New Emerging Issues about Guidance and Counselling in an

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Accreditation of Prior and Experiential Learning Process

Pierre-Yves Sanséau

& Sandrine Ansart

Grenoble Ecole de Management, France

Correspondence: Pierre-Yves Sanséau, Grenoble Ecole de Management, Department People, Organizations and

Society, 12 rue Pierre Sémard - 38003 Grenoble Cedex - France. E-mail: pierre-yves.sanseau@grenoble-em.com

Received: October 31, 2013 Accepted: January 21, 2014 Online Published: January 22, 2014

doi:10.5430/ijhe.v3n1p110 URL: http://dx.doi.org/10.5430/ijhe.v3n1p110

Abstract

The aim of this research is to examine special features of guidance and counselling roles in a process of accreditation

of prior and experiential learning (APEL). More specifically, we have two main goals: to identify any possible

distinctive feature of guidance and counselling provided during a skills-oriented APEL procedure; and to highlight

any skills that actors involved in the guidance process may need to develop. In order to collect the data, we used

semi-structured interviews with a sample of twenty APEL guidance counsellors who had all been involved in APEL

guidance and counselling in the higher education sector in a Business School setting in France. The results of the

research underline three central issues: (i) the distinctive nature of APEL guidance and counselling compared to

other guidance and counselling on offer in higher education, (ii) a specificity arising on the one hand, from the focus

of the analysis – the professional and personal experience of the APEL candidate – and, on the other hand, from the

skills-oriented benchmark and the objectives of diplomas awarded by the Business Schools, (iii) similarities to

coaching evident in the description of some of the skills needed for this type of guidance and counselling. We then

analyse the specific nature of the APEL process, which entails self-examination and self-analysis and we discuss the

fact that the core skills required for APEL guidance and counselling could be similar, in various aspects to those

needed for coaching.

Keywords: APEL, Guidance, Counselling, Business schools, Self-examination, Coaching, France

1. Introduction

In France, law n° 2002-73 of 17 January 2002 and its implementing decrees, also known as the “law on social

modernisation”, provides for the possibility of obtaining a full diploma or course units through a process of

accreditation of prior and experiential learning (APEL). Any candidate involved in an APEL process must be offered

guidance and counselling, which they are free to accept or decline. This guidance and counselling is designed to help

the candidate prepare their APEL eligibility application and to defend it before the validation panel.

« VAE » for Validation des Acquis de l’Expérience is the official expression to qualify the APEL process in France.

We can underline that the meaning and the content of the French and English expressions are different. In French,

one speaks of validation of “acquired dimensions” issued from the experience (as a validation allowing the obtaining

of a full diploma) as in the English language, it’s about accreditation of experiential learning (accreditation of prior

and experiential learning). French practices show that VAE can validate various things depending of the VAE

orientation decided by the validating institutions: knowledge, skills, competencies, etc. In fact, each country has

developed its own APEL specificities in term of content and final objectives linked to its professional, educational

context and priorities. In most cases, the main difference between knowledge and skills issued from experience

compared to the one issued from courses in that it’s linked to practical experience and it is not academic oriented. In

this paper, when we talk about VAE, we use the “APEL” expression for our English reading audience (Colardyn &

Bjornavold, 2004; Duchemin & Hawley, 2010; Pougeta & Osborne 2004).

Based on analysis of the literature in this field, we have highlighted the need to carry out a more in-depth study of the

nature and specificities of this guidance and counselling role (Lam & Hui, 2010; Talbota, 2009). While initial studies

and analyses have focused on the context of French Higher Education (especially University education) and the

characteristics of APEL guidance at this level, there is visibly no research into the implementation of Business

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School APEL processes that are skills-oriented, rather than knowledge-based (Ancel & Nkeng, 2008; Henry, 2008;

Le Squére & Le Scouiller, 2006).

