'My employer requires a degree’- Recognition of Prior Learning as a legitimate, efficient national mechanism for progressing learners in work

Purpose (limit 100 words) We argue that the Recognition of Prior Learning (RPL), and specifically the Accreditation of Prior Experiential Learning (APEL) in degree apprenticeships in England has challenged established norms providing innovative opportunities for fast-tracking mature learners by recognising their expertise, competencies, and behaviours acquired through years of professional experience. Design/methodology/approach (limit 100 words) We use Neo-Institutional Theory to examine how the wider context for universities offering degree apprenticeships has changed in the last decade and successfully challenged the academic versus vocational divide. We illustrate the challenges and opportunities afforded for APEL with three different approaches to APEL on a management undergraduate-level apprenticeship. Findings (limit 100 words) We argue that degree apprenticeships provide essential social mobility and progression opportunities for older learners enabling them to use their expertise from work to accelerate their apprenticeship; and that the regulatory drivers for degree apprenticeships have impacted positively on the legitimacy of APEL in degree awards. We also note that the disconnect between the requirements of employers and the perceptions of government presents a looming barrier for older learners, effectively barring them from opportunities for career progression. Originality/value (limit 100 words) The paper takes an original approach to examining APEL within degree apprenticeships using Neo-institutional Theory (NIT). It moves beyond the discussion of how to do APEL to reflecting on the drivers shaping the opportunities and challenges in promoting this approach to recognising prior learning.