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This learning material is copyrighted to UK-CCL. No reproduction of any part of this material may take place without the written permission of the copyright holder the UK Commission for Consistent Learning of Great Britain.

UK-CCL Advocates Hands on Professional Knowledge Certifications which are Custom Build Learning and Assessment for Global need based upon Life Long Work Achievements.





It is our honour to state here that, UK-CCL was conceived in the year of August 1996 under the flagship name of CHRISTHOMAS ASSOCIATES and after four years of research operation in the sector of Professional Knowledge Education and proudly in the millennium year of 2000 converted into a limited organisation under the name of Consortium of Continuous Learning Limited (CCL). CCL is one of the pioneer assessing and verifying institution whose vision is in focusing and converting work experienced personnel in converting to a Professional Knowledge Qualifications.

CCL after further five years of operation carried out considerable research, analysis and taken into account of market needs and in the year of March 2005 incorporated under the name of UK-Commission for Consistent Learning (UKCCL)as a Non Profit with No shares Quasi Charity Limited by Guarantee under the Company Act of 1985 with the reference 5396290 and became a full pledge Professional Institutions committed in facilitating Professional Quality Management Standards (PQMS) by way of Assessing – Examining – Verifying worldwide every work experienced nonacademic individuals to gain a very valuable Professional Knowledge Qualifications under their assessment and verifying scheme to become worthy qualified professional in their respective working profession. UK-CCL steadfastly believes that “it is not the institute that counts but the knowledge and learning that a person gain by way of Hands on Experience & Learning. UK-CCL is committed in developing their objective by way of supporting any individuals or institute that is totally dedicated to the Professional Knowledge Qualifications. This is to enables every busy working matured person who does not having any formal academic qualifications to improve in their respective working career or business sector.

UK-CCL wishes to be known and accepted as a highly acclaimed Professional Knowledge Institution of Great Britain as the motivators of Professional Knowledge Qualifications for non-academic working persons. Due to the current business sector for phenomenal growth for experienced employees for today’s businesses, there is a mounting demand rather than an option for professional knowledge qualifications which is facilitated by UK-CCL.

UK-CCL’s Seal of Endorsement is the confirmation of Professional Quality Management Standards 2005 (UK-CCL PQMS 2005:5001) which is the assurance to all individual, employers, and business establishments. The services render by UK-CCL is in compliance with quality standards and best practices and is second to none. The aim of UK-CCL is not only to enrich Professional Knowledge Learning but also to preserve assessment and verification to professional knowledge quality standards. As such, UK-CCL strives to adopt appropriate methods to their professional services. This could be transformed into the most modern theory of Learning for Career Evolution. This UK-CCL revolution is far from the old oratory training of thought paradoxically predicted gloom on new concepts and palpable truth is that is here to stay.

The UK-CCL’s Professional Knowledge Certification is an assurance and a guarantee given as the assessment and verifications are performed on a uniform manner with a sound quality. The verification procedure gives the valuable benefit for a high quality qualification. In order to become an approved facilitator every institutions or organisations must meet the criteria of the UK-CCL’s Executive Academic Board (EAB). The EAB evaluates the individuals or institution in terms of its mission, vision, quality and best practices, administration, financial stability, policies, & candidate services. Only the institutions fulfilling such criteria would be considered for Representation Certification.

The UK Commission for Consistent Learning believes that the implementation of Professional Knowledge Quality Standards for Professional Qualification can be have come abo complicated and maintaining quality standards is vital for UK-CCL To this end have come about in establishing number of Representative Offices to handle it very effectively. With the consultation of Board of Trustees and Governors, the Chief Executive Officer (CEO) and Chief Operating Officer (COO) has the power to nominate every country with a National, Regional and District representations. For this is to be enforced the representatives has to be professionally sounded enough with the full knowledge of UK-CCL’s vision and mission. This will give the representatives to resolve specific localised issues on a high quality standard. Therefore, every Representatives have a crucial leading role in the delivery of UK-CCL vision and mandate. Their main activities are: to gather relevant information local standard 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 National / Regional levels on professional educational and training issues with specific assistance from National / Regional Governments;, to provide advisory services to help respective Governments with appropriate Professional Knowledge Qualifications. This in return will help the local economic growth, to raise public awareness of Professional & Vocational Knowledge Qualifications and to create consistency in generating new collaboration with like- minded institutions, non-governmental organisations and the private sector to achieve UK-CCL global objectives to implement the Professional Quality Management Standards. To this end UK-CCL has their office in Malaysia for Asia Pacific Region and UK to cover other regions.


