual Performance Record. Upon completion, the results along with the feedback forms from the candidates, facilitators and assessors would be submitted to UK-CCL for final review and record.

Dissertation Selection / Submission & Acceptance of Dissertation Proposal

Candidates would be required to submit a thesis/dissertation in their chosen field. Candidates could select their topic dissertation upon completion of their first seminar / workshop. Upon selection of a topic, candidates would be required to submit their chosen topic/s for review and acceptance.

Submission of Dissertation, Viva & Final Assessment

Candidates would be required to submit their dissertation within the set dateline. The dissertation should contain an Abstract, Hypothesis, Literature Review, Methodology, Findings and Analysis, Conclusion & Recommendations and Bibliography. The candidate would be informed of a date for a viva session for the final review. Credit units for a professional Masters/Doctorate Knowledge Qualification would also be evaluated based on the category matching with the professional knowledge and skill acquired via the seminars and workshops.

Certification and Convocation

Successful candidates would be notified in writing, as to the professional Knowledge Qualification that would be awarded to them. The venue, date and time of the graduation ceremony would also be notified in writing to enable the candidate to make appropriate travel arrangements.


In identifying the potential of a candidate, UK-CCL strongly recommends a thesis/dissertation from each candidate. This thesis/dissertation would be used to assess the level of knowledge and experience of the undergraduate or postgraduate student. UK-CCL views the thesis/dissertation as a cumulative effort, representative of the entirety of the learning experience. The quality of the dissertation is measured on a number of differing criteria including format, consistency, language development, source quality and overall presentation. Even simple errors in its documentation can mean the difference between a publishable dissertation and a document quickly dismissed and not given a second look.

For decades, undergraduate and graduate students have been challenged by the researching and formatting requirements of dissertations. These students have sought the help of inaccessible professors, busy librarians and unskilled research assistants with varied success. The most difficult elements of developing a thesis/dissertation include understanding the formatting, effective bibliographies and collecting and summarising valuable research documents to provide support for the hypothesis posted in the author's introduction. In this context, the hypothesis of any dissertation in particular, generally sets up the "problem" to be explored and its importance in the field of learn to which the research belongs. Studies of this nature must set out to prove some original point through primary experimentation. The writer's hypothesis is essentially a statement of what they believe that the learn will prove.

A suitable topic for the thesis/dissertation should be agreed with the UK-CCL Assessor at the Individual Advice Session (IAS). The dissertation should be described with a suitable abstract in 200 words. The thesis/dissertation should 10,000 words for a Masters and 18,000 for a Doctorate Knowledge Qualifications respectively; this includes the hypothesis, literature review, methodology, findings and analysis, conclusion & recommendations and bibliography. The completed thesis/dissertation should be submitted by the set dateline.

Viva Session.

This is to conclude the knowledge gained via the various sessions of management workshops and seminars. Candidates would be asked and should be prepared to give a presentation using suitable electronic slides (eg. PowerPoint) regarding their thesis/dissertation. Candidates are requested to keep in mind that performance in the viva session also contributes towards the professional Knowledge Qualification credit points.

UK-CCL implements non Academical Professional Knowledge Learning Methodology for all their Assessment and Verification on Matured Licenced Working Individuals!


Credit units for a professional Masters/Doctorate Knowledge Qualification would be evaluated based on the category matching with the professional knowledge and skill acquired via the seminars and workshops sessions coupled with prior experience


Category Percentage
Basic Credit Unit 6%
Knowledge Bonus Credit Unit 12%
Character Credit Unit 9%
Loyalty Credit Unit 12%
Communication Credit Unit 12%
Campaign Credit Unit 12%
Employment Credit Unit 3%
Determination Credit Unit 6%
Panorama Credit Unit 6%
Core Skills Credit Unit 22%
Total 100%


Category Percentage
Basic Credit Unit 3%
Knowledge Bonus Credit Unit 9%
Character Credit Unit 6%
Loyalty Credit Unit 4.5%
Communication Credit Unit 12%
Campaign Credit Unit 12%
Employment Credit Unit 6%
Determination Credit Unit 15%
Panorama Credit Unit 10.5%
Core Skills Credit Unit 22%
Total 100%
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