Recognition of Prior Learning

All forms required for the recognition of prior learning are centrally available in the student portal. The portal provides the most up-to-date templates for download, including the application form, checklists, and guidelines for documenting evidence. Students will also find information on the procedure and the submission of documents.

1. Fundamental Principles of the Recognition of Prior Learning ^ top 

Partial recognition is not possible; therefore, only prior achievements that are fully documented and cover all required learning outcomes can be recognised.

The recognition of prior learning is a central principle within the European Higher Education Area. Its aim is to integrate competences already acquired into the degree programme. This prevents unnecessary repetition of content and enables more flexible and individually tailored study pathways. Recognition follows clear principles across the European Higher Education Area. These principles safeguard the quality of study programmes while ensuring fair and transparent opportunities for students to bring in competences they have already obtained.

For recognition purposes, it is important to differentiate how competences have been acquired. Within the European Higher Education Area, a distinction is made between formal, non-formal, and informal learning. These categories help students to classify their individual learning history and to assess which forms of evidence may be suitable for recognition.

All three types of prior learning can be relevant for recognition - what matters is whether content, level, and scope are comparable with the modules in the degree programme, and whether reliable evidence can be provided.

1.1 Content & Level ^ top 

The content dimension refers to the topics, concepts, and methods taught within a module or course. At universities, these are described as learning outcomes, competences, objectives, or qualifications. In all cases, the term refers to what students are able to do at the end of a module or course and what they can demonstrate as the result of the learning process.

For recognition, this means that the learning outcomes and competences of your prior achievements must overlap with those of the target module. What matters is not that titles or names are identical. Course names may vary considerably across universities. The decisive factor is which competences were actually acquired.

Example: The module Interdisciplinary Project Study in an MBA programme shows many parallels with project modules in Bachelor’s and Master’s programmes. While the titles differ, the learning outcomes reflect comparable competences, such as the independent planning and implementation of projects, the analysis of problems, or the presentation of results. What matters is not the identical title of the module but the alignment of the required learning outcomes.

If essential content does not match, recognition is not possible.

In other words: Even if title and workload appear comparable at first glance, missing subject areas or different emphases may result in prior achievements not being recognised as equivalent.

An initial assessment can be made by comparing the learning outcomes of your prior achievement with those of the module descriptions in the study programme. If key content or required competences do not align, a formal application is unnecessary. This self-assessment supports the decision whether an official recognition procedure is worthwhile and whether all relevant evidence should be compiled.

Example: The module Project Management & Business Project I in the Bachelor’s programme focuses mainly on applying and analysing. Students are expected to use methods, collect data, analyse it, and develop solutions. The module Project Management in the Master’s programme goes further: here, in addition to applying and analysing, evaluation and creation are also required. Students are expected to critically assess project organisations, apply controlling instruments, and strategically guide projects to success. This example illustrates that while modules overlap, they are situated at different levels. These higher requirements make direct recognition impossible.

To assess the demands of modules and courses more accurately, recognition of prior learning is based on Bloom’s taxonomy (further information on Benjamin Bloom’s taxonomy at https://en.wikipedia.org/wiki/Bloom%27s_taxonomy).

Bloom’s taxonomy describes different levels of learning, ranging from basic activities such as recalling facts to complex cognitive achievements such as developing new concepts. It highlights that learning is not one-dimensional but involves various levels of difficulty. Each stage builds upon the previous one: in order to create or evaluate, one must first have understood, applied, and analysed.

Bloom’s taxonomy is therefore a useful instrument for assessing recognition opportunities. It makes it possible to compare the depth and complexity of prior learning with the requirements of a degree programme. In this way, it becomes clear whether an achievement is limited to repeating basic knowledge or whether higher-level demands such as critical reflection, decision-making, or creating have been met.

