Leveraging Prior Learning

The path to a Master’s Degree through credit transfer from the Qualifications Framework Programme

A case study by the Baby Friendly Initiative

When Sarah Johnson BFIqL began the UNICEF UK Baby Friendly Initiative Qualifications Framework Programme in 2021, she had recently completed her Postgraduate Certificate of academic practice of higher education and was in the middle of her Master’s Degree in midwifery.  

Through careful planning and support from her academic institution, Sarah successfully obtained credits from the Qualifications Framework Programme and applied these towards her degree – saving time, reducing tuition costs and building a strong academic foundation for her studies. 

Her journey illustrates how recognising prior learning can open new doors for motivated learners.

Please note, although there is no specific entry level requirement for the Qualifications Framework Programme, it can be used towards a higher level learning as is demonstrated by the following case study.

Sarah shares:

“As soon as I began the Baby Friendly Leader programme, I knew I was embarking on an extremely valuable course of study. However, I was also in the middle of my Master’s Degree in midwifery, and so I was determined to try to make my learning count by attempting to transfer the qualification credits towards my degree. 

“Ultimately, I was able to secure 20 credits from the Qualifications Framework Programme towards my MSc in Midwifery – the equivalent of an entire module. This represents huge cost and time savings, not to mention a fantastic use of my learning.

“The most important factor in the process – and the biggest piece of advice I can give to anyone who wishes to do the same – is to start early. Look through the Recognition of Prior Learning (RPL) or Accreditation of Prior Experiential Learning (APEL) schemes with your university and ensure you are writing to the appropriate level. Broadly this would be writing at academic Level 7, which is the postgraduate Master’s level. This means your writing should be more than just descriptive – rather, it should consider the whole picture or context of the subject you are writing about.  

“In practice, when engaging with the Baby Friendly Leader Programme, writing to a Level 7 means that you need to consider what the Vision Statement is asking for, look carefully at the learning outcomes, and think holistically about its application. It also requires use of high-quality evidence and references – for example an important piece of research for me to refer to was the 2023 Lancet Series on Breastfeeding.  

“However, when citing evidence, it’s more than just referencing – you must critically appraise the text and/or critically apply it in practice. For example, in the Vision Statement that requires students to engage with a case study, I explore a case of a mother who had a mastectomy and critically analysed and critiqued the evidence that was presented.  

“In other Vision Statements, I also mapped my writing and findings to the NMC standards for proficiencies for midwives. Again – I was trying really to think about the ‘big picture’. For students with a non-midwifery background, for example a dietitian or a pharmacist, you could map it to your own institutional standards and guidelines. 

“Ultimately, writing to Level 7 will not only support efforts to potentially transfer credits towards a degree, but it will also help you to engage on a deeper level and get the absolute most out of the Baby Friendly Qualifications Framework Programme. Starting the RPL/APEL process early will ensure that you begin the programme with the right mindset of what you need to achieve. 

“For me, the Baby Friendly Qualifications Framework Programme was a pivotal learning experience – I really feel like I put my heart and soul into the programme, and I was really pleased I was able to secure academic credits from all that hard work.  

“Working through the qualification made me realise how much I already knew, and how much more was out there to learn. It challenged me to apply knowledge critically and to engage more closely with the leadership component. The outcome was a better understanding of how to embed the Baby Friendly standards and so influence hearts and minds. I am pleased to say that my employer recognises the value of the Baby Friendly qualification, and I get quite a lot of undergraduate students and some postgraduate students talking about it and asking me questions about it. 

With thanks to Sarah for contributing to this case study.