Recognition and Accreditation of Prior Learning

Based on the principles of the recognition and accreditation of prior learning, all students have the right to have their competences accredited, regardless of how and where they have acquired them. Apart from formal studies, students may have acquired different competences at work or in everyday life through informal and non-formal learning.

The recognition and accreditation of prior learning allows students to have the competences officially accredited. Recognition of prior learning refers to the stage at which the competences of an individual are assessed. Recognition does not automatically lead to issuing an official certificate or degree certificate. It serves as a basis for official accreditation. Accreditation of prior learning refers to the official accreditation of competences in the form of a certificate or degree certificate.

Individualisation of learning and guidance is closely connected with the recognition and accreditation of prior learning. Individualisation allows individual life situations to be taken into consideration as well as possible in the learning process. The development of flexible learning possibilities and of guidance and assessment systems is one of the most important development targets in our education system.

The Teacher Education College of JAMK University of Applied Sciences has participated in the development of the recognition and accreditation system already for long and the roots can be found as far as. 1970’s. However, the more in depth development of the APL system in the vocational secondary education sector has taken place since the early 1990’s when the focus was on development of competence-based exams for adults. Furthermore, one significant example of this work is the training of the specialists in competence-based qualifications.

In addition, in 1990’s we also developed system for accreditation and validation of prior learning in our own teacher education. These methods have been further developed and are in active use.
Since the beginning of 21st century we have participated in the development of individualised flexible learning possibilities and of guidance and assessment systems for adults but also development of  skills tests based assessment included in vocational qualifications and mostly used with young students.  During the last decade our strong emphasis has been on developing APL in the higher education sector.

Projects

Coordinator in the following projects

• OSTU - Research project on good practices in the recognition and accreditation of prior learning in basic vocational education (2008-2010)
• ANTURI - Tools for the recognition and accreditation of prior learning in universities of applied sciences (2007-2008)
• AiHE - Project to disseminate the concept of individualisation in adult education (2007)
• AAKE - Project to develop adult education provided by universities of applied sciences (2005-2006)
• TAITURI - Development of the recognition, assessment and accreditation of professional competences in universities of applied sciences (2004-2006)

Partner in the following projects

• TIMA-Balt - Transfer of Innovative Methodology for Assessment of Vocational teachers´ Prior Learning (2007-2010)
• Development and dissemination of skills demonstration materials (2004-2007)
• HEKO - Training to develop the concept of individualisation (2001-2006)
• HERO - Training to develop the concept of individualization in Lapland Province (2003-2004)
• AiHe - Project to develop individualisation in adult education 2000-2006

Further Information

Harri Keurulainen, Principal Lecturer, +358 40 532 3147, firstname.lastname@jamk.fi