Abstract
In this article, we examine the vertical influence of the European Union (EU) policy on recognition of prior learning (RPL) in one Southern European country (Portugal) and in a Central European one (Slovenia). We stress the influence of the EU policy on adult education (AE) policies and the development of RPL granting professional qualification. Although not widely acknowledged in adult education theoretical discussions, we use the RPL models introduced by Judy Harris to debate the main aims of core official RPL national policy documents from 2000 to 2018 using documentary analysis. Comparative analysis of the two countries is made, and similarities and differences between the RPL provisions are debated. Our findings indicate the relevance of the utilitarian approach to RPL within national policies. Furthermore, these findings allow us to question why employers give little attention to adult learners’ qualification acquired through RPL.
Highlights
recognition of prior learning (RPL) has become a relevant factor in adult education (AE) policies in the European Union (EU) countries and beyond
Within the EU guidelines for lifelong learning (LLL) and the establishment of the European and national qualifications frameworks (NQF), RPL is foreseen as asalvation narrative (Andersson, 2008) for the individual and society, as it is part of social and economic policies and a way of workforce development (Mikulec, 2018)
We discuss the identified similarities and differences. We argue that both countries’ policies emphasise the utilitarian approach of RPL and, lastly, conclude that there seems to emerge a paradox within national policies on RPL— namely, why have employers given little attention to adult learners’ qualification acquired through RPL and how this relates to AE policy
Summary
RPL has become a relevant factor in AE policies in the EU countries and beyond. The aim of this article is to analyse the vertical influence of the EU policy on RPL in one South European country (Portugal) and one Central European one (Slovenia) in the period from 2000 to 2018. It explores the horizontal effects in two different European contexts based on a tension between reinforcing individual empowerment of adult learners (within aims of social justice and social change) and attracting and keeping workers in the labour market (following economic development and competitiveness). This article explores the following research questions: How are the EU RPL policies situated between the goals of social justice and individual transformation on one side and employability and competitiveness on the other? How are the EU RPL policies interpreted and translated in two different national contexts, the Portuguese and the Slovenian one?
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
