Jane Fox, Lovemore Nyatanga, Cohn Ringer and Jane Greaves

This paper is based on, and summarises, papers read at the second annual international conference of Nurse Education Tomorrow held at the University of Durham (UK) September 199 1.

To this end this paper will offer:

l Some Accreditation of Prior Learning (APL) definition and process as reflected in the literature available. A distinction will be made between APL and Accreditation of Prior Experiential Learning (APEL) although the procedures and processes for assessing them will be shown to be the same.

l A brief outline of corporate strategy, as it applies to APL, will be given to form the basis for logical demonstration of how Derbyshire Institute of Health and Community Studies has employed such a corporate strategy.

l Insights developed and gained from APL research currently being undertaken through the college of nursing and midwifery will be used to inform the development and nature of corporate strategy. i\ flowchart of the operationalisation of the corporate strategy is offered as an integrative summary of how all the APL ideas have had a positive cumulative effect.

l The paper finishes by highlighting the possible strengths and limitations of APL corporate strategy.

SOME APL DEFINITIONS AND PROCESSES

IYYO), Further Education Unit (F’FL~ 1990) and

Learning from Experience Trust (LET 1990). it

could be argued that APL has become a fairly

Judging by the proliferation ofliterature specific well established concept within institutions of

to the Accreditation of Prior Learning (APL), for further and higher education including poly-

instance Open University (OU 1990), Business technics and universities. However. as may be

and Technicians Education Council (BTEC expected with any new concept or development,

the recent influx in APL literature and research

Jane Fox Principal, Lovemore Nyatanga Vice Principal, Colin Ringer Programme Manager, Jane Greaves Nurse Tutor, Derby College of Nursing and Midwifen/, Institute of Health and Community Studies, Derbyshire College of Higher Education, Western Road, Mickleover, Derby, UK (Reauests for offprints to LN) Manuscript accebted 29 January 1992

may signify differing interpretations and per-

ceived strategies for its use bv different institu-

tions. The _4PL definitions currently offered

demonstrate some of these differing interpreta-

tions. Experiential learning ior instance is

defined by Evans (1986) as the knowledge and

skills acquired through life experiences gen-

221

222 NURSE EDUCATION TODAY

erally, paid and unpaid work, and study which may or may not be formally certificated. Prior learning, on the other hand, is defined as the knowledge and skills which students bring with them when they start a course or module. This prior learning may have been gained from taking other courses or as part of in-service training. It may also have come from more general life experiences, for instance doing a job at home, bringing up children, pursing a hobby, voluntary activities and so on.

Open University (1990), specifically outline and discuss six distinct stages in the APL process. These six stages are: pre-entry, initial screening, gathering and reviewing evidence, assessment, accreditation and subsequent/post assessment guidance. These stages have proved useful as guidance to the systematic operationalisation of APL.

Accrediation of Prior Learning (APL) which encompasses the two definitions cited above is a process by which individuals can gain credit

towards qualifications based on evidence from the past achievements. It facilitates the assess- ment and formal certification of current

competence based on evidence drawn from past experience and enables individuals to identify new pathways for learning and development.

The accreditation of prior learning is a recogni- tion of the outcomes of learning. APL, as a process rewards each individual’s attainment without regard to time, place, or method of learning. It openly and explicity builds on the successes of each individual’s personal success. APL is a process that enables people of all ages, backgrounds, and attitudes to receive credit for achievements they have acquired outside the classroom (OU 1990). The basic premise of APL is that people can and do learn throughout their lives in a variety of settings. APL also assumes that the emergent skills, knowledge, and abilities are equal, and frequently superior, to those obtained by students following traditional routes through formal education. Inherent to the APL concept is the assumption that people can be assessed without regard for the time, place, or in accrediting people’s prior learning; the focus is on the outcomes or achievements of the learning and not the learning process or experience per se. In short, APL is a process which recognises that learning is continuous, i.e. at home, at work, at leisure as well as in the classroom.

These six stages given within the APL process do not address organisational or corporate stra- tegies necessary for wider use of APL. Thus, in addition to all these stages in the APL process, there seemed to be a pressing need to address some value statements and to explore organis- ational factors believed to be central to the development of good practices in APL.

Some of these organisational issues, and per- haps a good example of value statements, were identified through such APL schemes as the Blackpool and The Fylde which operate in the BTEC framework. Blackpool and The Fylde APL model, like several others, seeks to value and emphasise that APL should be:

- experience centred: encourage self analy- sis of achievement

- competence based: conversion of learn- ing to specific skills

- employment led: informed by marked forces

_ student driven: informed by student needs

_ assessment focused: learning should be assessable

There is a strong belief that the above value statements could only be fully realised if certain organisational factors and commitments are in place (Table 1).

