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THE OXBRIDGE Trust MEMBERSHIP APPLICATION FORM. BASED ON RECOGNIZED PRIOR LEARNING (RPL) or APPROVED PRIOR EXPERIENTIAL LEARNING (APEL)

Note: Up to 70% exemptions (subject areas/time) can be applied for learning from past qualifications, work experience and related courses attended

Name ………………………………….…. IC/Passport Number …………….   Date…………….

Email contact…………………………. Phone (Work)……………………(Mobile)……………….

I certify that the following details of my professional work experience and documented learning and

past qualifications are true and correct.

 

 

…..………………………….……… (Signature)

Application Form

Please select and fill in the application form and submit all relevant documents to complete the process

INTRODUCTION

Assessment methods and grading systems based on traditional examinations and evaluation are increasingly becoming mere simplifiers of academic bureaucratic processes. They do not actually measure what a candidate should understand at the end of each learning process. The use of traditional modes of assessment and written projects are no longer viewed as a suitable form of evaluation. This is increasingly becoming evident in higher education.

 

The more popular and meaningful alternative being adopted, by many international institutions world-wide, is the Portfolio method which provides the opportunity for candidates to exhibit their understanding of the subject matter through the presentation of work-based evidence. This is learning from experience in a candidate’s workplace or something that the candidate knows they can now do well and may still be doing at their workplace.

 

WHAT IS A PORTFOLIO

A portfolio is a careful and purposeful collection of candidate’s work and/or experience that exhibits the candidate’s efforts, progress, and achievements. A portfolio provides a richer picture of a candidate’s performance than cannot be easily assessed from more traditional forms of academic evaluation. A portfolio should reveal a range of skills and understanding on a wide range of issues. A portfolio is deemed the most suitable form of assessment for the professional doctorate programme as it:

  • Encourages self-directed learning. Enlarges the view of what is learned.
  • Fosters learning about learning and how candidates learn best.
  • Demonstrates progress toward identified outcomes.
  • Provides a way for candidates to value themselves as active learners.
  • Offers opportunities for peer-supported growth.

OBJECTIVES OF A PORTFOLIO

The objective of a portfolio is to provide the opportunity for candidates to:

  • Exhibit their understanding of the subject matter.
  • Relate the theories and concepts that they have learned from real-life work situations. Adopt and value an ‘Action’ or ‘Experiential’ learning approach.
  • Provide evidence of their ability to adapt and adopt what they have acquired from their learning process to real-life problems situations.
  • Measure the effectiveness of their own life-long learning endeavours.
  • Provide evidence of how they can view current/past work-place related problems in the light of the new knowledge or skill that they have acquired.
  • Enable them to collate their work/life experiences into a meaningful and coherent body of work that will exhibit their understanding and knowledge of workplace or real-life related issues.

FORMAT OF A TYPICAL PORTFOLIO REPORT

Section A: Introduction

  1. Personal – Provides a concise self-description. This must include examples of work-related positions held in your career or professional life.
  2. Organisational – Provides a concise introduction to the organisations and the industry in which you have worked. The description of the industry must be given from both domestic and international perspectives.

Section B: Personal views on your areas of specialism.

  1. Provides an analysis of what your specialism involves. This should be discussed from the point of personal and professional experiences, supported by external ideas/concepts/models or reference materials.
  2. Choose one current role model model/hero, eg. a parent, coach or mentor or a previous ‘boss’ (local/international) and discuss what you have personally learned from this person, that has inspired or helped you in your professional development.

Section C: Examples of dilemmas faced, or challenges overcome.

In this section the candidate needs to provide examples of their own dilemmas or challenges faced, to become successful. Candidates may either discuss one ‘incident’ only in detail, or a few incidents that have occurred throughout their career in becoming a specialist in their area or discipline.

Section D: Synergising new knowledge gained from practical demands

Throughout their career, candidates will undoubtedly gain much knowledge and insight on the concepts and practises to achieve specialist expertise.

In this section candidates are required to present their own understanding of how their newly acquired knowledge can be synergised with their own practical specialist experience. Candidates may also draw from their wide readings, participation in conferences/seminars. It is critical that candidates exhibit a deep sense of practical knowledge. This practical knowledge may also be derived from other related professional experience. Where possible candidates must indicate and explain how far their experience is similar or different from other specialists’ experiences and achievements.

Section E: Summary and Conclusions

In this section, candidates are to summarise and draw conclusions from what they have presented in the whole portfolio. More than a repetition of what has already been discussed; the conclusion section should contain an in-depth synthesis of the key learning from their life-career experience. No new ideas or opinions should be introduced at this final stage.

A typical portfolio report should comprise 3000 to 5000 words and can include charts, graphs, tables, photos and appendices or attachments.