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.

Search the annotated bibliography                 powered by FreeFind
Site Map   What's New   Search

Top of Page
Bibliography|"Values" Statements|Current Status
NALL website|Introduction|Publications|Links|Contact us

NALL Homepage