Abstract
We propose an analysis of the joint and reciprocal transformations of the Accreditation of Prior Learning (APL) and the role of APL facilitator within the university context. The APL facilitates certification based on an individual’s experiential learning, particularly professional experience. It is situated within the framework of employment and training policies, continuously reformed. The profession of APL facilitator emerged alongside the establishment of the APL system. The application of the triadic model to training systems (Albero, 2010, 2011) elucidates three developmental stages of the profession as articulated by the system: experimentation, professionalization, and transmission. Additionally, we identify a progressive and increasing imbalance among the ideel, functional, and experiential dimensions of the APL.
Keywords: APL, dispositive, experience, facilitator, reform.