Identification et validation des savoir-faire et des connaissances acquises dans la vie et les experiences de travail. Rapport comparatif France/Royaume-Uni = Identification and Accreditation of Skills and Knowledge Acquired through Life and Work Experience. Comparative Report of Practice in France and the United Kingdom. First Edition.

Autor/inn/en	Perker, Henriette; und weitere
Institution	European Centre for the Development of Vocational Training, Berlin (Germany).
Titel	Identification et validation des savoir-faire et des connaissances acquises dans la vie et les experiences de travail. Rapport comparatif France/Royaume-Uni = Identification and Accreditation of Skills and Knowledge Acquired through Life and Work Experience. Comparative Report of Practice in France and the United Kingdom. First Edition.
Quelle	(1994), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch; englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; College Credits; Comparative Analysis; Educational Certificates; Educational Legislation; Educational Policy; Experiential Learning; Foreign Countries; Higher Education; Job Skills; Lifelong Learning; Portfolios (Background Materials); Prior Learning; Student Certification; Vocational Education; France; United Kingdom + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Bildungsabschluss; Schulzeugnis; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Produktive Fertigkeit; Life-long learning; Lebenslanges Lernen; Vorkenntnisse; Ausbildung; Berufsbildung; Frankreich; Großbritannien
Abstract	In France and the United Kingdom (UK), procedures have been devised to allow the skills and knowledge acquired through life and work experience to be identified and accredited. In France, achievements from social and working life are identified in two ways: the personal and occupational competencies of workers are evaluated through a "bilan de competences" (competence audit) and experiential achievements can be accredited for the award of a diploma or credit toward a diploma. In the UK, these processes are referred to as the accreditation of prior learning (APL) or the accreditation of prior experiential learning (APEL). In France, the law determines the procedures for the audit. In the UK, the APL for vocational qualifications differs from the identification of achievement, since its purpose is to lead to the award of a vocational certificate or diploma. The legal basis for the accreditation in France is a law; no special legislation is necessary in the UK. In France, the composition of the dossier is specified by law. No fixed format for the portfolio is mandated in the UK. In France, the process is expected to be free; in the UK, candidate fees finance it. In both countries, the major partners in APL within higher education are the institutions of higher education. Again, the means by which accreditation is claimed is by preparation of a dossier in France (always) or a portfolio in the UK (usually). (A bibliography list 12 French and 13 English resources. A French language version of the report precedes the English version.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC