Purpose We argue that the recognition of prior learning (RPL) and specifically the accreditation of prior experiential learning (APEL) in degree apprenticeships (DAs) in England have challenged established norms providing innovative opportunities for fast-tracking mature learners by recognising their expertise, competencies and behaviours acquired through years of professional experience. Design/methodology/approach We use Neo-institutional Theory (NIT) to examine how the wider context for universities offering DAs has changed in the last decade and successfully challenged the academic versus vocational divide. We illustrate the challenges and opportunities afforded for APEL with three different approaches to APEL on a management undergraduate-level apprenticeship. Findings We argue that DAs provide essential social mobility and progression opportunities for older learners enabling them to use their expertise from work to accelerate their apprenticeship and that the regulatory drivers for DAs have impacted positively on the legitimacy of APEL in degree awards. We also note that the disconnect between the requirements of employers and the perceptions of government presents a barrier for older learners, effectively barring them from opportunities for career progression. Originality/value The paper takes an original approach to examining APEL within DAs using NIT. It moves beyond the discussion of how to do APEL to reflecting on the drivers shaping the opportunities and challenges in promoting this approach to RPL.
Brown et al. (Tue,) studied this question.