Recognition Of Prior Learning Research Articles

Temporal dimension in recognition of prior learning (RPL) in vocational education and training from a social justice perspective

ABSTRACT An international movement is underway to promote the recognition of prior learning (RPL) as a means of social justice, especially for disadvantaged populations. This article examines the duration of the RPL pathway towards the upper secondary VET diploma from a social justice perspective. Grounded in the Sen’s capability approach (CA) and using survival analysis with administrative data, the results show that, under certain conditions, the RPL helps promote access to an upper secondary vocational education and training (VET) diploma, especially for experienced workers without a diploma. Indeed, some personal (e.g. immigration status) and social conversion factors (e.g. involvement of employers in the RPL pathway) are associated with the time until graduation through RPL. The discussion highlights the relevance of using survival analysis when examining the association between conversion factors and the RPL pathway. The conclusion sheds light on the relevance of incorporating a temporal dimension when analysing pathway in RPL and under CA framework.

RPL Management Model for Capacity Building of Village Apparatus: A Case Study on Cooperation between Surabaya State University and Bojonegoro District Government

Law Number 23 of 2014 grants regional autonomy, which means that each regional institution is authorized to manage its own policies. This includes village governments, which are regulated by Law Number 6 of 2014. Therefore, it is crucial to have competent village personnel who can provide exceptional services to the citizens. In 2021, 45,387 village heads, 43,876 village secretaries, 31,147 village-owned enterprise managers, and 7,889 professional assistants graduated from high school, according to data from the Ministry of Village, Development of Disadvantaged Regions, and Transmigration. This highlights the need to strengthen the education of village apparatus. One way to achieve this is through the Recognition of Prior Learning (RPL) program, which is a collaboration between the Ministry and universities such as the State University of Surabaya and the State University of Yogyakarta. This program can help improve the skills of village apparatus. However, there is a gap between the reality and the implementation of the collaboration between the Ministry and Pertindes regarding the implementation of RPL for village apparatus. In Bojonegoro Regency, for instance, only 61% of village heads had a high school educational background in 2022, according to the Office of Community Empowerment and Village Government. To address this issue, the researcher aims to understand the management of RPL in Bojonegoro Regency to improve the capacity of village apparatus. The research is based at the State University of Surabaya and Bojonegoro Regency. The study obtained primary data from interviews, literature studies, and a memorandum of understanding between the State University of Surabaya (UNESA) and the Bojonegoro Regency Government. The researcher used a knowledge management approach in program planning, which focused on six main stages in development planning. These stages included problem identification, problem diagnosis, design stage, design implementation, design testing, and solution formulation. The results of the study showed that collaboration and support from educational institutions are strategic solutions for improving village human resources. Additionally, the RPL program is relevant to the functions of higher education institutions in preparing personnel for village government administration. The implementation of RPL in Bojonegoro is in accordance with the principles of cooperation. However, there were some technical obstacles in the implementation of activities.

What can Fraser and Bourdieu teach us about success and obstacles in the implementation of Recognition of Prior Learning?

Despite the adoption of Recognition of Prior Learning (RPL) policies, its implementation lags behind, remains un-coordinated and lacks institutional support. The key issues underlying these challenges include knowledge contestation and gatekeeping in the form of resistant cognitive structures in defence of the intellectual foundations of university knowledge. This article weaves the theories of Fraser and Bourdieu together to analyse the literature on RPL policy, pedagogic agency and practice in order to deepen understanding of RPL’s success and obstacles. Fraser’s notion of parity of participation is useful in that it theorises how adherence to social justice principles to promote RPL implementation can be created in the academy. Bourdieu’s work facilitates interrogation of the habitus, and social and cultural capital of RPL practitioners in relation to the habitus of academics, and how these impact the crossing of knowledge boundaries via RPL as a specialised pedagogy. The article concludes that successful RPL implementation requires, inter alia, that attention be directed to honing the class habitus of the academy as a whole, including adequate theorisation of the conditions necessary for the existence of pedagogic agency within the context of the prevailing knowledge difference discourse.

Recognition of Prior Learning in Nepal: A Gateway to Socio-Economic Inclusion

Recognition of Prior Learning (RPL) has become a popular policy instrument across the world- both in developed and developing countries. RPL is highly relevant in the context of Nepal, as it aims dignified employment to its people. Nepal has a huge number of people working in informal sector, including large number of migrants returning home every year with skills and experiences. However, the skills and competencies of these people are not yet harnessed to ensure them dignified jobs and better earning. This article is based on the secondary information along with author’s personal experiences and interaction with few RPL candidates. It presents the basics of RPL, the importance of RPL in the context of Nepal, and then looks at some problems and issues of RPL provision in Nepal. Finally, the article draws the conclusion on how the RPL can become a vital tool to boost Nepal’s socio-economic status.