CORPORATE STRATEGY: PARTNERS

APL PROCESS

The dictionary defines the term ‘corporate’ as united in a body, whilst the word ‘strategy’ is said to be related to the management of troops and resources to gain the advantage over an enemy. Consequently, a corporate strategy might be APL schemes such as Simosko (1990) and The

Table 1

Stage of APEL Organisational factors

Initial development of - APEL system Aim is: -

Ensure valid and - credible APEL system

-

Aim is: -

Provide guidance for -

prospective candidates -

-

-

-

Aim is:

Offer a critical review - evaluate the adequacy and of pre-operational and usefulness of the operational stages of pre-operational stage APEL - assess future needs and

plan accordngly - assess candidates’ need to

acquire portfolio presenting skills and how this may be credited

Reproduced with permission from Nyatanga L, Fox J 1990.

Pre-operational stages organisation agreement /policy for APL identification of development funds liaison with academic registry and accreditation body appointment of the APL Development Officer early establishment of APL committee and APEL mechanism development use of APL mechanism

Operational stage development of publicity information development of collective use of APL mechanism information standardisation of procedure for APL identification of marketing budget identification of research budget consultation with CATS committee and accrediting institution establishment of an assessment criteria establishment of good practice in APEL negotiation with workplace and give credit where credit is due

Evaluation stage evaluate the APEL techniques and mechanism being used and offer ways of improving them

NURSE EDL’(:ATIOK TODAY 223

viewed as a plan designed to maximally utilise resources towards an agreed or united goal or

purpose. In considering the potential value of APL

within a corporate strategy it is therefore neces- sary to indicate the parties involved with such a corporate structure. Clearly the parties will be varied, dependent upon local circumstances, with all parties not necessarily having the same level of involvement. To illustrate this involve- ment further, Derby College of Nursing and Midwifery will be used as an example. This College is part of Derbyshire Institute of Health and Community Studies (IHCS) which, in turn, is the fifth faculty of Derbyshire College of Higher Education (DCHE). Additionally, in order for the College of Nursing and Midwifery to be fully integrated into DCHE as part of the DIHCS, Southern Derbyshire Health Authority (SDHA) had to be both willing and supportive to such a consortium. Thus the parties involved in

this APL corporate strategy can be summarised thus:

- College of Nursing and Midwifery (which is an integral part of DIHCS)

- DCHE - SDHA (By implication, Trent Regional HA,

ENB, FHSA)

PATHWAYS FOR INTRODUCTION

In considering the introduction of APL two potential pathways might be indicated either to

4

b)

select one small element of work or a course and to develop APL in this limited area; or identify across the College of Nursing and Midwifery, and the Institute/College of Higher Education as a whole, areas where APL may make a contribution and to initiate development in a wider way. With the intention that each fact or area of the development be viewed as an interlocking strategy within which each aspect informs the other, creating a potential synthesis of knowledge greater than the component parts.

224 NURSE EDUCATION TODAY

Table 2 Parties involved in APL corporate strategy

DIHCS DCHE SDHA

Started with personal interest of two colleagues, strengthened by small scale APL research support from outside Agency

Stimulated national debate through APL research and has clarified the nature and use of APL in the UK institutions

The problem of APL vs APEL and sponsored vs non-sponsored learning has been highlighted as less acute or problematic in the UK APL scene

Attend to issues of harmonisation, transparency and quality in the process of the accreditation of prior learning

Development of undergraduate and postgraduate CAMS mechanisms which requires APL as part of the entry mechanism monitored by the Entry Credit Board

Has influenced the creation of APL Planning Committee and formalisation of APL mechanisms within DCHE

Adoption of a single APL process to account for all types of prior learning. This widens the entry gate to higher education

Staff development and inter-faculty collaboration is now going on as basic imperative

This includes the role and function of Access within the Corporate APL mechanism

As partner and purchaser of education programmes: SDHA has professional and vocational needs which require APL thus:

HCA, EN Flexi-course ENB Framework & Higher Award PREP and period registration to practice

Several courses/programmes are being reviewed in the light of APL initiative, especially the admission procedures and criteria

Offers a structure and criteria for how professional experience lead to linear progression and be cost effective

Wider collaboration with DCHE and ENB in seeking to balance the operationalisation of APL for health care professionals

The above statements require, if they are to be fully realised, that a truly corporate strategy be agreed and formalised by the parties involved. To this end Figure 3 demonstrates this possible formalisation

It might be argued that, to date, the option

outlined in Table 2 (column 1) has been the most

commonly adopted route, often initiated not as a

corporate plan but as a result of an individual’s

interest or efforts. Such small scale development has benefit in terms of initial commitment of

effort and resources, but it is more difficult to

make rapid progress, may be viewed as a margi-

nal activity (with resulting limited support and

managerial commitment) and those involved can

suffer from isolation.