Business Schools seem to have chosen to use a skills-oriented APEL process because they state that their courses are

more vocationally-oriented than those taught in universities (Sanséau & Ansart, 2010). It should be noted that the

higher education sector in France includes two types of institution: university establishments and Grandes Ecoles

which mainly provide teaching in the fields of engineering (Ecoles d’ingénieur) and management (Ecoles de

commerce, also referred to as ‘Business Schools’). These Business Schools offer a wide variety of diplomas from the

bachelor to the doctoral levels, are very focused on the selection and the academic level of their students and have

traditionally played a powerful role in the re-production of the French elite. Studying in a Business School is

considered to be less theoretical oriented than at the university, with a more practical approach of teaching, and with

strong links with the companies and the business environment.

This prompts discussion on which type of APEL guidance and counselling will be needed mobilizing a skills-based

approach that hinges on skills-based frames of references. Our research set out with a two-fold objective: to identify

and analyse the nature of the APEL guidance and counselling delivered in Business Schools, and to pinpoint the

skills that are essential to a skillset-based APEL guidance process.

In the first section, we present a review of existing literature in the field of APEL guidance and counselling. This

enables us, in section two, to set the research in context and to present the methodology used. In sections three and

four we present the results of the research and offer our analysis and discussion.

2. Literature review

2.1 APEL guidance and counselling: definitions and approaches

Since 2002, a new function and a new role have progressively emerged in the French training sector: APEL guidance

counsellor. This role, created by the 2002 law on social modernisation and its implementing decrees, has

progressively developed and taken shape as the APEL system has been trialled and developed. Although in higher

education, guidance for students during initial or further training has always been provided by teaching staff

(supervision of work placements, dissertations and theses, tutoring), APEL guidance and counselling has attracted

particular attention. Since 2002, many specialists, particularly in the education sector, have identified the specific

nature of APEL guidance and counselling and the need to focus more closely on the role of the APEL guidance

counsellor, the scope of his action, the specific characteristics of this activity, the requisite skills and the allied

difficulties (Corradi et al., 2009; Davies, 2006; Haeringer, 2006; Le Squére & Le Scouiller, 2006; Valk, 2009).

At this point, we have to underline that the French APEL field focused much more on the role of the APEL guidance

counsellor than on the models of guidance and counselling approaches and its relevant methods. In fact, guidance

and counselling appear as a large nebula including various practices. One speaks about counselling, coaching,

mentoring, sponsoring, studying companion, mediation, etc. A quite dense literature introduces the differences and

the similarities between these models of guidance and counselling approaches (Garvey, 2004; Garvey & Alred 2000;

Rhodes & Beneicke, 2002; Roberts & Jarrett, 2006). The stakes around the mobilized methods are also evocated.

One usually distinguishes the psychoanalytical approaches issued from Freud and Jung streams from more

operational approaches oriented around problem solving issues (Barning & Higgins, 2007). The French analysts of

the French APEL guidance and counseling issues underline roles in fact very close to coaching and counselling and

distant from tutoring and mentoring. Considering tutoring and mentoring, the notions of education and reproduction

of a model are much more present.

The definitions found in the literature enable us to identify several APEL guidance and counselling-related roles and

to highlight their specific characteristics.

Mayen (2004) identifies two areas of action underpinning the guidance and counselling role: (1) first of all, get

candidates to give their expectations of the guidance process, the value they ascribe to their experience, then get

them to describe their experience (career path, duties and responsibilities, skills employed); (2) explain and negotiate

the “guidance contract” in tandem with the candidate.

Lainé (2004) identified four main stages in the process of partnership APEL guidance and counselling: contact

between the candidates and the guidance counsellor(s), retracing the candidates’ career paths, interviews during

which the candidates’ activity focuses are described and analysed, and writing up the application files, during which

the counsellor theoretically takes a back seat.

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Besides defining the different stages and phases of the guidance and counselling process, how can this

organically-emerging work-in-progress be defined?

