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Re-theorising the Recognition of Prior Learning
The recognition of prior learning (RPL) is an educational response to the need to widen participation in education and training for economic advancement and social inclusion. The social meanings of RPL have different configurations depending on historical, cultural, economic and political forces in different places. One constant is the reliance on the widely pervasive educational philosophies of experiential learning: constructivism and progressivism. This book challenges the orthodoxy of experiential learning and the particular readings of knowledge, pedagogy, learning, identity and power which it privileges. It does this by introducing different theoretical resources to RPL and drawing on experiences of RPL in the UK, the USA, Canada, South Africa, Australia, and Sweden. The book provides a range of re-conceptualisations of the relational terrain between adult experience and learning on the one hand, and specialist or academic knowledge on the other.
Handbook of the Recognition of Prior Learning
This handbook consolidates the major research findings of experienced recognition of prior learning (RPL) researchers from around the world, identifying future research directions and drawing together evidence-based implications for policy and practice.
Recognition of Prior Learning
Recognition of prior learning (RPL) has emerged in recent decades as an important policy area and policy concept. It is a phenomenon with a certain variation in practices as well as contexts, concepts and conceptions. However, there is a basic idea about giving recognition to prior learning wherever and whenever learning has taken place. Such ideas can be ‘materialised’ in formal assessment systems providing the basis for recognition, as well as in informal processes where prior learning is made visible and gets recognition. This book provides a range of empirically and theoretically based contributions from different parts of the world where RPL, or an equivalent, is mobilised as part of educational practices for adults. Discussion in this area often takes place locally. This volume compiles different kinds of contributions to create a broader dialogue among scholars and practitioners, not only on the specific topic of RPL, but also on more general issues faced in educational research. It was originally published as a special issue of the International Journal of Lifelong Education.
The Recognition of Prior Learning
A guide for academics, planners, policy-makers and practitioners who deal with the Recognition of Prior Learning (RPL). It presents the theoretical perspectives developed to illuminate the complex relationships between context and RPL practice.
Researching the Recognition of Prior Learning
As a rapidly developing approach across the world, the recognition of prior learning (RPL) is an educational response to the need to widen participation in education and training for economic advancement and social inclusion. What is new in RPL research? How does research in different countries compare? What is next? Researching the Recognition of Prior Learning: International Perspectives is an authoritative, up-to-date overview of international research practice in RPL, and is aimed at researchers, postgraduate students, and practitioners interested in all adult education disciplines. The book provides a comprehensive account of current research in the US, Canada, Australia, South Africa, England, Scotland, Sweden, and other EU and OECD countries. Scholars from each country or jurisdiction have been invited to address key questions: Who is doing research? How are they doing it, and why? What questions are being asked? It is designed to consolidate international approaches and identify research gaps, possibilities, and emerging questions to support the development of innovative research into the theory and practice of RPL over the next decade.
The Recognition of Prior Learning in Post-Apartheid South Africa
This book addresses a critical gap in the effective implementation of Recognition of Prior Learning (RPL) in post-apartheid South Africa. This book responds to a critical problem whereby a critical mass of historically disadvantaged persons continues to face exclusion by entrenched systems of professional education and training. Focusing on case studies from higher education and build environment studies, it defines the rationale and fundamental principles of an innovative model for the evaluation of RPL which can be adapted and applied across disciplines and professions while promoting high quality standards. RPL is considered as a transformative strategy to oppose the injustices of pedagogic exclusion and upskill a historically disadvantaged population. The book makes a strong case for an alternate system based on the potentiality of transformed legislation and frameworks in post-apartheid South Africa. The book will be of interest to researchers in alternative pedagogies, scholars engaged with epistemologies of the South and alternative knowledge systems, legislative bodies, policy makers and facilitators of professional education.
The RPL Conundrum
The practice of Recognition of Prior Learning (RPL) in the education of adults seeks to affirm and accredit the knowledge and skills which they have already attained in the course of their working lives. This monograph explores the implementation of RPL in a programme designed to upgrade tens of thousands of under-qualified teachers and finds a baffling dilemma: how does one value prior learning which one believes to be misguided, outdated, or inappropriate? Case studies of the implementation of RPL in the National Professional Diploma in Education (NPDE) at three universities present interesting approaches to the conundrum and reveal the importance of phronesis, or practical wisdom, in cons...
The International Indigenous Recognition of Prior Learning (RPL) Practitioner Manual
"This series of essays describes the various culturally based methods utilized by a number of Indigenous communities in North and South America and South Africa to recognize the knowledge and skills gained by individuals in their life's journey through both formal and informal educational settings. Portfolios are used as a vehicle to engage learners in an introspective process which, in Indigenous settings, enables them to value culture and identity, understand the impact and pervasiveness of colonialism, and become aware of their knowledge and skills in a more holistic context. For many learners, Indigenous Recognition of Prior Learning is a transformative process, which ultimately empowers...
