Recognition of prior and experiential learning in European universities

Abstract

This paper focuses on the state of the art for recognition of prior experiential learning in European universities. Although recognition of prior learning and prior experiential learning have been officially stated as being important aims by national ministers of education in their Bologna Process communiqués, implementation in the majority of countries is moving rather slowly. The paper discusses assessment and accreditation of prior and experiential learning (APEL) as a political aim in European higher education and describes examples from France, the UK, Norway and Estonia. The final section includes an overview of the main obstacles for wider application of APEL, ending with conclusions and recommendations for action.