Abstracts/Full Papers

21
Jun

IMPLEMENTATION AND CHALLENGES OF ACCREDITATION OF PRIOR EXPERIENTIAL LEARNING (APEL): THE ASSESSORS’ PERSPECTIVE_Abstract

 

Accreditation of Prior Experiential learning (APEL) is a relatively new concept in the Malaysian Higher Education system. Originally introduced as Open Entry in 2011 by the Malaysia Qualifications Agency (MQA) which enables individuals with working experience but lack formal academic qualifications to pursue their studies at higher learning institutions, it was later restructured and reintroduced as APEL in 2016. In view to this, the paper reviews literature with regards to APEL and seeks to highlight the formation of APEL and its implementation. It further discusses the two divided categories of APEL namely APEL-A (Admission) and APEL-C (Credits). As MQA has granted approval to only four higher education institutions throughout Malaysia to implement APEL, namely University Teknologi MARA (UiTM), Open University Malaysia (OUM), Wawasan Open University (WOU) and INTI International University, this paper seeks to better introduce APEL and its implementation to relevant stakeholders and potential students based on the perception and experience of two APEL assessors.

 

 

Keywords: APEL, MQA, Prior Experiential Learning, APEL Assessors.

    1 Response

    1. RPL is known by many names in different countries. It is APL (Accreditation of Prior Learning), CCC (Crediting Current Competence), or APEL (Accrediting Prior Experiential Learning) in the UK, RPL in Australia and New Zealand, and PLAR (Prior Learning Assessment and Recognition) in Canada (although different jurisdictions within Canada use RPL and RCC (Recognition of Current Competence). France has a more sophisticated system in which assessment is known as ‘Bilan de competences’, ‘Bilan des competences approfondi’, or ‘Validation de Acquis des Experiences (VAE)’. The United Nations UNESCO organisation has a Global Convention on the Recognition of Higher Education Qualifications Project

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