APEL guidance and counselling can, in its initial stages, be regarded as a form of assistance. Here we are referring to

support given to the candidate to help them shortlist and classify their professional experience (Le Squére & Le

Scouiller, 2006), or “to enable the candidates to detach themselves from the obvious and reflect upon what they do

and know” (Henry, 2008, p. 59). In the same vein, Ancel & Nkeng (2008, p. 39) define APEL guidance and

counselling as “assistance given to the candidate by a guidance counsellor to help them rebuild a picture of their

professional experience, express their experiential learning and formalise it”. The notion of “support” is also present

and should be expressed as such in order to alleviate the candidate’s doubts, difficulties and mental blocks without

slipping into the role of psychotherapist (Lainé, 2004).

2.2 APEL guidance counselling in higher education

APEL guidance counselling in higher education is a highly complex position, as the role that has to be played in

order to ensure that the candidate gets to the panel stage is multi-facetted. Clearly, in these terms, the role is neither

simple, nor easily accessible. According to Vial & Mencacci (2004), APEL at university hinges on two critical

preconditions.

The first is that APEL at university level really needs to make provision for a “mediator” or pedagogical guidance

counsellor who positions himself/herself at the interface between candidate and director of studies for the diploma

targeted.

The second precondition – a decisive one in theory - relates to the need for the guidance counsellor to receive

specific training. As well as possessing the skills of an adult trainer, it would appear to be essential for a guidance

counsellor working in a university to be able to distinguish between informal experiential knowledge and academic

knowledge. The counsellor needs to be able to conduct an interview, be comfortably able to get the relevant director

of studies to specify the frames of reference for the diploma in question, without losing sight of the limits of the tool.

The counsellor must have knowledge of the APEL assessment model, as well as of the specificities of the process

and the potential expectations of the validation panel.

3. Research focus and methodology

3.1 An issue focus grounded in higher education

The focus of the research presented in this article stems from two central observations relating to the APEL guidance

and counselling process in the higher education sector.

Tutors often appear to have been “appointed” to the role of APEL guidance counsellor. It would seem that their

experience of guidance and counselling in other areas predisposes them as potentially “good” APEL guidance

counsellors. Vial and Mencacci (2004) argue that this guidance role is in some respects (assessment role) very close

to that provided by dissertation or thesis supervisors and would not therefore require university staff to acquire new

competencies.

However, we have identified a situation which is specific to APEL guidance counselling or APEL counselling

training in Business School-type higher education establishments that use a skills-based APEL approach and skillset

benchmarks. APEL guidance and counselling does not share the same tenor, the same role or the same objectives,

nor does it entail the same hands-on experience as the kind of guidance and counselling that teaching staff have

traditionally been used to giving (supervision of dissertations, vocational or academic theses, overseeing work

placements), whether in the short-, medium- or long-term.

This situation, which appears contradictory, led us to propose two research focuses that form the backbone of the

issues we address.

proposal: APEL guidance and counselling in general, and more specifically within the framework of a skillset

benchmark approach to APEL, is a process that is different from well-established guidance and counselling

processes (dissertations, theses, etc), which teachers in higher education are familiar with.

proposal: APEL guidance and counselling within the framework of a skillset benchmark approach in higher

education requires that teachers, in order to successfully complete the process, are able to adopt new attitudes and

acquire new skills.

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The aim of this research is thus two-fold: (i) to identify any possible distinctive feature of guidance and counselling

provided during a skills-oriented APEL procedure, ii) to pinpoint any skills that actors involved in the guidance

process may need to develop.

3.2 Research methodology and context

Our main goal in this research was to have a view and better understanding of a phenomena (guidance and

counseling in an APEL process based on a skills-oriented APEL procedure and its related mobilized skills) with the

eyes of the APEL guidance counselors, to emphasize the context, and at the end to explore a new field of knowledge

(APEL guidance and counselling in Business schools). We didn’t plan to measure frequencies but to examine

properties of a certain activity and situations. To do so, we opted for a qualitative research method (Denzin, 2000).

According to Creswell (1998), qualitative research is the research process whereby researchers build up a complex,

holistic framework by analyzing narratives and observations, conducting the research work in the habitat.

In order to collect the data, we used semi-structured interviews. The sample comprised 20 APEL guidance

counsellors who had all been involved in APEL guidance and counselling on at least two occasions in the higher

education sector in a Business School setting.

