Article Green Open Access 2011

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

DH
Dismore, Harriet
 MA
McDermott, Anne P.
 WN
Witt, Neil A.J.
 SR
Stillwell, Robert
 NS
Neville, Sophie
 SM
Stone, Mark
Research in Post-Compulsory Education
Journal · Vol. 16 · Issue 3 · pp. 315-331
Abstract

This article 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. © 2011 Further Education Research Association.

Keywords

Author Keywords

Higher education Further education lecturers foundation degree APEL

Index Keywords

Author Affiliations
School of Sport and Education, Brunel University London, Uxbridge, Middlesex, United Kingdom
University of Plymouth, Plymouth, Devon, United Kingdom
Funding & Acknowledgements
Joint Information Systems Committee, JISC
The survey developed for this study was part of the Partnership Investigations into Accrediting Prior Experiential Learning (Pineapple) project. The Pineapple project is funded by the Joint Information Systems Committee (JISC), as part of the Lifelong Learning and Workforce Development strand of the Institutional Innovation Programme (www.pineappleproject.org.uk). The survey was designed to collect quantitative and qualitative data about two main areas. The first was general awareness of APEL in their institution, including understanding of policy and responsibility for APEL. The second focused upon the support received for APEL as well as the support required. The data from the survey would then be used to inform future research. The survey was created using a web-based survey tool which helped to track responses and monitor individual results.
References 10 References
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3 Armsby, Pauline, The legitimisation of knowledge: A work-based learning perspective of APEL, International Journal of Lifelong Education, 25, 4, pp. 369-383, (2006)
4 Bergsteiner, Harald, Kolb's experiential learning model: Critique from a modelling perspective, Studies in Continuing Education, 32, 1, pp. 29-46, (2010)
5 Possibility of Naturalism, (1979)
6 Creating Opportunities for Apel Recommendations for Change, (2002)
7 Forward, (2005)
8 European Guidelines for Validating Non Formal and Informal Learning, (2009)
9 Making A European Area of Lifelong Learning A Reality, (2001)
10 European Journal of Education, (2003)
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