Accreditation Of Prior Experiential Learning Research Articles

Is Accreditation of Prior Experiential Learning a familiar or unfamiliar process for Academics and Policymakers?

The article analyses the awareness of accreditation of prior experimental learning at European level. The research was conducted in 4 countries, namely Denmark, Greece, Iceland, and Italy. The choice of the specific countries was not random but based on/originated from the different cultures in North and South Europe and also different approaches to adult education. The target group was academics with experience in teaching in higher education and policymakers in the field of Education and in adult education. Also, the target group members were qualified for such procedures (whether the results refer to) either for the labour market or the education sector. The feedback was recorded through interviews of 68 academics and policymakers in the four countries. The current research focuses on the accreditation of prior experiential learning for entering higher education using a different path than the traditional one established in each country. The aim of this research is to establish/suggest another step/way to record the current situation in a European context and to contribute to further development and motivation. From the results, we can conclude that the information and awareness of the issue among both academics and policymakers is not in the same level in the four countries where the survey was carried out.

Relationship between learning strategies and academic performance: a comparison between accreditation of prior experiential learning (APEL) and regular entry undergraduates

PurposeThe purpose of this study aims to compare the academic performance and types of learning strategies used by APEL and regular entry undergraduates. It also explored the relationship between the academic performance and the types of learning strategies utilised by these two groups of undergraduate.Design/methodology/approachThis quantitative study involved 400 undergraduates from an open distance learning (ODL) institution. A correlational research design was used in this study. Data were collected through archival data and questionnaire. Independent t-test and Pearson’s correlation analyses were performed using SPSS.FindingsRegular entrants were found to perform slightly better than APEL entrants. There is no significant difference between the types of learning strategies used by APEL and regular entrants. For both groups, the higher performers adopted time and study environment management as well as effort regulation strategies. Besides this, there was no correlation between cognitive skills and peer learning with their academic performance. Meta-cognitive self-regulation and help-seeking which were found to affect the regular entrants’ academic performance did not correlate with those of APEL entrants.Research limitations/implicationsThis study was conducted within only one institution. The generalisation of findings may therefore be limited. Future studies could be conducted to include students from several institutions.Practical implicationsTime management training could be provided to students. Additional support, like foundation courses and supplementary readings, could be provided to APEL entrants to support their learning.Originality/valueThe findings would be beneficial to ODL institutions who offer APEL entry to understand the academic performance and learning strategies used by APEL entrants relative to regular entrants.

Content Learning Indicator in Equivalence Checking between Skills Module and Academic Module for APEL Process

Accreditation of Prior Experiential Learning (APEL) is an accreditation system involving assessment of a person's recognition of experience through formal, informal and non-formal learning. Generally, APEL pro-vides opportunity for individuals to gain access to higher learning institu-tions and gain credits in learning based on experience gained through equivalence checking. Therefore, this study aimed at obtaining feed-back/input on items for nine (9) content learning indicator domains that will be used for the determination of learning content in assessing the equivalence checking between the skills module and the academic module for the APEL process. The nine (9) domains are knowledge (current) in the field; practical skills; social skills & accountability; values, attitudes & professionalism; communication skills, leadership & teamwork; problem solving skills & scientific skills; management skills, entrepreneurship & innovation; information management & lifelong learning; and interdisci-plines. This study uses a quantitative approach which uses questionnaire to get feedback from respondents. A total of 32 respondents comprising lec-turers from seven (7) faculties of Universiti Tun Hussein Onn Malaysia. The data are analysed using Statistical Packages for Social Science 23.0 (SPSS 23.0). The finding of this study found that all the items in the Con-tent Learning Indicator in equivalence checking between skills module and academic module of the APEL process are very appropriate. Improvements are made such as feedback and recommendations provided by respondents.