The designed questionnaire was focusing on five areas in direct relationship with the research proposals:

research proposal: Characteristics and nature of guidance and counseling in an APEL process based on a

skills-oriented APEL framework

Area 1: perception of APEL guidance and counseling

Area2: specific characteristics of APEL guidance and counseling

research proposal: Identification of potential needed skills for the APEL guidance counselors

Area 3: assessment of the nature of the service provided (assistance, evaluation, catalyst, eye-opener)

Area 4: skills used by the guidance counselor

+ Area 5: Potential recommendations

This research was conducted in France in 2009 in a Business School-type higher education institution specialising in

management (study area number 34, ISCE (Note 1) 1997). The diplomas awarded by this institution are classified

under levels 5 and 6 of ISCE 1997 (Note 2).

4. Research results

The gathered data has been analyzed through a coding process. This qualitative analysis of the interviews highlighted

first and foremost the extent to which APEL guidance and counselling are dependent on a triangle of factors: the

requested deliverable/the nature of the benchmark for the evaluation/the stance the candidate needs to adopt. Moving

ahead, a further three main elements, which are detailed in the following sections, can be drawn from the analysis of

the research results:

 It would appear that the specific nature of APEL guidance and counselling compared to other guidance and

counselling offered in higher education, and more specifically in Business Schools, is a critical factor, due precisely

to the very fact that the activity is different in nature;

 The specific characteristics of the guidance and counselling appear to stem, on the one hand, from the focus of

the analysis – the professional and personal experience of the APEL candidate – and, on the other hand, from the

skills-oriented benchmark and the objectives of diplomas awarded by the Business Schools;

 The ties to coaching voiced to describe some of the skills needed for this type of guidance and counselling.

4.1 Different processes requiring different guidance and counselling skillsets

In higher education, there are two types of activities tied to guidance and counselling that are available to students in

parallel to course teaching and on which reports are written. They are designed to validate learning in a professional

environment (the work placement journal and the related work placement report) or to validate a student’s ability to

analyse a situation framing a specific topic with a more theoretical than practical perspective concerning the French

educational system. (dissertation). In all instances, interviewees assert that the nature of the focus of the analysis and

the analysis required differ in a number of ways – and significantly – from that found in an APEL process.

Consequently, the candidate, too, must adopt a different stance, which will clearly impact on the guidance and

counselling provided.

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The characteristics of a dissertation appear to be those most far removed from the characteristics of an APEL report.

The aim of a dissertation is to assess the student’s ability to express themselves on a specific topic: knowledge is

conveyed first and foremost through a reasoned analysis.

Table 1. Comparison of the focus and objectives of the dissertation, the work placement report and the APEL report

Dissertation

Work placement

report

APEL report

Based on knowledge

benchmark

Based on a skillset

benchmark

Focus of

the analysis

Theoretical or

practical situation

which poses a

problem, and is

analysed via a

research-based

focus structure

Experience Experience Experience

Type of

analysis

required

Situational analysis

(knowledge and

experience) based

mainly on

knowledge or a

perspective relative

to knowledge

A perspective of the

activity relative to

knowledge acquired

during training and a

more in-depth

analysis on a

specific point

(usually structured

around a specific

research focus)

Prove that the

knowledge set out

in the benchmark

standard has been

acquired as a result

of being used in the

exercise of a

professional activity

Prove that the skills

set out in the

benchmark standard

have been

acquired as a result

of being used in the

exercise of a

professional activity

Role of

experience

in the

analysis

To illustrate

arguments

Starting point which

the trainee should

use to reflect upon

the specific nature of

practical

implementation in

relation to core

knowledge

Main focus Main focus

Positioning

of the

candidate

External

External + elements

of perception of

experience

Fairly external

because positioning

in relation to

knowledge

stemming from an

institutional

framework

Alternating between

internal and

external,

self-examination,

self-analysis

Work placement supervision and the allied work placement report can be considered to be more akin to the exercise

that APEL candidates are engaged in. The similarity lies in the focus of the analysis: experience, which can vary in

length from case to case. It is the exercise of a professional activity that leads to a report being written – but that is

where the similarity ends.

