5. What is the smallest amount of credit that can be awarded?
In theory it is possible to achieve one credit for 10 hours of assessed learning. In practice most programmes of learning, including short courses, consist of more than ten hours of assessed learning. In most higher education learning is in the form of modules of 10, 15, 20 or 30 credits and the smallest unit of learning will be 10 credits. Continuing Professional Development (CPD) programmes may award credit for assessed short courses of 3 or 5 credits.

6. Can credit be transferred for one higher education institution (HEI) to another?
In principle credit is transferable and systems of credit are often referred to as CAT systems (credit accumulation and transfer). However HEIs are autonomous and control their own entry requirements. At entry a student with prior credit will need to demonstrate that the credit has been awarded for study that is relevant to the programme in question. This is sometimes referred to as specific credit. (See question 7)

7. What is the difference between general and specific credit?
All assessed learning can be awarded credit. The credit gained is a general recognition of assessed learning at specified levels. It is general credit. When the credit is recognised through the admissions procedure of an HEI as directly contributing to a programme it becomes specific. The change in designation from general to specific relates directly to the relevance of the learning to the proposed programme.

8. Can credit be gained for learning outside an HEI?
Credit is awarded for learning that has been assessed. Learning that is achieved outside formal education, through life experience, is often described as 'experiential' learning and many HEIs have procedures for the assessment of prior (experiential) learning (AP(E)L) to help in the identification and assessment of such learning, and hence the award of credit. Increasingly HEIs are considering assessing learning that is taking place alongside formal study, through part-time work for example. The processes for assessing and accrediting concurrent learning will be similar to those widely used for AP(E)L. It is essential to realise that it is the learning that is being assessed and quantified and not the experience itself.