  • To create successful open and distance learning models and nominating appropriate learning facilitators to execute programmes to suit today’s individual demands.

  • To advice and upgrade teaching institutes and business organisation to implement Professional Quality Standards in compliance to UK-CCL PQMS 2005:5001.

  • Using of UK-CCL learning and assessment technologies to support in conferring Work Based Professional Knowledge Qualifications.

  • Introducing guidance and quality learning action-planning procedures conducted by every Validated Institutions.

  • Creating a credit matching and a suitable benchmark system thus comparing the curriculum of different learning programmes to offer the facility of Credit Accumulated Transfer       Scheme (CATS) with other awarding institutions.

  • To maintain a learning review procedure at regular intervals by way of adopting and appending the latest technologies which is available in the current market place.

  • Implementing and monitoring effective Operational Management System.

  • Introducing appropriate evaluation methods to make sure the inclusiveness of knowledge transfer by facilitating appropriate Skill, Ability, Recognition and Proficiency       Certification.

  • Establishing suitable evaluation techniques to offer the Equivalency Certification.

  • Executing an awarding method by way of certifying the candidate’s performance and achievement to a Professional Knowledge Qualifications and Memberships.

  • Maintaining UK-CCL Professional Quality Standards in the LEARNINGs provided by the approved Institutes.

  • Supporting the UK-CCL representative offices to conduct examinations and invigilate on behalf of authorised Awarding Establishments.

  • Facilitating all necessary information and forms via UK-CCL website as a user friendly.

  • Using only Official rubber stamps (UK-CCL) to confirm the authentication of the Validated Institutes.

  • Conduct the assessment and verification by the methodology of Accreditation for Career Progress Development (ACPD) and Affirmation for Prior Experience Learning       (APEL) schemes.


The Certificate in English as a Fundamental Language (EFL) has been designed for students and mature candidates who need to improve and show an adequate command of English for academic and professional purposes. The aim of the LEARNING is to ensure that they become competent users of English as a Second Language. Upon completion of this LEARNING candidates will have a better understanding and usage of English for Business Advancement (EBA). EFL is designed to meet the quality standards traditionally known and accepted to the Test of English as a Foreign Language IELTS or TOEFL.


The Certificate in English as a Fundamental Language (EFL) has been designed to ensure that those who follow this learning programme will become competent users of the English language.

The Certificate in English as a Fundamental Language focuses on the following areas:

  • Developing vocabulary and reading skills;

  • Eliminating common errors in written English;

  • Using grammar/structural patterns effectively in written English;

  • Understanding the importance of cohesion in written English;

  • Applying spelling, word-formation and punctuation rules;

  • Using appropriate and coherent language when writing in English


The Certificate is an award by UK-CCL who are known to be a UK Assessing and Verification Institution over twenty years of existence for Further Higher Professional Education and Work Based Knowledge Qualifications as the facilitators to the quality standards of ISO 9001:2008 to meet the International requirements. It is an award is unique and has better recognition and acceptance by other International Awarding Institutions and Business Organisations.


Applicant is assessed & examined 50% through academic structure and 50% through oral examination and assignments/essays. (These assignments/essays will be based on EFL texts and literature). The EFL examinations are totally supervised by the UK-CCL and their associates which also acts as invigilators through its authorised representatives.


The UK-CCL Executive Board of Governors in consultation with their associates came up with a new methodology in facilitating English as a Fundamental Language (EFL) learning programme to meet the needs of matured working individuals to progress their command of English Language in the working and business environment of today.

Taking this into consideration, they have defined two different methods for the time table, which is to be a Seven Week (7) and Twelve Week (12) LEARNING for modules and learning hours. For the 7 weeks LEARNING, the timetable will be set so that the students come in for 2.5 hours per week. They will obtain a total of 17.5 hours over the whole period of this LEARNING. For the 12 weeks LEARNING, the timetable will be set so that the students come in for 1.5 hours per week. They will obtain a total of 18 hours over the whole period of their LEARNING.



To be effective UK-CCL have come about meaningful intake proposition for the learning providers. This is to be Four (4) intakes per calendar year. Each Class Room should not exceed more than thirty (30) students. This stipulation is to give a very good interaction between the attendees. At the same token the lecturer’s point of view will be heard and will be very productive to get a very good outcome at the end of learning.

These are:

1stIntake: 2nd Week of January –1st Week of March (7 weeks).

2ndIntake: 2nd Week of March – 1st Week of June (12 weeks).

3rdIntake: 2nd Week of June – 2nd Week of (12 weeks).