Recognition of prior learning program in improving human resource in Bojonegoro district: an open government analysis

This research aims to analyze open government by looking at the implementation of the Village Recognition of Prior Learning (RPL) program in Bojonegoro Regency through a process of collaboration, transparency, and participation. Increasing the capacity of Human Resources (HR) is needed in facing the demands of better public services. This research method uses descriptive qualitative research. Primary data sources consist of open-ended interviews, as well as observation. While secondary data sources come from documentation studies obtained from the research location. The technique of determining informants was carried out by purposive sampling, namely selecting based on criteria on informants who play a role in the Village RPL program, the Secretary of the Village Community Empowerment Office, the Head of the Community Empowerment Division, Surabaya State University and Yogyakarta State University and Village Officials. Data validation uses the data triangulation method. The results of this study indicate that the RPL Desa program in government openness has a collaborative process between the stakeholders involved, transparency of new student screening information data, and participation of village development activists as community servants facing problems in completing their studies. Supporting factors lead to the use of scholarships in higher education with recognition of experience, online learning, and RPL program organizers from quality universities. The inhibiting factors are seen from the declining commitment and motivation of students in participating in the lecture process and the difficulty of time management between college work.

Potential, aktualitet eller utsatthet?

Potentiality, actuality or exposure? The significance of recognition in career guidance counselling for newly arrived migrants. This article analyses the significance of recognition in career guidance counselling for newly arrived migrant youth. In line with the sociology of Herbert Blumer, the concept of recognition is employed as a sensitizing concept. In the article, several different aspects of recognition are highlighted, as recognition of prior learning, competencies, and experiences; educational and vocational aspirations; norms and values; the prospect of individual development, and the recognition of harsh and therefore noteworthy conditions for living. The study is based on an analysis of qualitative data from semi-structured interviews with fourteen career guidance counsellors that meet newly arrived migrants in the course of their daily work. The analysis draws attention to the fact that opportunities for development, as well as the recognition of particularly difficult and thus noteworthy life circumstances, are usually acknowledged without more extensive objections, but that the recognition of previously established knowledge, skills and experiences, study and career aspirations as well as norms and values can, according to the interviewees, lead to goal conflicts in study and career counselling work (although the relevance of a recognition approach is generally emphasised).

Pathways of Early Childhood Development practitioners into higher education: A capabilities approach

The creation of professional learning pathways in the field of early childhood development (ECD) is currently a key policy priority in South Africa, especially as research has indicated the critical need that exists for investment in ECD practitioners to resolve previous educational inequalities and poor throughput rates in formal schooling. The option of recognition of prior learning (RPL) often provides the only route into post-school studies for educators in this historically marginalised sector to enable them to pursue formal qualifications. The barriers faced by mature females, who constitute a large proportion of ECD practitioners, include mismatches between occupational and discipline-based qualifications and a lack of understanding of the non-traditional routes into higher education. This article reports on an investigation into the experiences of a sample of mature women who attempted to access higher education with non-traditional qualifications. Using the lens of capabilities theory, we demonstrate the significant efforts made by these ECD practitioners to achieve their goals of personal and economic freedom by accessing further training and higher education through RPL. The article concludes with a discussion on implementing effective RPL for transitions in post-school education and training.

Reimagining learning provisions for asylum seekers in Italy: An exploration of asylum seekers’ experiences of recognition and misrecognition in adult learning centres

This article employs narrative methodologies to present the stories of three asylum seekers enrolled in two adult learning centres in the Lombardy region of Italy. The author draws on Axel Honneth’s theory of recognition to provide an understanding of how these adult learners’ experiences might impact their self-identity. Based on the narratives the participants provided in the course of interviews the author conducted with them, this article highlights some shortcomings in the learning provision for asylum seekers in Italy. Using interpretative analysis, the participants’ experiences are discussed under three categories: (1) valorisation of certificates; (2) appropriateness of teaching methods; and (3) recognition of prior learning. The author concludes that greater efforts should be put into recognising the asylum seekers’ previous experiences, and training adult educators who work with asylum seekers in adult learning principles.

UNIVERZITETSKO OBRAZOVANJE – KAKO PROKRUSTOVU POSTELJU TRANSFORMISATI U OBRAZOVANJE ZA PROTEANSKU KARIJERU / UNIVERSITY EDUCATION - HOW TO TRANSFORM PROCRUSTEAN BED INTO EDUCATION FOR A PROTEAN CAREER

What is the purpose of universities - education or job training? What should be our priority - competences for the 21st century or finding a job within a year after graduating? The future is unpredictable and today’s actions are not necessarily good, but the worst thing to happen would be doing nothing. The survival and development of university depends on our vision of who are the generations to come, what we will teach them, how we will develop the curricula and how far we will succeed in moving away from linear careers as a Procrustean bed, punishing and forcing us to believe that what we have is the only thing possible if deviations from the prescribed norm happen or if one attempts spurring development. On the other hand, the context in which education takes place is constantly changing, and today’s careers, defined as a collection of all experiences and changes in values and attitudes (not advancement in the workplace) are changing their forms just like Proteus. Therefore, the important question is how to reject the Procrustean bed and accept the concept of a protean career as a guide in the development of higher education? The development of new study programs and the revision of existing ones should be guided by the following postulates: internationalization, interdisciplinarity, equality in access and adaptation to the needs of people who need to build their careers in the next dozen years. Innovative study programs should offer: experiences that will be attractive to students from all over the world, a holistic approach to the learning experience and multiperspective, equality in access to all interested parties at every moment of their lives, and flexibility that will allow the student to have his own pace of learning. Some examples of such programs are dual studies, short cycles, combined studies and recognition of prior learning. The University of Sarajevo is a participant in two ERASMUS+ projects aimed at the development of dual studies and short-cycle programs with the aim of increasing access to education and adapting to the needs of students and employers, which directly support the principles of a protean career.