Implementation and challenges of accreditation of prior experiential learning: admissions (APEL-A)

Purpose The purpose of this paper is to highlight how accreditation of prior experiential learning (APEL) is implemented, the challenges faced by the APEL assessors while assessing candidates as well as to suggest recommendations for improving the APEL process. Design/methodology/approach This paper is written based on the critical reflection of two accreditation of prior experiential learning: admissions (APEL-A) assessors appointed from a Malaysian Qualifications Agency approved assessment centre. This process would add depth and breadth to the study based on the assessor’s experience. Findings The study identified five challenges in the implementation of APEL-A. They are limited literature and records of the existing practices, conceptualisation of the APEL process, complicated and time-consuming APEL process, standard of acceptance vary according to discipline and lack of continuous training for APEL assessors. The four recommendations for improvements are as follows: the need for transparent and clear guidelines, ensuring consistency in practices and fairness to those from conventional learning, integrating APEL as part of the institution’s academic policy and providing continuous training for all APEL assessors. Originality/value Until now, not much research has been done regarding its implementation in Malaysia. The number of learners enrolled through this form of assessment may be low but growing. The feedback on the implementation of the APEL-A assessment process would be greatly beneficial to the stakeholders involved in improving its implementation process. The highlighted challenges faced as well as the recommendations put forth may also be useful for the continuous improvement of the APEL-A assessment process. Relevant stakeholders would benefit from this study.

New Qualification Level Description in Malaysian Framework for Equivalence Checking via APEL Process

Accreditation of Prior Experiential Learning (APEL) is a systematic process involving the identification, documentation and assessment of learning based on previous experience. This study is aimed at determining the descriptions of each qualification level within the Malaysian Qualifications Framework (MQF) that can be proposed for use in the research of equivalence between skill and academic of the APEL process. Through this equity research, it can facilitate individual passage from skills to further higher education in the academic. This study used a qualitative approach which involved exploratory methods through document analysis (Malaysian Qualification Framework, Australia Qualification Framework and Europe Qualification Framework)  interviews (semi structure) and descriptive survey (score mean and standard deviation) methods through a questionnaire instrument. Based on the information obtained from UTHM, ADTEC, KKTM and IKBN the total population of this study is 97 persons. However, only 54 respondents gave feedback on distributed surveys. The findings show that all description items of each level of qualification proposed in the MQF are best suited to describe learning outcomes for each level. A description that includes three domains (knowledge, skills and competence) can be suggested to stakeholders. This will help individuals from areas of skills to pursue higher education in the academic field through the APEL process.

IMPLEMENTATION FRAMEWORK SYSTEM FOR ACCREDITATION OF PRIOR EXPERIENTIAL LEARNING (APEL) IN HIGHER INSTITUTIONS IN MALAYSIA

Accreditation of Prior Experiential Learning (APEL) is a systematic process that involves identification, documentation and assessment of prior experiential learning.  APEL has great potentials to widen access and increase mobility for higher education. However, APEL in Malaysia is practically quite unknown in the higher education (HE) sector. There are yet many barriers and this pose a great challenge to implement it in Malaysian higher education institutions (HEIs). These barriers need to be addressed in order for APEL to be in place in HEIs. Since APEL in Malaysian HEIs, is rather immature, therefore, this research focuses on the development of APEL implementation framework for Malaysian HEIs. This research also identifies the barriers and strategies to the effective APEL implementation in Malaysia. This qualitative research employed questionnaires, which were later triangulated with interviews from 62 respondents comprises staff from MQA and six (6) local universities. Three(3) experts from Unirazak, OUM and MQA were also involved in the interview. The findings of this research indicates that the biggest barrier in implementing APEL system in Malaysia is the assessment system, followed by quality assurance, assessor and APEL promotions. This study also indicates that among the effective strategies are to coordinate advising services from local and international experts and implementing research studies for improvement. Finally, the sustainable APEL implementation framework developed is flexible, interactive as well as user-friendly and consisted of four main phases, i.e. student responsibilities, assessor responsibilities, exemption sub-committee and students (approval and decision). 

Accreditation of prior experiential learning: why is it important for aesthetic nurses?

