Accreditation or validation of prior experiential learning: knowledge and savoirs in France—a different perspective?1

We wish to thank key VAP practitioners and academics from l'Université des Sciences et Technologies de Lille (Lille‐USTL). The study also drew from the completion of the ‘Eurovalidation’ project (Leonardo Project 188), involving Glasgow Caledonian University in Scotland, City University of London and the University of Lille‐USTL in France.

Abstract

This article stems from the study of the process and application of Accreditation of Prior Experiential Learning (APEL) in the French higher education system, in France referred to as VAP (Validation des Acquis Professionnels). The paper seeks to review not only the context in which the concepts underpinning VAP in France have developed, but also the nature of these concepts and their implementation in practice. In particular, we consider the specific meaning of concepts used within France where terms with close meanings reflect subtle but essential cultural differences of approaches within this arena, when compared to similar concepts and approaches in the Anglo‐Saxon world.

The practice of APEL in France raises questions about the nature, acquisition, recognition or even reconciliation of various forms of knowledge, as well as their utilization in respect of employability. While in Anglo‐Saxon countries, and in the United Kingdom in particular, the practice of APEL seems to uncover resistance in universities along a ‘vocational’ or ‘professional’ versus ‘academic’ divide (Merrifield et al., 2000), la formation continue in the French higher education system seems to offer, through its VAP practices and underpinning principles, a third way, giving parity of esteem to professional and vocational knowledge.

Notes

* Corresponding Author: Institute of Education, University of Stirling, Stirling FK9 4LA, Scotland, UK. Email: [email protected]

We wish to thank key VAP practitioners and academics from l'Université des Sciences et Technologies de Lille (Lille‐USTL). The study also drew from the completion of the ‘Eurovalidation’ project (Leonardo Project 188), involving Glasgow Caledonian University in Scotland, City University of London and the University of Lille‐USTL in France.

Now referred to as VAE (Validation des Acquis de l'Expérience or validation of learning acquired through experience), with a new law taking effect as of 2002. The expression VAE will therefore be used throughout the text for generic reference, while VAP will be retained for reference to the previous legislative texts and practice at the time of the study.

To be really accurate, formation continue should be translated in English as continuing professional development or CPD rather than continuing education (previously referred to in French as éducation permanente), as it usually involves activities and programmes related to a professional field, as is the case at l'Université des Sciences et Technologies de Lille 1 (USTL). The word ‘formation’, closer to the English ‘training’ but not similar, is usually followed by the adjective ‘professionnelle’, whose meaning is somewhere between ‘vocational’ and ‘professional’ in English. The terminology of formation professionnelle has tended to replace formation continue as the growing unemployment crisis of the 1970s brought a shift in emphasis from the concept of éducation permanente to formation continue and formation professionnelle. However, formation continue will be used generically to match the English ‘continuing education’, as an ‘umbrella’ concept to ease understanding, and to refer to all these higher education activities which are not part of the formation initiale—mainstream full‐time education from school to university or college. What might therefore appear as inconsistencies when referring either to formation continue or formation professionnelle in the text is merely an attempt for greater accuracy in reflecting semantic differences, themselves reflecting differing cultural and historical realities.

CNAM was created in 1794 as a higher education institution to give engineers and technicians the means to follow technological advances and improve their professional expertise by taking evening and Sunday classes. And later in the twentieth century, engineers without professional or higher education qualifications, but with more than five years' experience, also benefited from a law passed in 1939 which allowed them to present a dissertation based on their work experience in order to gain the official title of engineers (Feutrie, 2000).

The Memorandum defines the different forms of learning as: formal, non‐formal and informal; non‐formal learning may not lead to certification and is likely to take place in the workplace or ‘through the activities of civil society organisations and groups’. Informal learning is not necessary intentional, and is seen as ‘a natural accompaniment to everyday life’ (EC, 2000, p. 8).

See note 3.

An example of the most successful DEP is given by Jallade (2000). He reports that USTL had a turnover of Fr. 14 million in 1996, while 30 out of 80 universities averaged a turnover of over Fr. 2 million.

Hence the necessity to situate VAE within the formation continue (‘la validation des acquis belongs to la formation continue’—Blachère, 2002, p. 99) and therefore is not viewed as appropriate for young people coming out of their formation initiale.

Director General > of Higher Education (directeur général des enseignements supérieurs) in 1997.

Figures cited during the VAE Act's preparation in 2001 support the assertion of the inadequacy of initial education, reporting that 44% of the working population was in occupations that had little relationship to the formation initiale.

Additional information

Notes on contributors

Michael Osborne *

* Corresponding Author: Institute of Education, University of Stirling, Stirling FK9 4LA, Scotland, UK. Email: [email protected]