1.2 Scope ^ top 

In addition to content and level, scope plays a decisive role in the recognition of prior learning. Within the European Higher Education Area, workload is standardised through the ECTS system (European Credit Transfer and Accumulation System). One ECTS credit corresponds to an average of 25 hours of work, which includes not only lectures or seminars but also self-study, exam preparation, and project work. A module worth 5 ECTS therefore requires approximately 125 hours of work in order to achieve the intended competences.

For official study achievements, scope is already indicated by the number of ECTS credits. The situation becomes more complex with further training, certificate courses, or professional and voluntary activities that are not expressed in ECTS. In such cases, an assessment of scope is necessary to compare the achievement with the workload of a university module.

Several approaches can be applied:

• Hours indicated in course materials: If a certificate course specifies the number of teaching hours or total workload, this can be directly converted into ECTS (e.g. 100 hours = approx. 4 ECTS).

• Self-assessment supported by evidence: If no official figures are available, workload can be estimated and documented through materials, project reports, or certificates of participation.

• Professional or voluntary activities: Here, a realistic assessment is required of how many hours were actually dedicated to relevant tasks. It is essential that only the relevant portions are considered. A full-time job over several years does not automatically equate to a university module. The decisive factor is which tasks match in content and level, and the extent to which they can be reliably evidenced.

Even if estimation is sometimes challenging, recognition can only be justified if the workload of the prior achievement is of a comparable magnitude to that of the university module.

1.3 Interaction of the Dimensions ^ top 

For recognition to be granted, content, level, and scope must align. These three dimensions are interdependent and highlight that recognition is not merely a formal process but a qualitative assessment of actual learning outcomes.

• Content: The topics, methods, and competences of your prior achievement must correspond to those of a study module.

• Level: The cognitive demands (see Bloom’s taxonomy) must be at the same or a higher stage.

• Scope: The workload must be of a comparable magnitude to the ECTS value of a module.

A course with a large number of hours but limited to basic knowledge cannot be recognised for a module that requires competences such as applying and analysing, because the level is too low. Likewise, a highly specialised short course is insufficient, as its workload is too small in comparison. Scope is therefore a decisive criterion, since sustainable competence development requires time: content must not only be understood but also practised, applied in different contexts, and critically reflected upon. Through the ECTS system, this workload is standardised and made transparent, ensuring that academic achievements remain comparable within the European Higher Education Area. This guarantees that recognition is always based on fair and consistent criteria.

The three dimensions together form the benchmark against which potential recognition is assessed.

1.3.1 Steps for Self-Assessment ^ top 

The steps for self-assessment illustrate how an initial evaluation can be carried out systematically. The aim is to compare your prior achievements with the modules in the degree programme in a structured way. By combining content, level (Bloom’s taxonomy), and scope (workload/ECTS), a clear picture emerges as to whether recognition appears feasible. The steps are deliberately kept simple so that they can be followed without in-depth knowledge of higher education law or pedagogy.

1. Compare module descriptions
   Match the learning outcomes of your prior achievement with the learning outcomes of the target module. Does the thematic focus align?

2. Evaluate content and level
   Pay attention to the verbs in the learning outcomes: Are students expected to recall facts, apply methods, or perform complex evaluations? Consider whether your prior achievement is at the same or a higher level.

3. Check scope
   If ECTS credits are indicated: compare them directly. If not: estimate the workload realistically on the basis of hours or tasks, and consider whether it corresponds to a university module.

4. Overall assessment
   Only if all three dimensions are met - content alignment, comparable level, and sufficient scope - is recognition realistic.

1.3.2 Prompt for Self-Assessment ^ top 

This prompt supports an initial, independent pre-check of whether previously acquired learning might be eligible for recognition within your degree programme.
The assessment is structured along three dimensions:

1. Content - Which topics and methods does your prior achievement cover, and do they align with the module descriptions in the programme?
2. Level - On which cognitive stage (Bloom’s taxonomy) are the learning outcomes situated? Are basic activities required (e.g. remembering, describing) or more complex performances (e.g. analysing, evaluating, creating)?
3. Scope - Is the workload of the prior achievement broadly comparable to that of a module in the programme (conversion: 1 ECTS = 25 hours)?

