Accreditation Of Prior Learning Research Articles

Welcome to the University of life, can I take your order? Investigating Life Experience Degree Offerings in Diploma mills

In this study, we posit a new category of products provided by diploma mills, which we term Life Experience Degree Offerings (LEDOs). LEDOs uniquely capitalise on the misuse of the principle of Accreditation of Prior Learning (APL) by granting higher education qualifications based on a resume or CV alone. Through a comparative analysis with contract cheating websites, we highlight the key features and persuasive strategies employed by 10 diploma mill websites which provide LEDOs to attract and convince potential clients. We then use corpus linguistics methods by analysing a large corpus of text quantitatively to explore the keywords these websites use to describe their products using a pre-packaged corpus analysis tool (Sketch Engine). Our findings indicate that on providers’ websites, the LEDOs are framed as a tool to achieve greater socioeconomic opportunities, and the quality and appearance of the physical diploma and accompanying documents play a key role in the LEDOs’ value proposition, while references to the acquisition of knowledge and process of learning are absent. Furthermore, LEDOs are typified by the promise of accreditation and verification services, which are the two most common keywords used in the description of LEDOs on diploma mills’ websites. Future research directions are suggested, including examining this phenomenon in non-Western cultural contexts, understanding the users and operators of LEDO websites, and assessing the prevalence of fraudulent credentials obtained from these sites.

SUGGESTED METHODS OF ASSESSING FORMAL, NON-FORMAL, AND INFORMAL LEARNING IN ADULTS

The assessment of formal, non-formal, and informal learning in adults where it is integrated with the accreditation of prior learning has become widespread throughout Europe, leading to the need to organize procedures at a European level. In this article, we present research that took place in four different countries (Greece, Iceland, Denmark, and Italy) where we studied the current legal status in these countries, recorded the views of stakeholders from all sides, used tools, and submitted a comprehensive proposed methodology. The overall aim was to explore innovative ways to access higher education following an alternative path and provide a new tool for the recognition of prior experiential learning for people with fewer opportunities. In this article, we present a part of this research for accreditation of previous experiential learning focusing on suggested methods of assessing formal, non-formal, informal learning in adults’ for entering higher education taking into account the needs of the target group as mentioned and described by the participants themselves.

Challenges in implementing national systems of competency validation with regard to adult learning professionals: Perspectives from Romania and India

Validation of prior learning (VPL), also referred to as recognition, validation and accreditation of prior learning (RVA), is becoming an increasingly important political issue at both European and international levels. In 2012, the European Council, the UNESCO Institute for Lifelong Learning (UIL) and the Organisation for Economic Co-operation and Development (OECD) launched strategic documents and guidelines for supporting its wide implementation. A wide range of resources and experiences to learn from are already available for improving policy making and the quality and credibility of VPL practices. An intrinsic part of quality assurance concerns the level of training of practitioners accompanying the VPL process. Addressing the need for improved practices of adult educators’ continuing professional development as well as improved validation processes, this paper presents and analyses practitioners’ experiences with a piloted portfolio tool designed to support the validation of pedagogic competencies of trainers in adult education. While the pilot study was carried out in 20 European and 2 non-European countries, this article picks out and compares feedback from participants in Romania and India, which are both striving to catch up in terms of accreditation of non-formal and informal learning. Based on their findings, the authors’ reflections focus in particular on evident challenges for educational policy making in these two very different countries. They also consider related policy measures needed for improving the educational contexts in both countries, both in terms of validation practices and in terms of the professional development of practitioners applying such practices, in line with international trends.

Building commitment among people undergoing Accreditation of Prior Learning (APL)

La VAE (validation des acquis de l’expérience) est une situation sociale dans laquelle les personnes engagées, ne serait-ce que très brièvement, ont à découvrir et à apprendre en même temps qu’elles ont à vivre les situations et à réaliser les tâches exigées par le parcours de VAE. L’engagement en VAE, les processus par lesquels il se construit et fluctue, se renforce ou se délite, dépendent de la combinaison de nombreux facteurs non seulement propres à la VAE et à ses situations mais aussi aux personnes. Cet article examine l’activité et la dynamique de l’engagement des personnes en VAE à partir d’une approche d’analyse du travail en didactique professionnelle.

The work of the Accreditation of Prior Learning (APL) juries or a representation of the candidates ‘s experience

Une observation des jurys de VAE (validation des acquis de l’expérience) et une analogie avec la métaphore théâtrale d’Erving Goffman montrent que la décision s’appuie sur une mise en scène de l’expérience du candidat, qui doit coïncider avec les normes universitaires et professionnelles des jurys. À cette fin, le candidat choisit les éléments de son parcours concordants avec leurs attentes implicites et explicites. Le travail du jury s’oriente alors vers la vérification de l’authenticité de la représentation, à l’aide d’indices relevés dans le dossier et au cours de l’entretien.