Beyond that, each type of analysis entails a very different stance:

 The aim of the work placement report is to examine the experience in the light of the knowledge imparted

during the course modules, and in many cases to take one specific point on which to build an analysis (which often

has a particular focus);

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 The aim of the APEL report is for the candidate to be able to prove they possess certain knowledge or skills as a

result of their experiential learning, the different posts they may have held, and the different missions they may have

carried out over the course of their career.

These distinctions between the APEL process and other types of activities for which reports have to be written in

Business Schools refer back to the link between guidance and counselling and the triangle of factors - requested

deliverable, standard benchmark for the evaluation, stance the candidate needs to adopt. Given the specific nature not

just of the APEL process but also the skills-oriented benchmark, the candidate’s stance is essentially specific:

 taking career path and life path – and to some extent personality – as the focus of analysis;

 developing an ability to analyse one’s own work practices;

 allying this with a critical mindset so as to project experiential learning into the future;

 expressing this analysis of personal experiential learning and formalising it in writing;

 and developing the right level of confidence in oneself, one’s experience and one’s experiential learning.

The stance needed to successfully complete the APEL process highlights the distinct nature of the guidance and

counselling required. As regards the work placement report, the guidance counsellor must first and foremost help the

student to examine his/her experience in order to be able to choose an aspect that is relevant to the knowledge

acquired during his/her training. This also entails methodological aspects, but the students have often encountered

these – albeit less comprehensively and as part of a less in-depth analysis – during the various formative and

informative evaluation processes that litter the course modules. The guidance counsellor, however, is usually a

specialist in this field and therefore very familiar with the knowledge most required during the work placement.

4.2 A specific and predominant role for experience in a skillsets-oriented APEL process integrating the objectives of

Business School diplomas

The candidate’s experience, due to the position it occupies and the fact that it is the very focus of the observation, is

largely what shapes APEL guidance and counselling. Being able to articulate personal experience is already a

complex process, and analysing it from a skills-base perspective only increases the level of complexity.

By talking about his experience, it is the individual – and therefore the candidate himself – who must sift through

their own experiential learning. The guidance counsellor’s mission has to contend with a major difficulty: to give

guidance to a candidate who has to comprehend their own experience, which they initially see as banal (how do you

address the ‘obvious’, the day-to-day behaviours?)

Comprehending one’s own experience is a specific exercise. Unlike a candidate who is writing a dissertation or a

work placement report, it is not easy for a candidate to go back over his/her past for the first time. The candidate is

unaware of the knowledge, know-how and soft skills he/she uses to perform his/her job. The guidance counsellor

must immerse the candidate in a process of recollection so that they can recall their past experience, and then provide

them with a methodology enabling him/her to self-ask the right questions and establish a two-way iterative process:

between himself/herself as an observer and himself/herself as the focus of the observation on the one hand, and

between his/her professional experience and the standard benchmark they need to meet. Guidance counsellor resort

to making reference to the overall process that the exercise is part of, in order to distinguish these ‘sub-processes’:

one is the training on work placement reports and the dissertation, the other is the process of accrediting experiential

learning for the APEL report.

The complexity increases when the exercise is based on a skills-based benchmark standard for diplomas awarded by

Business Schools. Although an APEL process always involves looking back at past experience, it would appear to

entail a greater emotional involvement when it is skills-based rather than knowledge-based. It is easier to come to

terms with not knowing something (lack of knowledge) than not knowing how or in what way to do something (lack

of skills). “A candidate who does not know something” finds justification by claiming they have not learnt that

knowledge but that he can make up for this by bridging the gaps in his knowledge. There is little challenge to

personal ability. A candidate who does not have the requisite skills questions will be quicker to stop and question

their professional practices, his/her professionalism, or even himself/herself as an individual.

4.3 APEL guidance and counselling repeatedly likened to coaching

The results of the research show that the term “coaching” is often instinctively referred to when talking about the

skills used by counsellors to successfully complete their missions. They also pin point some dimensions of guidance

and counselling which are close to a coaching process.

