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BENCHMARK GUIDE

PROFESSIONAL KNOWLEDGE BENCHMARK CONCEPT IN COMPLIANCE,
WITH UK-CCL PQMS 5001:2005
UK-CCL PRACTISES IN IMPLEMENTATION OF PROFESSIONAL KNOWLEDGE LEARNING
BENCHMARK IN ALL THEIR ASSESSMENTS


©(UK-CCL is a private limited company registered in Great Britain to facilitate Professional Knowledge Quality Standards for Independent Knowledge Qualifications Worldwide)


INTRODUCTION

We would like to take this opportunity to welcome you to the UK-CCL being a unique assessment and verification who are committed for Prior Learning and Experience Knowledge Learning with the opportunities to gain Professional Knowledge Qualifications in their respective working profession. We believe that you would find the new environment both challenging and enjoyable. We are aware that joining our APEL and ACPD Learning, assessment and verification can be very demanding but be assured, that this will bring good rewards at the end. For any matured working person to achieve their firm objectives, UK-CCL will render any assistance always. We as a facilitating certifying institution are conscious that all applicant must learn about UK-CCL within a short period and hope that our Examiners and Assessors Information would be of assistance and motivate you. Other manuals would provide you with the necessary information that you may require to understand the vision and objectives of UK-CCL.

UK-CCL professionals are delighted to guide every person during the assessment period and will also be more than happy to support with any day-to-day issues that may arise. Should any queries or encounters any difficulties, please do not hesitate to contact any UK-CCL professionals as they are ever ready to render professional assistance. UK-CC wishes to emphasise that their professional activities are to the highest quality standards and any individual or organisation seeking UK-CCL assistance should clarify on their own of the credit worthiness as they avail the services on a free will and expects the full corporation in spreading the objectives of UK-CCL, which can elevate the professional image of an individual or organisation.

This perception was developed along with the formation of UK-CCL to assist any awarding institutions such as Academic or Lifelong Learning, Professional Bodies, Vocational Training Organisations and any other Further Higher Qualification Awarding providers internationally in enhancing and implementing Professional Quality Qualification Standards globally. This Benchmark vision would also assist in executing tailor made learning programmes desired by local market need. UK-CCL panel of Academics, Trainers and Professionals comes from varies walk of profession, which will permit to execute Learning Programmes to meet the demand by executing procedure of Benchmark Principal laid out by Assessment, Verification and Validation procedures. Benchmark policies gives the privilege for the Learning Providers and Awarding Institutions to come with their own Learning Programmes and they are validated by UK-CCL PQMS Benchmark policies.

This specific notion leads for individualised design and development of quality Work Oriented Learning Programmes in various disciplines as a Professional Knowledge Lifelong Qualification either by Universities and Professional Bodies. Professional Knowledge Qualification Programmes are intangible packs developed to satisfy the training needs 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 lifelong education, they should not waste their time in repeating the same learning modules. UK-CCL came up under their PQMS policy to facilitate the option of Credit Accumulation Transfer Scheme (CATS) as a top up Blended Learning Scheme.

To introduce this facilitation, it should have methodology to offer the suitable exemptions, this made to come up with to provide course benchmark services that are beneficial to the candidates. Benchmarking matches and identifies the similarities and differences between the various Learning plans and methods are in practise related to the learning delivery. 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. It is recognised that each module is often set in the context of Course Learning Syllabus Modules, which have broader contexts, and this is considered in benchmarking reports.

BENCHMARK CONCEPTS

Professional Learning Benchmark

UK CCL has developed a process that helps candidates to put together a claim for entry or credit by matching individual’s current knowledge which has contributed by prior learning and hands on work experiences against the specific requirements of any award. The Awarding Institutions and Learning Providers enforces the UK CCL’s two methodologies of assessment and verifications known to be Affirmation of Prior Experience & Learning (APEL) and Accreditation of Career Progress Development (ACPD) to evaluate busy working professional’s skills, knowledge, and experiences to recommend for any academic or vocational knowledge qualifications

UK- CCL’s Mottos to be: -

  • Learn from experience; grow with your company’s progress.

  • Develop your profession in learning while earning.

  • Change direction and breakthrough into a new career with the latest technology.


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

BENCH MARKING FOR A PROFESSIONAL KNOWLEDGE DEGREE QUALIFICATION

UK-CCL is focus upon individual who are possess sustainable recognised Lifelong Work Experience and Prior Learning to lead them to gain a creditworthy Professional Knowledge Qualifications. This will upgrade their professional image and status. To execute this vision and mission, UK-CCL has the Benchmark known as Affirmation for Prior Experience and Learning (APEL) and Accreditation Career Progress Development (ACPD). This Benchmark scheme will assist them in obtaining the desired professional degree in their respective field of discipline.