Towards the Construction of a Personal Professional Pathway: An Experimental Project for the Recognition of Non-Formal and Informal Learning in the University of Catania

In Italy, accreditation of prior learning is a sensitive issue. Despite the lack of laws or qualification frameworks regulating the recognition of non-formal and informal learning, most Italian universities proceed with caution, allowing only a restricted number of credits in the university curriculum related to practical activities or to external internships.The Faculty of Education of the University of Catania, partner in a Leonardo da Vinci project (2008–2010) regarding university placement services, has created an e-learning course for self-evaluation of non-formal and informal learning. The course, aimed at students attending their final year of a first level degree, has been set up as a support activity for students with low possibilities of entering the job market and not used to making the most of their learning experiences, especially if related to non-formal and informal settings. Ninety percent of these students are women from a low socio-cultural background with little experience or other qualifications.To date, modules have offered students useful tools to increase personal awareness in careers guidance, since the University of Catania cannot offer its students alternative opportunities.

Assessment for Learning: A Way to Improve Continuously

Abstract The development of lifelong and lifewide learning represents a key element in the promotion of a learning society, with more and new basic skills for all; innovation in teaching and learning; guidance and counseling activities; learning closer to home. These elements are essential to promote active citizenship, ensuring wider access to education; developing high quality systems for the “Accreditation of Prior Learning” and “Experiential Learning”, and promoting full participation in all spheres of social and economic life. In this context the assessment of learning plays an important role: it is a part of learning and could be a source of learning.

Accreditation of prior learning in pre-registration nursing programmes 2: The influence of prior qualifications on perceived learning during the foundation year

The perceive learning of pre-registration students nurses during the foundation programme in relation to their prior entry qualifications is investigated at two universities using a quantitative questionnaire. Having 'A' levels or National Vocational Qualifications was found to have a significant influence on an individual's perceived learning. The effect of having level 3 vocational qualifications had a slight negative influence, whilst that of 'A' levels was stronger. Findings in relation to perceived learning and prior experiential learning obtained from the application of this questionnaire were reported earlier (Scott, 2007). The implications of both the findings from Scott (2007) and the analysis are discussed here. No evidence was found to support the notion that those with relevant prior learning suffer costs through having to undertake learning the foundation year.

Towards a European qualifications framework: some cautionary observations

PurposeThis paper aims to provide a critical analysis of the European Commission's and the member states' attempts to introduce a European Qualifications Framework and national frameworks respectively.Design/methodology/approachThe paper is based on a review of policies and substantive desk research in countries that have applied a qualification framework approach.FindingsThe analysis shows that qualifications frameworks (QFs) are resisted partly from inertia and conservatism and partly because important educational purposes are being defended. NQF experiences suggest that hopes associated with QFs are unrealistic (e.g. accreditation of prior learning).Research limitations/implicationsThe paper draws mainly on conceptual and secondary analysis. In future primary empirical analysis would be desirable.Practical implicationsThe findings are extremely relevant to policy makers on the European and national levels. The lessons from NQFs suggest incrementalism, building blocks, supporting policies, consensus and staying as close as possible to practice are important.Originality/valueThis paper is one of the few attempts to evaluate current initiatives based on prior experiences.

Becoming Chartered Teachers: Issues of Status, Power and Identity

The new category of Chartered Teacher was part of a broad Agreement reached between teachers and authorities in Scotland in 2001 (ScottishExecutive 2001), parochially known as 'McCrone', which awarded Scottish teachers a salary increase and a reduced working week in return for some concessions in working conditions. In response to the hierarchical nature of schooling in Scotland, as observed by the McCrone committee (Scottish Executive 2000), the Chartered Teacher initiative represented a serious attempt to provide an alternative to the top-down model (MacDonald 2004). Chartered Teacher status purported to be reprofessionalising for teachers, offering career enhancement hitherto unattainable to those whose commitment was to pedagogy rather than to educational management. The initiative promised teachers the opportunity to develop as experts in learning and teaching through a qualification route with provision for accreditation of prior learning.

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.

Kompetenzstandards als globale Währung beruflicher Qualifizierung?

No AccessKompetenzstandards als globale Währung beruflicher Qualifizierung?Ute ClementUte ClementSearch for more papers by this authorPublished Online:Jan 2019https://doi.org/10.7788/bue.2005.58.4.469SectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail About Previous article Next article FiguresReferencesRelatedDetails Download book coverVolume 58Issue 4December 2005 ISSN: eISSN: HistoryPublished online:January 2019 PDF download

Guest Editorial

Guest Editorial

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.

