APEL for Access

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AP(E)L for Access

• Linnette King
• INM
• University of Brighton

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Aim of session

• To share and explore successes and challenges in
  using Accreditation of Prior and Experiential
  Learning (AP(E)L) for access in further and
  higher education

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Proposed content for session

• Explore experiences and understanding of AP(E)L
• How? What? And Why?
• Portfolio evidence and development
• Use of reflective writing for evidence

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Aim of AP(E)L

• AP(E)L aims to avoid repetitious learning and may
  reduce the taught content and, or assignment
  workload of the programme of study entered

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APL

• Accreditation of Prior Learning (APL) relates to
  the Credit Accumulation and Transfer System
  (CATS), which enables students to transfer
  credits gained from one institution to another.
  The credit should be matched to the learning
  outcomes of units of learning within the
  transferred programme

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APEL

• Accreditation of Prior and Experiential Learning
  (APEL) enables students to gain credit for
  relevant prior learning in the workplace. This
  should be matched against their current programme
  of study, or is considered to be relevant towards
  it.
• A reflective account of the learning experience
  is usually required

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Types of Credit

• General credit
• Is awarded for activities which are recognised as
  being of academic level
• Relates generally to a course
• Is an academic judgement expressed in credits

• Specific credit
• Is that awarded towards a specific programme of
  study
• Is seen as specifically relevant to count towards
  a course and the award
• needs to match the learning outcomes of units
  within the selected programme

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Levels of Learning

• Academic levels that equate to the expected
  achievements of programme of study, e.g. 3 year
  graduate course
• 120 level one credits certificate
• 120 level two credits diploma
• 120 level three credits degree
• 180 level M credits masters degree

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FE/HE - relationship
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Aim of APL Process

• To transfer credit from another institution by
  gathering evidence of aims and learning outcomes,
  course work, assessment feedback comments,
  transcripts, certificates
• If a unit of learning was completed over five
  years ago then evidence of currency is required

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Aim of APEL process

• To identify past significant experiences and
  reflect on this to identify knowledge and skills
• To express significant learning concisely
• Use a conceptual framework for analysis
• Demonstrate application to practice
• Synthesise the evidence to support claim
• Consider evidence for authentication

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Steps in AP(E)L Process

• Identify and register on a programme
• Attend an AP(E)L workshop
• Plan time for accumulation of evidence and
  tutorial support
• Compile portfolio of evidence (proforma)
• Submit completed portfolio
• Assessed and moderated internally
• Sample selection scrutinised by external
• Credit is validated at exam board

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Purpose of AP(E)L Portfolio

• To record significant learning experiences and
  achievements
• To collate these prior experiences and learning
  into a medium for assessment
• To enable a continuing professional development
  process
• To express self-development in a personal and
  dynamic way

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Essential Criteria for Assessment

• Authenticity
• Directness
• Breadth
• Quality
• Currency
• GEAR - University of Brighton

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Reflective writing for APEL

• This can actively transform knowledge, rather
  than a simple reiteration
• Leads onto questioning and reflection on what is
  known
• Enables theorising about experiences
• Can apply theory to practical situations, and, or
  solve practical problems

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Reflective Frameworks

• Gibbs Reflective Cycle
• Johns Model of Structured Reflection
• Use of Carpers ways of knowing

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Reading and sources

• Brown, R.A. 1995. Portfolio development and
  profiling for nurses. 2nd edition Mark Allen
• Moon, J. 1999. Reflection in Learning and
  Professional Development. Kogan Page
• Nganasurian, W. 1999. Accreditation of Prior
  Learning for Nurses and Midwives. Mark Allen
• Nytanga, L. et al. 1998. Good Practice in the
  Accreditation of Prior Learning. Cassel
• Wailey, T. 2002. How to do AP(E)L. SEEC