To obtain a Professional Knowledge Bachelor’s Degree the candidate must have an equivalent of 350 Credit Units and an equivalent of 600 Credit Units for the Professional Knowledge Master’s Degree. Candidates who wish to progress to a Professional Knowledge Doctorate Programme must hold a Professional Knowledge Master’s Degree and must submit a detailed CV together with a synopsis in their chosen discipline, supported by two references of which one must be from your most recent employer or a person already holding a Post-Graduate Qualification. The candidate, who wishes to follow this unique method in validating their Professional learning to a Professional Degree, must meet the UK-CCL Professional Quality Management Standards 5001:2005.

UK CCL BENCHMARK SERVICES

The UK CCL benchmark services are beneficial to:

  • Those involved in designing, approving and validating learning programmes of Professional Bodies

  • Those concerned with exempting, moderation and monitoring candidates

  • Candidates who may wish to select and/or evaluate subjects or programmes to continue their studies in different Qualification,

  • Employers who have staff, completing programmes of Education Studies

  • Universities and Higher Qualification bodies looking for joint certification

  • Providers of professional services.


BENCHMARK CRITERIA APPLICATION

Establishments seeking benchmark endorsements to confirm the professional ethics of their services should apply using the UK-CCL PQMS 5001: 2005 application forms. It is made clear to every organisation that it is compulsory to maintain the UK-CCL PQMS certification, there must be minimum of two assessment visitations must be carried out on a yearly basis. Dates can be arranged on a mutual understanding. All payment must be remitted to UK-CCL directly for the issuing of the certification. All Certificates are and will be issued form the UK-CCL Head Office. Enough time should be permitted form the approval date.

PERFORMANCE-BASED ASSESSMENT

Assessments must be meaningful, challenging experiences that involve presenting candidates with an authentic task, project, or investigation, and then observing, interviewing and/or examining their work and presentation, to assess what they know and can do. Candidates should be able to primarily emphasise and recall the facts to be discussed. They should conduct investigations or produce written or oral presentations for their assessor and class, and the assessor evaluates their performances. Candidates should conduct investigations or produce written or oral presentations for authentic purposes and audiences. The assessor and the audience, themselves will evaluate the presentations.

GENERATIVE ASSESSMENT

Assessors and their candidates co-create the assessment criteria and/or tools so that they are meaningful and generate knowledge. Assessment standards are set by the assessor and confirmed by UK-CCL according to local needs. Assessment standards and tools are developed by the assessor, approved by the UK-CCL Executive Board of Examiners and Assessors (UK-CCL-EBEA) and explained in detail to candidates before they begin their work. Assessment standards and tools are discussed, created, agreed upon, and used by both the assessor and candidates to judge and report on the quality of product and performances. The UK-CCL-EBEA should approve this process before its implementation.

SEAMLESS AND ON GOING ASSESSMENT

Instruction and assessment are integrated; assessment of the process and products occur throughout the instructional period as well as after and both assessor and candidates view it as separate from the instruction, e.g., candidates read and discuss a case learning or scenario and then take a unit test. The assessor defines assessment criteria at the beginning of instruction and uses them at designated checkpoints and at the end of instruction. The assessor and candidates generate assessment criteria at the beginning of their instructional task and use that criterion to measure the process and products of their learning throughout their work as well as at the end. The assessor frequently checks for understanding by listening to candidate discussions and probing the depths of their knowledge while candidates engage in self-assessment or in participating workshops or management games.

FEE STRUCTURE

  • Non-refundable Initial Application Processing Fee of £100.00

  • Non-refundable Preliminary Visitation & Assessment Fee of £350.00

  • UK-CCL Initial Certification Fee (Valid for 1 year) £950.00

  • Yearly renewable fee with visitation £850.00

  • Assessment Visitation Fee £350.00


UK-CCL PROMOTES HANDS ON WORK TRAINING FOR MATURES WORKING PERSON AS THE PROFESSIONAL KNOWLEDGE DEVELOPMENT!

UK-CCL’S PQMS IS A TRADE MARK FOR AN INDIVIDUAL’S ORGANISATION
TO CONFIRM HIGH QUALITY SERVICES FOR THE INTERNATIONAL MARKET!!!!!