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To illustrate this notion, the counsellors who were interviewed refer to:

 the term or the expression “coaching” which is part of their discourse although it had never been mentioned in

the questions asked during the interviews.

 the absence of a direct training role, in the sense that there is no material associated with a branch of learning to

be passed on to the candidate (concepts, analytical methods and tools, theory...);

 a process that is centred on the candidate’s experience;

 a process in which the counsellor must ask questions and get the candidate to ask himself/herself questions so

that he discovers for himself/herself the acquired skills from his/her experience;

 a questioning process designed to lead the candidate into adopting a stance that will enable self-analysis and

self-examination;

 a process that implies that the candidate is able to discover himself and assert himself/herself as an individual

that has the requisite skills “required” by the skills benchmark. These assertions lead us to reflect upon possible

similarities between coaching and guidance and counselling in a skills-oriented APEL process used in higher

education management schools.

5. Analysis and discussion

The results of the research show that APEL guidance and counselling is regarded by practitioners as being different

from the guidance and counselling practices employed in higher education, including in Business Schools, but also

that the skillsets required are quite distinct.

 In order to underscore the specific nature of the APEL process, which entails self-examination and self-analysis,

particularly when it centres on a skills-based benchmark for management diplomas in the higher education sector;

 And to thus highlight the fact that the core skills required for APEL guidance and counselling resemble those

needed for coaching.

5.1 A key part of the APEL candidate’s input involves self-examination

Dictionary definitions of self-examination focus on “when one’s conscience takes itself as the object of analysis

(without any aim of acquiring speculative knowledge)”. One of the main difficulties encountered by candidates – and

which the APEL guidance counsellor must find solutions for – stems from the fact that the candidate has to analyse

himself. The literature highlights how the candidate has to pore over his/her own past, translate his/her experience

into experiential learning, and tackle a task that, although apparently straightforward, is actually deceptively

sophisticated.

Two papers provide particularly relevant insight on this point: Lainé (2004), Ancel and Nkeng (2008). Both point to

four stages, although they are not identical.

Excluding stages 1 (1. Establishing a contract) and 4 (4. Writing) presented by Lainé (2004), both pieces of research

feature two core stages: the stage during which the candidate goes back over his career and the stage during which

the candidate’s activities are described and analysed. These stages epitomise the self-examination process. These

core stages put forward by Ancel and Nkeng (2008) should also, in our opinion, be noted: they form a separate stage

prior to self-examination (whether or not it is split into two, which in our analysis depends above all on whether the

benchmark standard is knowledge-based or skills-based). While referring back to the presentation in Ancel and

Nkeng (2008), we spend less time on the transition from the factual to the conceptual (clearly marked by the context

of higher education and theoretical knowledge) for this third stage, than putting in prospect the activity, including its

generic dimension, which is partially conceptual. (Sanséau & Ansart, 2010).

5.2 Guidance and counselling practices sharing overlap with coaching

Given that self-examination is a stance that a person receiving coaching is invited to adopt, how far do APEL

guidance and counselling and coaching overlap? The similarities relate mainly to the process and the stances of each

protagonist (guidance counsellor and counsellee). There are varying degrees of differentiation as regards the

objective and the focus of analysis.

The main similarities can be seen in the stances of the protagonists, the type of process they engage in and the

relationships they forge.

In both the APEL process and coaching, the guidance counsellor is neither trainer, consultant, psychologist nor

psychoanalyst: His/her aim is not to pass on knowledge, nor to give advice or engage the candidate in any sort of

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therapy. The guidance counsellor is first and foremost an eye-opener, a catalyst, a facilitator, and from time to time a

trainer. He/she also has knowledge, or even experience, of the company because he/she is giving guidance and

counselling to an individual in a professional context (even though, as Delivré (2004) states in his coaching

categories breakdown, it is possible to focus on an issue typically associated with an individual with a view to

improving his/her performance within the company).

