Tension of APEL: perceptions of higher education in further education lecturers

Abstract

This paper examines the perceptions of accrediting prior experiential learning (APEL) from the point of view of lecturers delivering higher education in further education institutions. Despite the fact that APEL is recognised as potentially providing a range of benefits for higher education providers, students and employers, little research has been carried out with those responsible for accreditation. Data were obtained using an online survey to collect information from lecturers about their awareness of and support for APEL. Analysis of this information reveals that confusion about the purpose and implementation remain the main barriers to APEL for this group, and that providing appropriate support for staff could be an effective mechanism for overcoming this. The implications of this study are discussed in relation to the higher education in further education context, with specific reference to the Foundation degree.

Examination as the method in the recognition of prior language learning

“…A common cause for concern in university-level RPL is therefore the issue of maintaining the quality, standards and status of university education (Dismore et al, 2011;Stenlund, 2011). In fact, Peters (2006) claims that RPL has been 'colonized by a traditional university assessment discourse which exerts a high degree of control over what is accepted as valid knowledge' (p. 168).…”

Portfolios and meaning-making in the assessment of prior learning

“…The accompanying narrative may also require the translation of learning from experience into a form of learning more commonly accredited in higher education using conventional disciplinary reference points rather than broader equivalence in terms of capability and capacity (Pokorny, 2011). This is perhaps a response to the uncertainties academic staff have about the process and its purpose in relation to the taught curriculum (Dismore et al, 2011).…”

Accrediting Prior Learning: Tensions Between Its Social Inclusion and Widening Participation Intentions and Current Practice

“…To be an effective admissions tool, APEL has to be understood by all staff who represent the institution to potential applicants and by staff operating the admissions process. Again, there are concerns that APEL is perceived and treated as a marginal or highly specialist activity and not advanced as part of the mainstream institutional offer (Dismore et al, 2011). The lack of clearly defined access points for both staff and students and the challenges relating to access to consistent information presents an immediate barrier "which needs to be overcome if accessibility is to be improved" (QAA, 2012).…”

“…Instead, it emerged that two of the three participants in this group had very little experience of APEL prior to the research. As a result of this, they lacked confidence in the process, even though they were quite well experienced HE tutors (Dismore et al, 2011). The four staff in the early adopter groups were all more experienced in assessing APEL claims than the cautious adopters.…”

“…The data show agreement among staff and students that the website had great potential for addressing concerns about awareness and information about APEL processes. They recognized that, although this was still a prototype website, it was already a significant improvement on the paper-based APEL process which relied heavily on the individual knowledge, skills, and experience of the tutor which can vary considerably (Dismore et al, 2011).…”