Intro -- Introducing APEL -- Copyright -- Contents -- List of figures and tables -- Foreword to Introducing APEL -- Foreword to the series -- Abbreviations -- Chapter 1 The Accreditation of Prior Experiential Learning: a historical context -- What is APEL? -- Where can APEL be used? -- What APEL is not -- Why is APEL attractive to learners? -- Why now? -- APEL as part of the agenda for adult learners -- Chapter 2 How does APEL work? -- Introduction -- Initial guidance -- Recognising and identifying skills -- Relating skills to criteria -- Gathering evidence -- Assessment -- Accreditation -- Certification -- Progression -- Chapter 3 How can we make APEL happen? -- Where to start? -- Why are we considering introducing APEL? -- In how much of our provision do we want to use APEL? -- Who are the learners we wish to attract through APEL? -- What groundwork needs to be done before we start? -- Which staff do we need to involve within the institution? -- With whom do we need to work outside the college? -- How do we resource the service? -- Monitoring and evaluation -- Chapter 4 Conclusion -- A pro forma checklist for action -- Appendix 1 The creation and structure of National Vocational Qualifications -- Appendix 2 Open College Networks -- Appendix 3 National standards for assessment and verification -- References and further reading -- Index.

The fact that learning accumulates and exists outside an education or training environment cannot be disputed. Yet traditionally, it is only institutional, certificated learning that carries any status. Accreditation of Prior Experiential Learning systems seek to give positive credit for all learning, by placing it within a recognised accreditation framework. In the light of recent legislation, APEL systems offer the key towards more flexible and open delivery systems for futher education. Maggie Challis offers a detailed, practical introduction to the skills and processes of implementing an APEL system, exploring the seven key stages through which learners progress: * initial counselling * recognising and identifying skills * relating these skills to an agreed set of outcomes * gathering evidence of these skills * documentation of the evidence * assessment of the evidence * accreditation Detailed guidance is provided on setting up and monitoring services and tutors and managers alike will find advice on identifying appropriate learning programmes for students; access to higher education; redundancy counselling; and the transfer of professional qualifications gained overseas. Most importantly, Maggie Challis shows the potential for APEL across a wide range of learning contexts, in all areas of education and training.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2018. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.