The guidance counsellor possesses the method, the counsellee the material. In order for the counsellee to achieve

his/her aim, he/she must take the initiative to engage in this type of process, rather than be coerced into it. The

counsellee, however, is always the main actor in terms of production; he/she is responsible for the process, and is

even its creator as regards APEL. The process implemented jointly by the counsellor and the counsellee is a

co-production or a co-construction for both coaching (Bonot et al., 2009; Gyllensten & Palmer, 2007; Rogers, 1957)

and APEL (Mayen, 2004, also uses the term co-activity). This co-production entails guiding the candidate and

providing varying degrees of direction (in theory, more under the APEL process than for coaching) in order to help

them engage in the process of taking responsibility for himself and exploring the channels of action that will enable

him to achieve his/her goals. This guiding process is based on questioning, transfers and counter-transfers. The role

played by questioning, which is well established in the field of coaching, is also prevalent in APEL guidance and

counselling: the explicitation interview (Mayen, 2004, Ancel & Nkeng, 2008), descriptive analysis of the activity

(Lainé, 2004), analysis of action, self-analysis of one’s work.

The relationship between counsellor and counsellee hinges on shaping the terms of their contract (what the

counsellor can be expected to provide, the counsellee’s share of the responsibility in the final outcome of the

process...) and the establishment of a trust-based relationship where it is clearly stated that the counsellor is not there

to judge the counsellee. The extent of the counsellor’s involvement, the varying scope and precision of the

candidate’s expectations and the emotional component that is usually present mean that, prior to the start of the

process, the mode of interaction and the responsibilities of those involved need to be clearly established. This

contractualisation component, which has been mentioned in the context of the APEL process (Lainé, 2004), is also

present in the field of coaching and is usually linked to ethical principles that are deemed to be of fundamental

importance.

The characteristics of the process and the stances of the protagonists are therefore very similar in both APEL and

coaching. In other respects, there are differences of varying degrees. These differences lie in the objectives and the

focus of the processes.

The APEL candidate has a clear objective:to produce a document which proves prior and experiential learning with a

view to obtaining a diploma. The objective of the person receiving coaching is not unique and universal. It may not

even have been clearly defined by him, or may even change during the process. There are in fact several definitions

to coaching, which differ above all in terms of the objectives sought and the methods used. However, coaching can

be defined as a method that can be used in various contexts, especially professional settings, with the aim of

improving effectiveness and interpersonal relationships and providing help to adjust to change (this is justification

for the importance that is ascribed to the diagnostic stage of the coaching process). Coaching is usually regarded as a

process which is designed to lead a person or a team to develop an awareness of their main modes of functioning,

with the aim of progressing beyond the situation which this person or team is in (Augustijnen et al., 2011; Kemp,

2008). Therefore, not only is the objective not identical, but the focus of the guidance and counselling is not the same

either: as regards APEL guidance and counselling, the focus is the candidate’s past experience, whereas with

coaching the focus is the individual himself. Another important distinction is that the APEL process is measured

against a benchmark standard, which is not the case with coaching. Thus, the APEL process does carry a certain

amount of objectivity.These differences in terms of objectives and focus are indeed real, but are less marked when

we look at the unexpected results of an APEL process benchmarked against a skills-based standard. These

unexpected results stem from the significant changes that the candidate undergoes, which go well beyond writing a

document proving one’s work experience with a view to obtaining the desired diploma.

We can talk about the hidden face of the APEL process for the candidate, especially when the skills-based

benchmark leads the candidate:

 to define himself/herself in terms of his skills and to construct a personal professional identity;

 often as consequence, to find a meaning to his/her career progression and to be capable of better defining what

he/she wishes and does not wish to do;

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Published by Sciedu Press 118 ISSN 1927-6044 E-ISSN 1927-6052

 as a result of the critical mindset that the APEL process requires him to develop, he/she builds for

himself/herself a new frame of reference which evolves development capability.

Now, if we look at a number of definitions of coaching, we find this notion of building an identity, this quest for

meaning and the evolving frame of reference. According to Augustijnen et al. (2011), the purpose of coaching is to

enable a person to change the way in which he/she behaves, thinks and acts so as to make him/her more effective in a

given context and, ultimately, to enable him/her to modify his frame of reference.

