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

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.

Keywords:

• APEL
• Foundation degree
• higher education
• further education
• lecturers

Acknowledgements

We would like to thank all of the UPC lecturers who took part in the research. This project was funded by the Joint Information Systems Committee (JISC) as part of the Lifelong Learning and Workforce Development strand of the Institutional Innovation Programme.