Bibliography
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ANNOTATED BIBLIOGRAPHY FOR PLAR
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Plar Policy
Europe: France
Barkatoolah, A., and R. Wittorski.
(1997) Acquisition et Transfert des Competences. Poitiers, France:
Centre National d'Engeignement à Distance, Université de
Roven.
Colardyn, Danielle. (November 1992)
"Certification et equivalence." International Review of Education
38(6), 659-671.
Describes policies of educational validation
in the context of European integration, finding assessment of prior learning
more effective than equivalent degrees. Distinguishes between two types
of arrangements in France, certification through diplomas and assessment
of competence, and discusses the relative value placed on each in French
society.
Isabelle, R., and G. Robin. (April
1994) "PLA in France." In Prior Learning Assessment in Canada: Report
on a Survey Conducted for Human Resources Development Canada. Robert
Isabelle and Associates, Education Consultants, Inc. Ottawa: Human Resources
Development Canada.
Perker, Henriette, and others. (1994)
Identification
et validation des savoir-faire et des connaissances acquises dans la vie
et les experiences de travail. Rapport comparatif France/Royaume.
Identification
and Accreditation of Skills and Knowledge Acquired through Life and Work
Experience. Comparative Report of Practice in France and the United Kingdom.
First Edition. Berlin: European Centre for the Development of Vocational
Training.
65 pages. Document Type: research report;
multilingual/ bilingual materials. In France and the United Kingdom (UK),
procedures have been devised to allow the skills and knowledge acquired
through life and work experience to be identified and accredited. In France,
achievements from social and working life are identified in two ways: the
personal and occupational competencies of workers are evaluated through
a "bilan de competences" (competence audit) and experiential achievements
can be accredited for the award of a diploma or credit toward a diploma.
In the UK, these processes are referred to as the accreditation of prior
learning (APL) or the accreditation of prior experiential learning (APEL).
In France, the law determines the procedures for the audit. In the UK,
the APL for vocational qualifications differs from the identification of
achievement, since its purpose is to lead to the award of a vocational
certificate or diploma. The legal basis for the accreditation in France
is a law; no special legislation is necessary in the UK. In France, the
composition of the dossier is specified by law. No fixed format for the
portfolio is mandated in the UK. In France, the process is expected to
be free; in the UK, candidate fees finance it. In both countries, the major
partners in APL within higher education are the institutions of higher
education. Again, the means by which accreditation is claimed is by preparation
of a dossier in France (always) or a portfolio in the UK (usually). (A
bibliography list 12 French and 13 English resources. A French language
version of the report precedes the English version.) Descriptors: Adult
Education; College Credits; Comparative Analysis; Educational Certificates;
Educational Legislation; Educational Policy; Experiential Learning; Foreign
Countries; Higher Education; Job Skills; Lifelong Learning; Portfolios
(Background Materials); Prior Learning; Student Certification; Vocational
Education. Identifiers: France; United Kingdom.
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