The Accreditation of Prior Experiential Learning in Higher Education: A Discourse on Rationales and Assumptions |
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| Authors: | George Lueddeke |
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| Institution: | Teaching and Learning Development Unit, University of Bradford |
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| Abstract: | 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. |
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