Fri, 08 Sep 2023
Credit Transfer Policy
This policy sets out Metavision Institute’s principles for granting credit (advanced standing) to students for prior learning and for ensuring that students are not required to repeat equivalent learning undertaken in other contexts. Credit transfer enables student pathways into and between qualifications. This policy is informed by the AQF Qualifications Pathway Policy (2013) and therefore is designed to maximise the credit students can gain for prior learning, and to preserve the integrity of course learning outcomes and professional accreditation requirements. Metavision Institute’s approach to credit transfer and recognition of prior learning is evidence-based, clear, equitable, accessible and transparent.
This policy applies to prospective and enrolled students in Metavision Institute’s professionally accredited training courses, and to staff members who assess students’ applications for credit transfer.
Articulation pathways: arrangements that enable eligible graduates of similar counselling and psychotherapy courses to progress into Metavision’s higher education courses with approved block credit.
Credit transfer: the process of granting credit to a student for educational experiences or courses successfully undertaken at another institution within the preceding 10 years.
Recognition of prior learning (RPL): the process for granting credit for non-formal learning that has accumulated through relevant work experience and informal study, including professional development.
Advanced Standing (alternate/similar term for/to credit transfer and recognition of prior learning): awarding of credit based on previous studies or work experience.
Block credit: credit granted on the basis of internal and external articulation pathways.
Specified credit: credit given for core units in Metavision’s higher education courses.
Relevant TEQSA Threshold Standards
This policy aligns with the requirements of Sections 1.5.7 Qualifications and Certification, 2.4 Student Grievances and Complaints, 3.1 Course Design and 6.3 Academic Governance in the Higher Education Standards Framework 2015.
- Metavision Institute is committed to providing transparent and accessible guidelines for granting credit in its professionally accredited training courses in a consistent manner, on the basis of prior learning, inclusive of formal academic study, professional qualifications and professional work experience.
- Metavision Institute will develop and publish articulation pathways on its website to facilitate student enrolment in its professionally accredited training courses and course transfer. Articulation agreements will provide eligible graduates who meet admission requirements with block or specified credit in Metavision Institute’s training courses. The existence of an articulation agreement does not guarantee admission or preclude a student from applying for additional credit under this policy.
- A maximum of 50% credit in Metavision Institute’s training courses will be granted on the basis of formal learning within 10 years preceding the date of application. A maximum of 30% credit will be granted for prior non-formal or informal learning.
- Credit may be given in the form of block and specified credit
- Metavision Institute’s policy on approving credit applications will:
- Ensure academic decisions made on credit transfer applications are evidence-based, clear, equitable, timely and accessible to prospective and current students,
- Be applied consistently and fairly, with decisions subject to appeal,
- Ensure that the prior learning recognised is relevant and current and has a direct relationship to the learning outcomes of the training course to preserve the academic integrity of the course,
- Be academically defensible and take into account students’ likelihood of study success,
- Be formally documented and communicated to applicants, including the reasons for not granting credit,
- Not grant credit for formal study completed more than ten years prior to application to ensure the currency of the applicant’s prior learning, and
- Not grant credit for work-integrated learning components of courses where the components are required for professional accreditation.
- Credit transfer for formal, non-formal or informal studies
- Credit may be granted for the successful completion of:
- Units which form part of an accredited course or non-award course provided by a training provider at the same level which are judged to have equivalent learning outcomes, content, assessments and volume of learning;
- Short courses provided by a professional association or other similar body which are judged to have equivalent learning outcomes, assessments and volume of learning;
- Advanced training delivered by employers or other similar training which is judged to have equivalent learning outcomes, assessments and volume of learning
- In the assessment of credit applications for formal, non-formal or informal studies, the following will be considered by the Academic Director:
- The general educational practices and standards of the provider(s), and any relevant accreditation,
- The admission requirements and learning outcomes of the particular course or training and units, and the teaching methods adopted to achieve the outcomes,
- The relative emphasis on skills in relation to the study of the discipline, and
- Any arrangements for practical training and experience as a requirement of the course
- Credit may be granted for the successful completion of:
- Recognition of prior learning (RPL)
- Credit may be granted for learning based on work experience and informal study when the learning is documented to the satisfaction of the Academic Director and has taken place in the preceding ten years.
- The Academic Director may set a challenge assessment to ensure that the applicant has the required knowledge.
- In the assessment of RPL applications, the Academic Director will take the following principles into account:
- Authenticity: the applicant has demonstrated the unit learning outcomes and the quality of documentation is high,
- Currency: the student’s learning is contemporary;
- Quality: the learning has reached an appropriate standard for the level of the course;
- Relevance: the learning is applicable to the units for which credit is sought;
- Transferability: the learning outcomes can be applied outside the specific context in which the learning took place; and
- Comparability: the prior learning is comparable in content and standard with the units for which credit is sought.
- Internal credit between courses. Provided enrolment conditions are met, credit may be granted when a student has completed units:
- while undertaking a Metavision Institute higher education course (for example, the Graduate Diploma) and wishes to transfer to another higher education course (for example, the Masters) offered by the Institute, or
- while undertaking a Metavision Institute professionally accredited training course (for example, the Specialist Training in Holistic Counselling) and wishes to transfer to another professional training course (for example, the Specialist Training in Holistic Counselling and Psychotherapy) offered by the Institute, or
- While undertaking a professionally accredited training course (for example, the Specialist Training in Holistic Counselling) and wishes to transfer to a higher education course (for example, the Graduate Diploma), provided any differences in previous study are addressed and made equivalent through for example additional assignments, at the discretion of the Academic DIrector.
- Students may also transfer from a higher education course (for example, the Graduate Diploma) to a professionally accredited training course (for example, the Specialist Training in Holistic Counselling).
Applications for credit transfer are to be made on the Credit Application form at the time of application for admission to Metavision Institute’s higher education and professionally accredited training courses courses.
Applications for articulation are to be made on the Articulation Application form at the time of application for admission to Metavision Institute’s higher education courses and professionally accredited training courses.
The Academic Director will advise the applicant in writing of the result within two weeks of receipt of the application. A record of credit granted, including reasons for not giving credit, will be signed by the Academic Director, and documented on the student’s record and in the Student Register
A student may appeal the Academic Director’s decision on the granting of credit within the framework of the Student Grievance, Complaints and Appeals Policy (Academic).
The Academic Board is responsible for approving articulation pathways based on evidence of the mapping of equivalent units against Metavision Institute’s course(s), and for overseeing the implementation of this policy.
Metavision Institute is responsible for publishing a register of articulation agreements on the website.
The Academic Director is responsible for assessing applications for credit transfer within the framework of this policy. Decisions will be consistent and fair with decisions subject to appeal. The Academic Director is responsible for maintaining a record of the basis for decisions to grant credit or reject applications in the Student Register and for ensuring that the integrity of Metavision’s professionally accredited training course learning outcomes is maintained.
Applicants for credit transfer and articulation are responsible for submitting complete application forms with required documentary evidence.
- Student Register
- Training Course Application Form
- Credit Application Form