4thIntake: 2nd Week of September – 4th Week of November (12 weeks)

The LEARNING will be supported via a comprehensive tutorial learning, together with the standard EFL syllabus, text and answer book. The LEARNING will be further complemented with other activities such as Oral Presentation, Group Work & Discussions, Role Plays and Debates etc, which will enhance the learning methodology.

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Strategic Characteristics

Section 1: Reading and Vocabulary

Each student will be given the literature book ‘Jane Eyre’ by Charlotte Bronte, Level 3 (EFL). This literature book will be read collectively in class, each week. Audio cassettes are also available in our library, to accompany the text.

(ISBN number 0-582-41780-5).

Learning Outcomes:

  • The students will learn and understand new words and improve their vocabulary.
  • The students will be able to read clearly and pronounce English words articulately.
  • The students will practice reading aloud in front of the whole class to gain the confidence to speak in English freely outside the college campus.

Section 2: Usage

Students will be required to carry out additional tasks such as completing sentences and ‘fill in the gap’ exercises.

Learning Outcomes:

  • The students will be able to avoid making elementary errors in written English.
  • Students will be able to differentiate between like-sounding words.

Section 3: Grammar

Grammatical rules will be taught to the students such as articles, nouns, verbs and so on. Students will do English Language exercises in order to improve their grammar to a formal academic standard.

Learning Outcomes:

  • Students will be able to write correct grammatical sentences.
  • Students will be able to understand the reasons why certain sentences are phrased the way they are.
  • Students will be made aware that by improving their grammar, it will improve their command of the English Language.

Section 4: Punctuation

The students will be given up-to-date newspaper articles where they will have to fill in missing punctuation. They will then be asked to write summaries of these articles.

Learning Outcomes:

  • The students will acquire good organisational skills in their written work.
  • Learning about punctuation will also make them write better and eventually understand the importance of correct punctuation.

Section 5: Spelling

Each week, students will be required to sit for a brief spelling test based on a list of twenty words given the week before.

Learning Outcomes:

  • The Spelling exercises will improve the students’ written English and help them to differentiate between like sounding words.
  • Having the knowledge of how words are spelt will enable the students to be able to get their pronunciation correct.

Section 6: Student Activities

It is important that applicants not only learn theoretical concepts but it is also vital to be involved in practical activities. These practical activities provide an avenue to the students to express themselves and which will help them to be better conversant.

These activities will consist of:


Students will be given topics or allowed to choose their own topics. They then will present it to the class in a formal manner. They will have to do their own research and they will be provided with presentation equipment such as Overhead Projectors, PowerPoint Facilities and so on. They can get all the necessary help from the teaching staff.

Group work

Students will be encouraged to do all types of group work and present it to the class. This will teach them how to work as a team and will also give them the confidence to express their opinions before a crowd. They will also get to know each other and will be encouraged to empathise from each other’s strengths and weaknesses.

Role Plays

Role Play is a good way of encouraging students to speak in English and have fun while doing it. It can be entertaining for the class and at the same time, educational.

Discussions and Debates

Through these activities, students will be encouraged to express their thoughts and opinions. It will subconsciously allow any and all students via brainstorming, to air their views and thoughts. These kinds of activities will encourage and enable everyone to get involved and widen the knowledge and understanding of different ethnic beliefs and cultures. It is important for the students not only to master the English Language but also to keep up-to-date with current affairs of the country in which they are studying. Going through local newspaper articles and having discussions on them will not only widen their knowledge but also open their minds to debate.




The EFL certificate LEARNING has been designed for students who need to have an adequate command of English as a second language with both written and spoken, for academic, professional, business and communication purposes. The CEA and BEB has taken this task very seriously and produced a syllabus which will meet today’s demand.


Vocabulary and Reading Skills

Common Errors

Grammar and Cohesion

Spelling, Word Formation and Punctuation

Each Module consists of five sections. To obtain the EFL certificate, the candidate will have to sit for an exam based on the ten modules.

Module 1

Reading and Vocabulary Usage – Confusing Words Grammar–Article ‘a, an, the’ Punctuation–The `comma’ Spelling–Homophones

Module 2

Reading and Vocabulary Usage–Confusing Words Grammar–Subject/Verb Agreement Punctuation–The `comma’ Spelling–The Silent Letters

Module 3

Reading and Vocabulary Usage–As/Like Grammar–Subject/Verb Agreement Punctuation–The Dash Spelling–Adverbs ending in –ly

Module 4

Reading and Vocabulary Usage–Although, Despite, Even Though, Even If Grammar–The Passive Punctuation–The `Colon’ Spelling–Suffix for One Syllable Words