This procedure helps you develop a realistic self-assessment before submitting an official application for recognition. It does not replace a decision by the programme director; rather, it is intended to guide students and to support clear reasoning during the recognition process.

The prompt asks for the required information step by step and then compares it systematically across the three dimensions.

# Role: You conduct a step-by-step preliminary check for the recognition of prior learning.  
Focus on three dimensions:  
1. Content (topics & methods)  
2. Level (Bloom’s taxonomy levels identified through the verbs used)  
3. Scope (workload/ECTS, 1 ECTS = 25h)  

Target group: Students who wish to obtain an initial assessment of their prior learning.  
Outcome: a provisional, non-binding evaluation.  

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# Procedure (dialogue with students)

Preparation  
- First ask: *"In which language should the evaluation be provided - German or English? / In welcher Sprache soll die Auswertung erfolgen - Deutsch oder Englisch?"*  
- Then continue all further questions in the chosen language.  

Step 1: Record the target module  
- Ask for the title of the module and the number of ECTS credits.  
- Ask for the original wording of the learning outcomes.  
- Optional: brief description or form of assessment.  

Step 2: Record the prior achievement  
- Clarify whether it is a university module, further training, professional activity, or voluntary work.  
- Ask for title/designation, provider/employer, and period of activity.  
- Ask for workload:  
  - If ECTS are available: number of ECTS credits.  
  - If no ECTS: number of hours (teaching, training, self-study, practice).  
- Ask for the wording of the learning outcomes or, if not available, a list of relevant tasks/responsibilities.  

Step 3: Evidence  
- Which forms of documentation are available? (e.g. module description, certificate, reference, portfolio)  

Step 4: Analysis  
- Content: Compare the topics and methods of the two modules/activities.  
- Level:  
  - Extract the verbs from the learning outcomes.  
  - Assign these verbs to the levels of Bloom’s taxonomy:  
  - Level 1 Knowledge/Remembering: name, list, state, describe, define, recall, identify, mark, select, recognise, present, classify, catalogue, locate, repeat, memorise, distinguish, complete  
  - Level 2 Understanding: explain, clarify, summarise, interpret, compare, categorise, paraphrase, rephrase, present, justify, contextualise, illustrate, exemplify, connect, typify, differentiate, structure, reframe, characterise  
  - Level 3 Applying: apply, calculate, perform, use, transfer, implement, operate, employ, execute, document, record, model, simulate, programme, configure, test, measure, calibrate, process, organise, train, demonstrate  
  - Level 4 Analysing: analyse, examine, test, structure, outline, compare, contrast, differentiate, derive, break down, deduce, segment, cluster, categorise, identify patterns, assign causes, detect deviations, investigate relationships, interpret, diagnose  
  - Level 5 Evaluating: evaluate, judge, decide, criticise, reflect, justify, weigh, reject, prioritise, rank, audit, validate, verify, qualify, recommend, assess, defend, question, appraise, argue  
  - Level 6 Creating: develop, design, conceptualise, create, formulate, innovate, plan, construct, synthesise, integrate, generate, transform, prototype, pilot, scale, orchestrate, systematise, compose, invent, optimise, organise, model, produce  
- Compare the levels of the target module and the prior achievement.  
  - Check: does the prior achievement cover at least the same or a higher level?  
- Scope:  
  - Convert workload into ECTS (hours/25).  
  - Compare with the ECTS credits of the target module.  
  - Assess whether the values are in a realistic proportion.  

Step 5: Result  
- Present the results in plain text format (no Markdown).  
- Structure the output into three parts:  
  1. Content (high/medium/low)  
  2. Level (yes/partly/no) with reference to the identified verbs  
  3. Scope (comparable/too low/too high)  
- Finally, provide a short conclusion: "likely to be recognised", "partly recognisable", or "not recognisable".  
- Note: *This is only a self-assessment; the final decision rests with the programme director.*  

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Start with Step 1 and ask for the title, ECTS credits, and learning outcomes of the target module.  

