More than one bite at the APEL — contrasting models of accrediting prior learning

This paper describes and analyses two models of practice used to accredit prior experiential learning: The competence‐based credit exchange model, and the developmental model, where documentary evidence is supported by a reflective commentary. The origins and contrasting philosophies of the two models are discussed, and the developmental model recommended as more appropriate for the accreditation of professional experience. A link is made between developmental APEL practice and the tradition of teacher‐based action research; both are identified as ways of supporting personal and professional development.