APEL

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AP(E)L Work-based learningJune 2004DIT

• Anne Murphy, DIT Learning Teaching Centre

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Topics

• AP(E)L and its variants
• Informal and non-formal learning
• Models of AP(E)L

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AP(E)L and its variants

• RPL recognition of prior learning (usually
  certificated learning)
• RAPL recognition and accreditation of prior
  learning (usually certificated learning)
• AAPL assessment and accreditation of prior
  learning
• AP(E)L accreditation/assessment of prior
  (experiential) learning

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Non-formal and informal learning

• General definitions
• Non-formal learning is generally learning
  achieved in structured learning situations such
  as in-service training. There is generally an
  intention to learn
• Informal learning is generally regarded s
  learning that is achieved unintentionally through
  day-to-day activities and life experiences

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Models of AP(E)L

• Credit exchange model
• Competencies and standards model
• Developmental model (WIT)
• In-house Six Point Typology (UUJ)
• Human Resources model
• VaLEx biographical, learning project model

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Credit exchange model

• In the credit exchange model a persons informal
  learning is measured against formal learning
  outcomes of specific courses or modules of
  courses. If there is a sufficient match the
  person may be awarded the same number of credits
  as a learner following the taught course.
• Exemptions from modules or courses of study
  may be granted.
• In this way experiential learning is viewed as
  having an exchange value in the education
  market.

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Competencies and standards model

• In this model the applicant for AP(E)L seeks to
  have their experiential, or work related,
  learning measured against national occupational
  standards for a particular job.
• It should be possible, in theory at least, to
  achieve a vocational qualification totally
  through AP(E)L.
• Some occupational sectors which regulate their
  own standards use this approach, and some offer
  skills passports for their sector.

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Developmental model of AP(E)L

• This is a process where adults are offered a
  structured opportunity to review and present
  aspects of their certificated, informal and
  non-formal learning so that they can evaluate it
  themselves and perhaps use it as a means of
  identifying possible learning paths they might
  take.

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University Six Point Typology

• This presents a range of ways colleges may use
  AP(E)L with registered students.

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Human Resources Model

• Most large organisations invest heavily in
  staff training and development.
• Some offer personal training plans to
  employees which build on their work-related
  learning and acknowledge their acquired
  competencies.
• Others use the prior learning of employees to
  design training programmes with private providers
  and with colleges. Where such training leads to
  an award there may be some way of accrediting
  experiential learning towards the award.

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VaLEx Model

• Takes its underpinning ideas from existentialism,
  hermeneutic natural phenomenology and capability
  theory.
• Is closer to the French ideas for
• VAE (validation des acquis de lexperience) and
• VAP (validation des acquis professionnels)
• Takes a biographical approach to AP(E)L as part
  of a learning project (social negotiation)
• Involves an accompanier role through the
  process
• Is holistic rather than atomistic
• Stresses future potential as much as current
  competence

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VaLEx Model

• Involves
• guidance (information and accompanier)
• employer support
• university support
• a learning project
• orientation towards economic development as well
  as towards personal growth