1.3.3 Checklist for Self-Assessment ^ top 

The following checklist serves as a practical tool to support an initial self-assessment of whether prior learning may be recognised. It brings together the three central dimensions - content, level, and scope - into concrete checkpoints. By working through the questions step by step, you can quickly identify whether a prior achievement is broadly comparable to a module in your degree programme.

The checklist does not replace an official decision, but it facilitates preparation for the recognition procedure: it helps you compile the necessary evidence in a targeted way and avoid unrealistic expectations at an early stage.

2. List of Recognition Opportunities in the Degree Programmes Energy & Sustainability Management and Facility & Real Estate Management ^ top 

Certain prior learning achievements in the degree programmes Energy & Sustainability Management and Facility & Real Estate Management have repeatedly been recognised, while others have been reasonably rejected. The following lists provide orientation and illustrate how recognition can be applied within the programme. They show which types of competences gained from previous studies, further training, or professional practice are, in terms of content, level, and scope, comparable to modules in the programme. At the same time, examples of non-recognised prior learning and competences are included to help avoid unnecessary effort in submitting applications.

The following examples are based on actual recognition cases from recent years. They do not represent a guarantee but serve as an indication of which prior learning achievements typically have a realistic chance of recognition. Each case will continue to be assessed individually, as the content, scope, and level of prior learning may vary.

2.1 Bachelor Energy & Sustainability Management ^ top 

2.2 Master Energy & Sustainability Management ^ top 

2.3 Bachelor Facility & Real Estate Management ^ top 

2.4 Master Facility & Real Estate Management ^ top 

3 Example of Credit Transfer ^ top 

The following examples show how credit transfer works in practice. They demonstrate that prior learning can come from very different sources - from formal learning contexts (e.g. university modules with ECTS), from non-formal learning opportunities (e.g. certificate courses, professional training) or from informal experiences (e.g. work practice, voluntary projects). What matters is not the title of a course or the type of learning institution, but whether the three dimensions - content, level and scope - can be clearly matched with the learning outcomes of a module in the degree programme.

The examples also illustrate how this comparison can be carried out: the learning outcomes of a university module in the area of project management or business administration & accounting are compared step by step with the proven competences from prior learning. It is documented which tasks or learning achievements cover the individual learning outcomes, how extensive the prior learning was (workload or ECTS) and which documents can be provided as evidence. In this way, a structured comparison is created that enables a well-founded decision on credit transfer in the application process.

3.1 Formal Competence - Standard Credit Transfer ^ top 

Note:
The option of a standard credit transfer with reduced documentation applies exclusively to the recognised prior learning listed. Only these degrees, training programmes or certificates have been checked in advance by the programme director and classified as equivalent to the respective module. For other prior learning, an individual assessment is necessary, in which content, level and scope are compared in detail with the learning outcomes of the module. Even if the university already has these documents from the admission process, for every credit transfer request the certificate or proof of training must be submitted separately.

Curriculum:

• Module: Fundamentals of Business Administration & Economics
• Scope: 6 ECTS
• Learning Outcomes:
  Students are able to:
  • clearly distinguish key business administration terms
  • explain the basics of marketing
  • explain the basics of human resource management
  • carry out simple accounting entries in balance sheet and income accounts and prepare journal entries
  • develop strategic decisions based on economic models

Context of Prior Learning:

• Completed training in Business Administration at a state-recognised institution.
• Scope: multi-year curriculum in business administration and accounting
• Degree: Certificate in Business Administration
• Evidence: submission of the certificate

Assessment & Evaluation:

• An individual detailed check of the learning outcomes is not necessary, as the Business Administration training is recognised as equivalent by default for this module.
• For the application, the certificate is sufficient as proof.

