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This paper is intended to set the scene in an Irish context of how assessments occur primarily through the Further Education and Training Awards Council (FETAC) system, which is the dominant accrediting body for vocational learning in Ireland. It outlines the overlap between vocational education, further education and higher education. The paper outlines the interrelationship between European developments and theoretical frameworks as well as observing the current changes occurring within this sector. The basis of the paper is to establish up-to-date developments connected with the assessment and accreditation of prior experiential learning (APEL) tools and instruments that are aligned with current legislation. The next stage of this research, within the European Union (EU) Transparency and Mobility through Accreditation of Vocational Learning Outcomes (CREDIVOC) project, is to develop the empirical research through case studies and engage with a domain specific sector (such as engineering) and examine how these instruments work in practice with a special emphasis on recognition of prior learning (RPL) and APEL.

Available papers from this conference are indexed from TD/TNC 94.551 to TD/TNC 94.577. Show less