Recognition of prior learning in basic adult general education: some issues in the implementation of the measure Univers de compétences génériques
The aim of this article is to further the understanding of the political and pragmatic stakes in the recognition of experiential learning by the Univers de compétences génériques, a recent measure within the basic general education of adults in Québec, and to identify challenges faced by the educational system. Interviews with practitioners (n = 5) from two school boards and adults (n = 13) having obtained an official recognition at the secondary level reveal that the stakes are access to information, the work of identification and the evaluation of prior learning. This measure poses important challenges to the educational system, notably the need for a coherent implementation with the perspective of lifelong learning.