Now that Health Education England has paired levels of practice with skills and qualifications, it is important for aesthetic nurses to practise in accreditation of prior experiential learning (APEL) mode. Getting APEL submissions right involves several steps, including logging courses and training days and recognising missing pockets of knowledge. Yvonne Senior discusses the benefits of APEL in aesthetics

Accreditation Of Prior Experiential Learning As A Catalyst For Lifelong Learning: Analysis And Proposals Based On French Experiments

In this paper, the researchers analyse how lifelong learning can be enriched and develop a different perspective based on the experiment involving the accreditation of prior experiential learning (APEL) conducted in France at the university level. The French system for the accreditation of prior experiential learning, called Validation des Acquis de l’Expérience (VAE), accredits prior learning from past experiences (professional and otherwise) and can lead to full university degrees or diplomas. A literature review on lifelong learning shows that worldwide, it is based on different conceptions and approaches, according to the realities of the education and labour systems and the relationship between them. The researchers note however that work experience is less valued than the acquisition of new and complementary knowledge.Studies on VAE in France in higher education show that a thorough analysis of prior experiential learning: first, improves the quality of the experience as a potential source of skills; second, may provide ways to improve the candidate's experiential learning, and third, may help define the direction for lifelong learning. Therefore, recognition of this experiential learning could be a key catalyst for lifelong learning. The findings support two main arguments advocating a central role for the recognition of prior experiential learning in the lifelong learning process particularly in France: potentially individualized learning paths, personal empowerment and shorter training times; and a focus on experience - and not just professional experience - that is in tune with today’s societal changes and the aspirations/constraints of each individual.

Accreditation of experiential learning at doctoral level

PurposeThe purpose of this paper is to outline some of the issues related to enabling the accreditation of prior experiential learning (APEL) in doctoral level awards, and illustrate the effects for candidates, others involved in the process and higher education (HE).Design/methodology/approachThe paper is a mainly qualitative evaluation study of those involved with 12 graduates from a professional doctorate that uses an in‐depth reflective and critical analysis of prior high level work based learning as its main product for assessment. In‐depth semi‐structured telephone interviews, focus group and questionnaires were used to gather data from candidates, their advisers and consultants, internal and external examiners, and chairs of their presentation.FindingsFindings included the development of understanding about work‐based epistemologies by all the participants and changes in the candidates' understanding of their professional identity. The recognition of scholarliness and the evaluation and accreditation of professional knowledge was a key issue for external examiners.Research limitations/implicationsAs a small‐scale evaluation case study the results are indicative and presented alongside experience of facilitating and assessing prior learning in this UK‐based professional doctorate, in order to stimulate further discussion.Practical implicationsAPEL is a valuable and valued, student‐centred learning and teaching method for experienced professionals that could provide a useful entrée to other pedagogies that develop a personal understanding of professional knowledge production and ability to reflect on practice.Originality/valueThe paper provides some evidence for claims in the current literature that there is an important place for work‐based knowledge in contemporary HE. The pedagogic processes described in this paper appear to work effectively with doctoral level candidates.

A Habermasian Analysis of a Process of Recognition of Prior Learning for Health Care Assistants

This article discusses a process of recognition of prior learning for accreditation of prior experiential learning to qualify for course credits used in an adult in-service education program for health care assistants at the upper-secondary level in Sweden. The data are based on interviews and observations drawn from a field study, and Habermas’s theory of communicative action is used for analysis. The main findings suggest that the students do not fully understand the assessment process or how their prior learning was transformed into credits. This reflects the teacher’s strategic actions and the lack of mutual understanding. Examples are sketched about how the process could be developed using the theory of communicative action. From a Habermasian perspective, this process is also criticized as promoting an assimilation of lifeworld-grounded experiences to the system. This form of recognition of prior learning does not seem to satisfy important goals and ideals in adult education and learning.

But I know that already: rhetoric or reality the accreditation of prior experiential learning in the context of work‐based learning

Within the context of work‐based learning, this article reviews the available evidence that supports the assumptions behind, and the claims made for the practice of accrediting prior experiential learning. Many of the claims made for accreditation of prior experiential learning (APEL) were found not to have been substantiated and some of the assumptions are challenged by the evidence. In general, however, the extent and level of evidence was found to be low and this paucity is undermining the development and exploitation of APEL as a practice.

