Distinctive aspects of the Accreditation of Prior Learning (APL) space in French higher education: an analysis of three graduate experiences

In France, the Accreditation of Prior Learning (APL) undergoes a major reform aimed at improving accessibility by standardizing practice among certifiers and facilitators. Our study examines the learning journey of candidates engaged in this process within French higher education. The interviews conducted with three graduates prior to the reform are analyzed using the heuristic model of the APL space developed in our research. This model sheds light on the participants’ learning and developmental journeys, specifically within the context of university-level APL. Our analysis highlights the distinctive ways in which three spaces (instrumental, intimate, and social) are implied, along with two dynamics (epistemic and developmental) that structure these spaces. We conclude by addressing the risks that the reform imposes on this journey.