Accreditation of Prior Experiential Learning as a Catalyst for Lifelong Learning: Analysis and Proposals Based on French Experiments

Autor/inn/en	Sanseau, Pierre-Yves; Ansart, Sandrine
Titel	Accreditation of Prior Experiential Learning as a Catalyst for Lifelong Learning: Analysis and Proposals Based on French Experiments
Quelle	In: Journal of International Education Research, 9 (2013) 4, S.317-328 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0979
Schlagwörter	Experiential Learning; Lifelong Learning; Foreign Countries; Prior Learning; Role; Empowerment; Academic Degrees; Social Change; Higher Education; Work Experience; Guidelines; Educational Policy; Literature Reviews; France + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Life-long learning; Lebenslanges Lernen; Ausland; Vorkenntnisse; Rollen; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Sozialer Wandel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Employment experience; Job experience; Occupational experience; Berufserfahrung; Richtlinien; Politics of education; Bildungspolitik; Frankreich
Abstract	In this paper, the researchers analyse how lifelong learning can be enriched and develop a different perspective based on the experiment involving the accreditation of prior experiential learning (APEL) conducted in France at the university level. The French system for the accreditation of prior experiential learning, called Validation des Acquis de l'Experience (VAE), accredits prior learning from past experiences (professional and otherwise) and can lead to full university degrees or diplomas. A literature review on lifelong learning shows that worldwide, it is based on different conceptions and approaches, according to the realities of the education and labour systems and the relationship between them. The researchers note however that work experience is less valued than the acquisition of new and complementary knowledge. Studies on VAE in France in higher education show that a thorough analysis of prior experiential learning: first, improves the quality of the experience as a potential source of skills; second, may provide ways to improve the candidate's experiential learning, and third, may help define the direction for lifelong learning. Therefore, recognition of this experiential learning could be a key catalyst for lifelong learning. The findings support two main arguments advocating a central role for the recognition of prior experiential learning in the lifelong learning process particularly in France: potentially individualized learning paths, personal empowerment and shorter training times; and a focus on experience--and not just professional experience--that is in tune with today's societal changes and the aspirations/constraints of each individual. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10