3.2 Formal Competences ^ top 

Curriculum:

• Module: Project Management
• Scope: 5 ECTS
• Learning Outcomes:
  Students are able to:
  • identify key tasks in project management
  • define and structure project organisations
  • independently create project plans
  • develop and implement project controlling
  • react flexibly and in an agile manner to problems and obstacles
  • lead projects in different subject areas to success

Context of Prior Learning:

• Successfully completed university module Project Management & Practice Project I in the Bachelor’s degree programme in Business Administration at Hochschule ABC (summer ).
• Scope: 5 ECTS
• Degree: Bachelor of Arts in Business
• Evidence: official Transcript of Records with a positive grade for the module Project Management & Practice Project I, module description for Project Management & Practice Project I as excerpt from the module handbook

• Total workload according to module handbook / curriculum / transcript of records: 5 ECTS

Assessment & Evaluation:

• The scope according to the Transcript of Records corresponds to the required scope of the module.
• Not all learning outcomes of the module are included in the description in the module handbook.
• One dimension is not fulfilled. Therefore, no credit transfer can be granted.

3.3 Non-formal Competences ^ top 

Curriculum:

• Module: Project Management
• Scope: 5 ECTS
• Learning Outcomes:
  Students are able to:
  • identify key tasks in project management
  • define and structure project organisations
  • independently create project plans
  • develop and implement project controlling
  • react flexibly and in an agile manner to problems and obstacles
  • lead projects in different subject areas to success

Context of Prior Learning:

• Certificate course Project Management Basics & Practice (100 hours), delivered by the Business Academy (11/-06/). The course included classroom seminars, online modules, group case study work, and a final presentation. Completion: certificate of participation with documented learning goals and performance record.

• Total workload: approx. 100 hours, equivalent to 4 ECTS

Assessment & Evaluation:

• The course covers all learning outcomes of the curriculum in terms of content and level.
• The documented scope does not correspond to the scope of the module.
• One dimension is not fulfilled. Therefore, no credit transfer can be granted.

3.4 Informal Competences ^ top 

Curriculum:

• Module: Project Management
• Scope: 5 ECTS
• Learning Outcomes:
  Students are able to:
  • identify key tasks in project management
  • define and structure project organisations
  • independently create project plans
  • develop and implement project controlling
  • react flexibly and in an agile manner to problems and obstacles
  • lead projects in different subject areas to success

Context & Evidence of Prior Learning (informal):

• Professional role as Project Manager at EnerGreen GmbH (08/2018-11/)

1. Project Energy-efficient refurbishment of a school campus to Passive House standard

   • Scope: 8 buildings, 1,200 pupils, total area 18,000 m²
   • Measures: insulation, window & façade replacement, integration of a biomass heating system, LED lighting concept
   • Budget: €6.5 million
   • Specific role: coordination with public authorities, compliance with funding conditions (climate fund)

2. Project Development of a municipal energy & sustainability management system

   • City size: 25,000 inhabitants
   • Measures: development of a monitoring system for 40 municipal buildings, introduction of energy controlling, training of facility managers
   • Budget: €0.9 million
   • Specific role: stakeholder management (politics, administration, citizens), introduction of standardised reports for the city council

3. Project Construction of a geothermal plant for a local heating network

   • Location: new residential area with 450 housing units
   • Measures: drilling, distribution network, transfer stations, back-up gas boiler
   • Budget: €4.2 million
   • Specific role: risk management of geological uncertainties, interface coordination between civil engineering, plant technology and clients

4. Project Implementation of a smart building system in a hospital (55,000 m²)

   • Measures: IoT sensors, building automation (HVAC, lighting, access), dashboard for energy & operational data
   • Budget: €4.8 million
   • Specific role: requirements analysis, software selection, interface coordination, training of the facility team

• Total workload (informal, evidenced): approx. 1,480 hours - conversion into ECTS is only partly possible for informal prior learning.

Assessment & Evaluation:

• The confirmed scope demonstrates long-term competence acquisition that exceeds the required scope of the module.
• With the documented professional experiences, not all learning outcomes are evidenced.
• One dimension is not fulfilled. Therefore, no credit transfer can be granted.