The APEL process thus brings about significant changes in the candidate – changes which are not initially part of the

objectives of APEL – which are similar to the goals of coaching. The tight overlap between coaching and APEL

guidance and counselling can be traced to the foundations of the interactivity between the counsellor and counsellee,

the stances adopted, and the tools used.

6. Conclusion

In this paper we have taken a look at the components of APEL guidance and counselling that are crucial when it

comes to supporting the candidate in the process of acquiring self-knowledge and recognition. We refer to the

importance of the “mediator”, “catalyst” and “eye-opener” role played by counsellors a highlighted in other research.

Given the complexity of this key component of guidance and counselling and within the framework of current

attempts to professionalise APEL counselling, suggestions need to be put forward on possible skills to target for

development. Given the many similarities between APEL guidance and counselling and coaching practices, it would

be a good idea to draw on these practices in order to pinpoint these skills.

One can also reflect upon what the most suitable profiles for guidance counsellors are. It would appear essential for

him to be fully conversant with the requirements of the diploma targeted (so that he is in a better position to transmit

and translate the benchmark standard the candidate must prove he meets), to have thorough knowledge of the

regulatory framework, including definitions and links between skills, knowledge and theory, and to be able to trigger

the questioning process and the methods required to enable the candidate to “rework” his experience. It would seem

difficult not to endorse pro-active input from teachers from the establishment awarding the diploma in this type of

APEL process. They possess most of the knowledge and skills required. Although they do not usually already

possess questioning and awareness-raising skills, they should be more than capable of self-training in these skills.

Considering the development of APEL in the French education system, the actors deal with a role of guidance and

counselling which involves new characteristics. APEL counsellors are experiencing roles close to coaching, which

require specific skills. The interviewed counsellors did not express the view that they were completely out of their

depth in this new role. However they did mention this innovation. None was fundamentally trained in these practices

of counselling. It is first of all their interest in this kind of process and in fact their sensitivity to this new exercise

which seems to have facilitated their involvement in this kind of counselling. One can suppose that APEL

counsellors could develop some of these new skills. However will it be sufficient? How long will it take to master

them? What are the needs in terms of standards, of institutionalization, in terms of required skills, implementation,

and consequently of training process? Hence, the question of training for the counsellors arises.

These questionings are directly connected with other problems. First, the development of APEL in France encounters

a number of difficulties which were pointed out by two reports of the French government (Besson, 2008; Merle,

2008): the number of candidates remains limited compared to the initial objectives of the legislators; information for

the potential candidates is considered to be perfectible; the accompaniment of the candidates must be improved, even

professionalized. The people who were auditioned spontaneously expressed their concerns about the weak adhesion

of some professors to this new way of delivery of diplomas in particular at the higher education level. In this context,

the training of professors in order to develop specific counselling/coaching skills for APEL raises other questions:

beyond that of the cost for the organizations, such as the motivation of professors for this kind of specific training as

they are already strongly involved in teaching and/or research tasks. Such investment can also be questioned

considering the small number of APEL candidates. Moreover, APEL remains essentially marginal in French higher

education establishments.

Secondly, these questions also have to be considered in the light of the development of learning approaches

illustrated in particular by the development of experiment based approaches (problem based leaning, case studies.).

These teaching approaches precisely suppose the evolution of the role of the teacher towards that of counsellor. What

are the similarities with the required accompaniment for APEL? What about synergies in the development of skills?

If such teaching methods and educational approaches were already developed within the educational establishments,

it would then be possible to the development of training for coaching skills. These skills will then be useful for

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APEL or other teaching processes centered on the experimental approach. The challenge will be then to establish the

similarities and the divergences between them. On the other hand, if these new (experiment-based) teaching methods

were not so well considered by professors and academic establishments, the development of new APEL skills would

not be regarded as a priority.

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Notes

Note 1. ISCE: International Standard Classification of Education

Note 2. Equivalent to level M in the European BMD Reform (Bachelor’s Degree, Master’s Degree, Doctoral

Degree).