Project

How juries in the validation of prior learning process assess and reach their decisions

The validation of prior learning (VPL) is a procedure which offers professionals the opportunity to obtain a qualification without having to undertake a course of study/training at an educational institution, by submitting details of their experience, or more precisely, providing a practical demonstration of this experience to a jury. Formalisation of one’s own experience in writing, which takes the form of a portfolio, followed by an oral presentation of this experience, forms part of the current assessment methods adopted by VPL juries.

Rido / Fotolia

Taking this language and argument-based nature of the VPL system as a starting point, the present research considers the VPL process as an ongoing argument-based process designed to provide evidence: from the recognition of her/his own experience by the candidate through to official recognition by the training institution in the form of certification.

This study seeks to shed light on how experts or VPL juries reach a decision. The study also seeks to highlight the factors that determine the validation decision. Finally, the study examines the strategies and argument-based practices used by those involved (candidates and juries) to attempt to discuss the candidate’s experience with regard to reference values and criteria.

Method

The investigation and material is made up of recordings and transcripts of verbal exchanges taken from a VPL procedure implemented in French-speaking region of Switzerland for VET teachers.