Module 5

Reading and Vocabulary Usage–Problem Words Grammar–Gerund or Infinitive? Punctuation–The `semi-colon’ Spelling–Suffix for Two Syllable or more Words

Module 6

Reading and Vocabulary Usage–Prefixes Grammar–Gerund or Infinitive? Punctuation–The ` Apostrophe’ Spelling–Negative Prefixes

Module 7

Reading and Vocabulary Usage–Phrasal Nouns Grammar–Emphatic Conditionals Linking Words and Phrases Spelling–Tricky Nouns

Module 8

Reading and Vocabulary Usage–Prepositions Grammar - `Ever’ as a Suffix Spoken and Written English Spelling–Tricky Adjectives

Module 9

Reading and Vocabulary Grammar–Inversion Prepositional Phrases Spelling–American and British English

Module 10

Reading and Vocabulary Usage–Similes Grammar–Points to remember Collocations Spelling–Irregular Verbs


We as the examination, assessing and verifying institution of Great Britain consider that, this specific LEARNING will be both productive and fruitful. This LEARNING has been considered for serious matured students who are keen to extend and consolidate their knowledge of English for matured working individuals to progress their command of the English language in the working and business environment of today.

To gain the Certificate, the attendee will need to work methodically through the ten modules. To ensure that learning is taking place, it is very important that every participant reads through the study notes for each section before attempting the task that follows. When completing a section, consult the answer key and check your answers. If you have made any mistakes, read the notes again to understand why you have made those mistakes.

Once the ten modules are completed, the attendee is permitted to sit an exam based on those modules. If a person works hard and performs all the tasks diligently, then he/she should have no problem in passing the exam since the questions in the exam will be taken from each of the ten modules. Once the student has passed this Certificate LEARNING, if they are interested in a higher level of attainment, they can do so without any reservation. Students who gain the EFL Certificate may proceed to study for the English Language CEFR Level Assessment Test (ELCAT), which is only offered to students who have been awarded UKCCL EFL Certificate.

Any prospective applicant who desires to follow UK-CCL EFL Certification, can be assured that, the learning process will ensure that, by successfully completing UK-CCL EFL programme, it will help to advance their command of English knowledge to progress their career or business path. The Executive Board of Governors of UK-CCL wishes to encourage every participant to be proud of gaining the UK-CCL Certification of EFL.


This concept was developed to assist awarding institutions or business / training organisations to enhance and implement Professional Knowledge Quality Management Standards Worldwide. This vision would also assist in the design and development of work orientated knowledge learning plans in various disciplines and endorsed as a professional knowledge qualification. Professional Knowledge Qualification Programmes are intangible packs developed to satisfy the training needs and demand of skills development in the various geographical locations of the world. When a candidate transfers from one Qualification to another to continue further professional education, they should not waste their time in repeating the same learning modules. In order to introduce suitable exemptions, UK-CCL provides benchmark services that are beneficial to the candidates in person to acquire the necessary Credit Units. This is carried out by Credit Accumulation Transfer Scheme (CATS).

Benchmarking matches and identifies the similarities and differences between the various learning plans and methods of delivery. Particular attention is given to the identification of the distinctive features of the subjects by setting these within the overall context of the learning programmes and awards of the Universities or Professional Bodies. It is recognised that each module is often set in a narrow context and UK-CCL PQMS will seek to broaden the context by relating learning modules in different disciplines where similar subjects are taught but under different cloaking terminology.

Professional Knowledge Learning Benchmark

UK-CCL has developed a process that helps candidates to put together a claim for entry or credit by matching their current and prior learning against the specific requirements of a particular award. Universities and Professional Bodies who have cordial relationship with UK-CCL in making use of the Affirmation of Prior Experience & Learning (APEL) and Accreditation for Career Progress Development (ACPD) schemes to evaluate skills, knowledge, and experiences of a busy working professional for their respective awards. These schemes operate on the concept which recognise

  • Learning from experience; growing with one’s own company’s progress.
  • Developing one’s profession in learning while earning.
  • Changing direction and breaking through into a new career with the latest technology.

The Affirmation of Prior Experience & Learning (APEL) and Accreditation for Career Progress Development (ACPD) schemes are designed to Recognise skills, Reflect on learning from paid and voluntary work, Review whether learning matches against entry criteria or the requirements of modules within specific LEARNINGs and Prepare a claim for entry or credit.

UK-CCL’S CERTIFICATION AN INDIVIDUAL BENCHMARKING LIFTING IMAGE FOR TOMORROW’S BUSINESS Characteristically Advocating Professional Quality Management Standards To ISO 9001:2008 Globally. We Pledge Working Persons to join us for Professional Enhancements!

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