Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
In this paper, the authors examine the specificity of a new
process for obtaining qualifications in a French higher
education, based on the recognition of professional experience
(APEL or VAE in French) and the potential of its replication to
other countries Firstly, the purpose focuses on the pertinence of
the notion of « competence » in accreditation of prior
(experiential) learning (AP(E)L). Although APEL approaches in
the French higher education system tend to lean toward the
notion of « knowledge », it appears that an approach structured
by competences and based on specific frames of reference,
offers great potential. Secondly, the question of the replication
of APEL process in the North American context is raised with a
study of the Mexican case. If educational systems of both
countries don’t differ much, it appears that the transfer of the
APEL process could be hazardous considering the cultural and
social contexts and the difficulties associated to foreign
educational transfers.