Trends in Adult and Continuing Education in Romania, a Country in Transformation

The Plan to market transition brought with it the restructuring of the labour market, but also unemployment, new job profiles, and ongoing reform of the education sys tem. Within the catch-up process of joining the EU and harmonizing the legislative framework and developments with the aquis communautaire, the effort to set up and implement effective policies was relatively coherent. But the results achieved so far show that much more efforts are needed, as the participation rate of adults in education is still only 1.6 percent. Positive trends can be identified as well: a diversified range of institutions, a national system of quality assurance and of APEL (Accreditation of Prior Experiential Learning), increased funds allocated in the last two years, and an increased awareness and know-how in the field of ACE 1

Using Accreditation of Prior Experiential Learning (APEL) to Replace a Practice Placement: A Controversial Option?

The Accreditation of Prior Experiential Learning (APEL) is established in higher education, but there are no studies on its use in occupational therapy. Brunel University wanted to investigate whether APEL could enable occupational therapy students meeting certain criteria to be exempt from the first-year practice placement, and so devised an APEL proposal. Practice placement educators and students were invited to give their opinion on the proposal through a questionnaire; additionally, the students attended a nominal group discussion. Three themes emerged from the six practice placement educators who agreed to participate: logistics, student experience and learning opportunities. The three students who participated valued APEL for confirming and recognising learning from previous experience. The low response impedes establishing any definite views on the topic, but could suggest that APEL is not a controversial option to practice placement educators and students. Further study is required on the adoption of APEL in occupational therapy education.

Accreditation of prior learning in pre-registration nursing programmes: Throwing the baby out with the bath water?

The perceived learning of pre-registration students nurses during the foundation programme with and without prior clinical experience was investigated at two universities using a quantitative questionnaire. No difference was found between the perceived learning of individuals with (> or = 1 year) and without prior clinical experience. Students at one of the universities consistently perceived that they learnt more than students at the other institute. Despite this, the pattern in the responses between the universities is consistent. The implications of the lack of effect of prior clinical experience on level of perceived learning for the process of accreditation of prior experiential learning is discussed.

The legitimisation of knowledge: a work‐based learning perspective of APEL

Accreditation of Prior Experiential Learning (APEL) is now an established but relatively underused process in higher education (HE). In our review article, we argue that this is because APEL not only challenges the traditional university monopoly of knowledge but also challenges other established processes and social constructions. Work‐Based Learning (WBL) has used APEL to great advantage in allowing people to gain access to HE. Also, it has done much to challenge traditional discipline based assumptions associated with APEL practice through seeking to recognise the knowledge and abilities that come about through the three spheres of work, the academic and the personal. This article examines the perspectives of five tutors who regularly support the development of, and assess the APEL claims of WBL students. The perspectives of the tutors are presented as vignettes. These, together with three short case examples, are used to illustrate themes that are related to the APEL process: power and control within the infrastructure of universities; the power of the disciplines to skew the depth and significance of prior and experiential learning; the pressure from government for universities to foster employee learning; competing value positions of academics and of students; and the social influence of students and assessors’ gender, race and class. We look at these five overlapping themes and how the field of WBL may have certain features that can help overcome these constructions in the APEL process. We also consider the struggles of WBL and its own emerging value positions.

Implementing work-based learning within masters' courses in design: A research evaluation of curriculum

This article has been developed from an internally funded educational research project undertaken to address the needs of a specific institution, namely Southampton Institute. However, the key issues described, which include learning contracts, information and communications technologies (ICT), accreditation of prior experiential learning (AP[E]L) and placement schemes, have relevance to other higher education institutions (HEIs) associated with introducing work-based learning (WBL) within the design curriculum at postgraduate level. The article includes a review of recent government documents, reports, websites and conference papers. The article not only locates the importance of design as a key player within the creative industries but also suggests how the postgraduate design curriculum can provide a viable opportunity for developing important employability skills. Finally, the article discusses the background to, and definitions of, workbased learning, and concludes with an analysis of some the challenges and benefits involved with developing an effective and alternative mode of learning.

