Pouget, Mireille and Oberski, Iddo (2005) Approaches to APEL in France and the UK: Holism versus Empiricism? Widening Participation & Lifelong Learning, 7 (1). pp. 5-12. ISSN 1466-6529Full text not available from this repository.
The APEL (Accreditation/Assessment of Prior Experiential Learning) systems in the UK and France are probably the best developed in Europe, but they are underpinned by different conceptions of learning and experience. In this article, we attempt to understand the two different approaches to APEL within the framework of Goethe’s ‘natural phenomenology’, which essentially attempts to understand phenomena in their own right, without analysing them into parts. An initial analysis would suggest that in the UK the APEL process reflects a conception of experience and learning as being built up of a number of smaller units. In France, on the other hand, the process involves instead a more holistic approach to the evaluation and understanding of experience and learning
|Divisions:||Centre for Academic Practice|
|Date Deposited:||31 Aug 2009 17:35|
|Last Modified:||02 Feb 2017 15:38|
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