Connectivity and responsiveness to vocational higher education to promote workforce development

This paper sets out to explore the case for higher education engagement with workforce development with reference to media studies in the light of recent government policy initiatives including the trilogy of White Papers, 14–19 Years, The Skills Strategy, and The Future of Higher Education. It focuses on the problems and potential solutions to establishing an accredited work-based learning route supported by further and higher education as a major contribution to the knowledge economy. It is inevitable in any analysis of higher education and workforce development that consideration has to be given the nature of the qualification framework and the current schizophrenia between the national qualification framework led by the Qualifications and Curriculum Authority and the Quality Assurance Agency for Higher Education framework. Until this unconnected and disjointed approach to a national qualification framework is resolved it will not be possible to establish coherent credit accumulation and transfer schemes all encouraging extensive use of accreditation of prior learning and experience in the workplace. Higher education, particularly subject disciplines with a direct interest in occupational sectors such as media have no choice but to engage in workforce development. However, this highlights the difficulties of providing a relevant education with the demands of employers often articulated through sector skills councils such as Skillset. The University Vocational Awards Council which is a consortium of 74 higher education institutions and the largest of the further education colleges devoted to higher level vocational education and training, sets out the general arguments for engagement with workforce development, sketches a way forward and indicates a potential role for the Association of Media Practitioners in Education.

A Liminal Space: Challenges and opportunities in accreditation of prior learning in Judaic Studies

The accreditation of prior learning (APL) attests to the value of learning that takes place in a non-accredited institution. In the process of accrediting such learning, criteria have to be established and assessment methodologies selected. Accreditation deals with definitions, values, ideals, searches for equivalency, and similarities in the examined learning. However, such values and examinations are located within distinctive structures of learning: the greater the difference between these structures of learning the more problematic the accreditation process. While generally true, this proposition is highlighted in the evaluation of prior learning of Judaic Studies. Such accreditation brings into contrast the learning structures of both the rabbinical ('sacred') and Western liberal higher learning ('secular'). We review the difficulties of criterion selection, current accreditation techniques, and detail those elements of the ultra-Orthodox structure of learning that are salient and problematic in accreditations. Drawing metaphorically on the works of Arnold van Gennep and Victor Turner, we encourage a more theoretical, humble, and sensitive exploration of the liminal space that lies beyond structures.

Policy and practice in widening participation: a six country comparative study of access as flexibility

Widening participation to higher education (HE) is central to the educational policies of countries throughout the world, and takes the form of a range of types of intervention, which can be classified within a three-fold typology. Access as in-reach refers to those programmes that prioritize recruiting potential students into the institution—examples include adult Access courses and certain summer school provisions for school-leavers. Access as out-reach is typified by efforts to widen participation and involve partnerships with one or more of employers, schools and the wider community. Alongside in-reach and out-reach exist a number of initiatives that can neither be categorized primarily as either of these, but focus on transformations and adjustments to the structure, administration and delivery of HE programmes. The third category of Access as flexibility refers to systematic as against discrete provision and includes such structural arrangements such as the use of accreditation of prior learning (APL), open and distance learning and the use of information and communications technology (ICT). In this paper—based on research commissioned by the Scottish Executive—policies and practices from Australia, Canada, England, Finland and France are compared and analysed with particular focus being given to flexibility. The implications of these policies and practices and their potential transferability to Scotland are considered.

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.

A Case Study of Accreditation of Prior Learning in Ministerial Training

The Ministry Division of the Church of England has recently published guidelines on the use of AP(E)L in ministry training. This article is a case study of APL in a Ministry course run by the Oxford Diocese with Oxford Brookes University. It gives examples of APL and discusses the issues that this raises. Its conclusions are positive about the use of APL while acknowledging that it is consuming of staff time.

E-learning and educational diversity

This article discusses the nature of electronic learning (E-learning) and argues for its centrality to educational diversity and the shift from teaching to learning. It is argued that E-learning is the new wave strategy that sits comfortably with other strategies developed for the 21st century. As such it challenges the traditional ‘banking concept’ of education, where the teacher is seen as the font of knowledge as long as students acknowledge this and are eager to absorb the teacher's vital knowledge. The article argues that E-learning should replace what Freire (1994) calls the backing concept of education, which is at odds with other 21st century approaches such as lifelong learning, open and flexible learning and the accreditation of prior learning (APL) to name only a few. In suggesting the shift from the traditional approach to E-learning, the article acknowledges issues of quality assurance and the need to maintain not only standards of achievements but also the comparability of those standards. Strategies for developing E-learning material and maintaining standards are discussed. McKey (2000) and Salmon's (2001) model of E-learning development and management are used to show how E-learning works in practise. The article then focuses on the role of E-learning as a catalyst for educational diversity, freedom to learn and equality of opportunity. While E-learning encourages diversity it paradoxically creates programmes that are more specifically tailored to the market needs than traditionally validated programmes. This is seen as very good in terms of addressing specific needs, for instance, specific knowledge and skills for a particular market. The learners or students in that particular market will feel that their specific needs are recognized and addressed, and will thus see the E-learning programme as having relevance for them. The article concludes by asserting that adequate resources, particularly learner support, will distinguish quality or good programmes from bad ones.