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Accreditation of prior learning: andragogy in action or a ‘cut price’ approach to education?
Author(s) -
Howard Susan
Publication year - 1993
Publication title -
journal of advanced nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.948
H-Index - 155
eISSN - 1365-2648
pISSN - 0309-2402
DOI - 10.1046/j.1365-2648.1993.18111817.x
Subject(s) - accreditation , andragogy , action (physics) , medical education , psychology , medicine , adult learning , pedagogy , adult education , physics , quantum mechanics
The rapid changes in nurse education are proceeding within the wider context of developments in adjacent educational fields, which are themselves subject to external influences, and one such development is the accreditation of prior experiential learning (APEL) In order to be critically aware of the potential involved in embracing this concept, it is necessary to clarify and examine the influencing factors which guide the current andragogical climate of nurse education, and those which predispose to the recognition of APEL Utilizing a case‐study approach, this paper will examine the relevant issues as they relate to experienced students pursuing the learning outcomes of Project 2000, and will address the question of value for all parties concerned