Derby: an illustrative example

In respect to Derby and the potential corporate

parties previously identified, a decision was

taken to follow all pathways to adopt a multi-

arena development of APL within the organis- ation. In reaching such a decision certain precur- sory steps were undertaken, namely:

1. A recognition at the onset of the potential organisational imnact and imnlications.

A planned awareness-raising in respect of

both staff within the College of Nursing

and Midwifery and colleagues within our

corporate partners, including for example

Directors of Nursing Services within pur-

chaser units. Identification of a team of staff who could

demonstrate some knowledge of APL and

commitment to its advancement.

Ensuring that the introduction of an APL

initiative was compatible with the stated

core purpose, aims and desires of the

corporate parties (Table 2). Formal recognition of the initiative

through relevant committees and groups,

for example, the Nurses & Midwives Edu-

cation Advisory Group, Faculty Board, Faculty Academic Standards Committee and the college-wide Academic Board,

Acess Policy Statement.

Accordingly, having established the principle of an APL initiative. the areas of APL develor>-

Table 3 Interlocking development strategy for APL

Research Initiative Phase I November 1990- March 1991 Funded by MIDCAT/DCHE jointly Identify index of good practice Adopted Delphi panel research methodology

Phase II Test index by triangulation of staff/study perception interview strategy October 1991- March 1992

_ Phase III Develop annotated bibliography on APL September 1991-March 1992

Health Care Assistant initiative with linkage of internal programme to BTEC Modules. The initiative incorporated an APL opportunity for candidates to gain

--------- additional credits

Enrolled Nurse Conversion Course initiative ---------- Opportunity via APL to gain exemption up to 50%

The development of an APL mechanism and accredited modules to aid awareness of APL and related portfolio construction within the undergraduate and

--------_- postgraduate credit accumulation and modular degree scheme (CAMS)

To review entry credits and entry with advanced standing especially on course developed on CAMS proforma

!IIETEd proposals and so on Use of APL strategies for developments such as PREP, UKCC, ENB’s Higher Award

ment were identified. Each area, whilst having its own purpose, time scale and points of reference, were, nevertheless, seen as a complementary activity to each other and identified (Table 3).

CONCLUSION

The use of APL has been endorsed by many; notably the Training Agency has indicated that it offers a valuable and legitimate means of -

- providing credit for competencies already owned by the individual

- fostering a more competent, flexible workforce

- empowering individuals to take greater responsibility for their own training and development

- maximising the use of existing educational and training resources and

- encouraging more flexible and responsive delivery systems.

It seems that, if the above is true, APL offers several significant advantages in the face of both

education and service issues, notably to meet increased educational need in the face of limited resources, to provide a route for nurses cur- rently trained to upgrade to Diploma without repetition of previous learning, to meet the needs for education and training to individuals who have an increasing questioning and sophis- ticated awareness of quality delivery ,with edu- cation and to meet the challenges implicit within PREP and the Higher Award proposals. Never- theless the complexity of introducing an APL system must be recognised and consequently should be embraced in a planned way rather than small ad hoc development. In other words there is a need for APL to be considered within the framework of a corporate strategy.

References

Blackpool & The Fylde College, Accreditation of prior learning (APL) and national vocational qualifications (NV@)

BTEC 1990 The accreditation of prior learning: general guidelines. Business and Technology Education Council, London

FEU 1987 Assessing experiential learning: A project report. Longman Group, York

226 NURSE EDUCATION TODAY

Nyatanga L, Fox J 1990 Good practice in the training pack for advisors and assessors. OU (P528) accreditation of prior learning. Unpublished research HMSO, London report, Midland Consortium for Credit Accumulation Simosko S 1990 The training agency and APL. Susan and Transfer Simosko

Nyatanga L, Fox J 1991 Organisational factors in APEL. Stratton N 1990 APL handbook: Guidance on the Senior Nurse 11, 2: 9-10 accreditation of prior learning. City and Guilds,

Open University 1990 Accrediting prior learning: A London