Recognising Prior Learning: Investigating the Future of Informal Learning, a Northern Ireland Study

Credit accumulation and transfer schemes (CATS) have developed as a means to facilitate access and the recognition and development of formal learning experiences across educational sectors and providers. Modularisation and credit developments have significantly affected the provision of formal learning opportunities over the last three decades. Recognition of experiential learning and the needs of adult students continues to develop. Institutions continue to expound the need for robust provision for accreditation of prior learning in terms of a valued and academically transferable entitlement for experienced learners, but travelling the pathway toward accreditation is still an obscure and uncertain process for learners. New and engaging procedures for the advancement of experienced students have been developed, including access initiatives, strategies for more effective learner support, inclusive curriculum practices and enhanced learning resource capabilities. Why then do we find institutions remaining with limited Accreditation of Prior Experiential Learning (APEL) capabilities? This paper begins by examining the underlying concepts of a credit-based learning culture from the perspective of policy, whilst exploring the educational models linked to APEL and the debate behind the value of informal learning and the process of attaining recognition. The main finding of the Northern Ireland study, as part of a European study, suggests that existing mediums for APEL have, to date, inspired a sense of renewed thinking but that institutional strategies for increased participation have not always addressed adult educational needs appropriately. This paper, based on research at the University of Ulster and project partners, will investigate the obstacles that remain some twenty years after the access movement of the 1980s.

Accreditation or validation of prior experiential learning: knowledge and savoirs in France—a different perspective?1

This article stems from the study of the process and application of Accreditation of Prior Experiential Learning (APEL) in the French higher education system, in France referred to as VAP (Validation des Acquis Professionnels). The paper seeks to review not only the context in which the concepts underpinning VAP in France have developed, but also the nature of these concepts and their implementation in practice. In particular, we consider the specific meaning of concepts used within France where terms with close meanings reflect subtle but essential cultural differences of approaches within this arena, when compared to similar concepts and approaches in the Anglo‐Saxon world. The practice of APEL in France raises questions about the nature, acquisition, recognition or even reconciliation of various forms of knowledge, as well as their utilization in respect of employability. While in Anglo‐Saxon countries, and in the United Kingdom in particular, the practice of APEL seems to uncover resistance in universities along a ‘vocational’ or ‘professional’ versus ‘academic’ divide (Merrifield et al., 2000), la formation continue in the French higher education system seems to offer, through its VAP practices and underpinning principles, a third way, giving parity of esteem to professional and vocational knowledge.

Does widening participation reduce standards of achievement in postgraduate radiography education?

Purpose: Many radiographers applying for postgraduate study are qualified with the Diploma of the College of Radiographers. These radiographers are deemed to be non-standard entrants at St. Martin’s College, Lancaster, whereas graduates with a second class honours degree or above, are deemed to be standard entrants. This paper will discuss the admission of such students to postgraduate courses via Accreditation of Prior Learning (APL) and Accreditation of Prior Experiential Learning (APEL), and their subsequent achievement on postgraduate courses. Method:Data (student marks) were extracted from student records from 1994 to the present time, for the four programmes run in the Department of Radiography and Imaging Sciences. Analysis of the data provided total numbers of standard and non-standard students on each programme as well as the mark range, standard deviation and mean marks for each programme. It was then determined, using a t -test for independent samples, whether there was any statistically significant difference in the marks of standard and non-standard entrants per programme and also collectively. Results: The results showed that there was no statistically significant difference in the marks achieved by standard or non-standard entrants on any of the four programmes. Conclusion: If assessment outcomes are used as an indicator of academic performance this study demonstrates that widening participation, to allow those DCR radiographers motivated enough to apply to study at postgraduate level direct entry onto postgraduate courses, does not lower academic standards.

The Accreditation of Prior Experiential Learning in Higher Education: A Discourse on Rationales and Assumptions

This paper explores some of the issues and benefits surrounding the process of accreditation of prior experiential learning (APEL) as one key institutional ‘building block’ for meeting the needs of adults who wish access to UK higher education institutions (HEIs) course provision. Arguments are advanced whereby APEL could help to ‘unlock doors’ to HEIs for those (mostly part‐time students), who have traditionally been denied access or advanced standing to HE courses because of personal, socio‐economic or institutional constraints. The paper also provides a basis for APEL based on educational grounds. Reference to a three year study/project in a Canadian institution, where criteria were evolved that eventually led to the establishment of APEL policy and procedures along with the evolution of the necessary infrastructure, is also made. APEL is also presented as a human resource/career development process that can gather momentum, gain commitment and support from the private sector.