The recognition of prior learning (RPL) as pedagogical practice: tensions and affordances in assessment

ABSTRACT An effective system of Recognition of Prior Learning (RPL) requires assessment processes that are appropriate for the nature of the experiential learning being assessed. Otherwise, potential candidates may be discouraged from engaging in RPL applications and therefore not benefit from the lifelong learning opportunities available. It has been argued that foregrounding RPL as a specialised pedagogical practice, and not just as assessment, can help in this regard. This article draws on the conceptualisation of RPL as ‘pedagogical pragmatism’, as developed by Pokorny et al. (2017), and asks how this might look in practice and how might it help in creating assessment processes that reflect the epistemological particularity of prior experiential learning. A cohort RPL project that ran in ten Education and Training Boards (ETBs) in Ireland, in partnership with the Irish Defence Forces (DF) in 2018 to 2019, provides the basis for the research. A key theme in the results is the integrated nature of RPL assessment in its design and operation, and the way in which formative and summative assessment are brought into productive relation and understanding the affordances in assessment can help drive practice forward.

An assessment of the employability of learners who attained their qualifications through recognition of prior learning in Botswana

This study assessed the abilities and competencies of Recognition of Prior Learning (RPL) graduates in Botswana and their employability. Twelve participants identified from various RPL education and training fields, and hairdressing and beauty therapy services were interviewed. The findings indicate that RPL has overall life-shaping consequences for the learners involved and for this reason, it was highly embraced by participants; RPL gives learners access to post-school education, including other qualifications; RPL benefits learners and it is thus value for money invested by the Botswana Government. Therefore, the promotion of social inclusion should be embraced and adopted as a mode of assessment to capacitate human resource development in Botswana. The article concludes by recommending a partnership between Government and relevant institutions and organisations to audit skills in the country to uncover the unused skills, as well as to design RPL that is relevant to the local needs.

Recognition of prior learning in professional education from an organisational perspective

ABSTRACT Recognition of prior learning (RPL) is often said to facilitate lifelong learning and occurs when already-acquired learning outcomes are officially valued. The education system is a central arena of RPL, allowing facilitated access to or shortening of study programmes. This study explores RPL practices in Switzerland. We ask the following research question: How do professional education institutions regulate, practice, and justify RPL? We start from the premise that RPL practices in higher education institutions are shaped by national RPL policies, professional bodies, and the nature of the respective labour markets. However, within these framework conditions, higher education institutions also create their own organisational policies, thereby promoting or hindering RPL. In addition, the study programme’s knowledge domain and the responsible persons’ pedagogic agency, shaped by their pedagogic concepts and individual attitudes, are also guiding factors. To answer our research question, we conducted qualitative comparative case studies and compared the RPL practices of professional education institutions that offer study programmes for hospitality management and social education. Our results show that organisations offering the same professional study programmes regulate, practice, and justify RPL differently, indicating the importance of organisational gatekeepers’ pedagogic agency.

Recognition of Prior Learning Translation and Transfer (RPLTT): using Actor-Network-Theory to develop a specialised pedagogy

The Recognition of Prior Learning (RPL) is a process by which achievements gained through work or other experiences can be formally recognised and accredited in higher education. It has a role to play in providing accelerated routes for mature students and is particularly relevant to part-time learners. Despite studies showing the potential transformative effects and the benefits to retention, RPL remains a marginal activity. It is suggested that RPL assessment processes themselves may constitute a barrier to take-up and there has been a move to reconceptualise RPL as a distinctive specialised pedagogy for mediating knowledge sharing across boundaries. This paper contributes to this body of work through a study of RPL participants who were academics seeking credit for a postgraduate award. The research uses actor-network theory (ANT) to understand how and why they approached the RPL task in the way that they did. By understanding how things happened and how effects come into being it was possible to develop an RPL Translation and Transfer (RPLTT) model and typology that provides a heuristic for RPL design in practice contexts.

Recognizing prior learning in vocational education and training: global ambitions and actual implementation in four countries

ABSTRACT This article contributes to a better theoretical understanding of the social processes underlying the development and implementation of schemes to improve the recognition of prior learning (RPL) in vocational education and training (VET). It traces the global diffusion of RPL, and then analyses the formulation of RPL policies and design and implementation of RPL schemes in four case study countries (Bangladesh, North-Macedonia, Sweden and Switzerland). The article draws on historical institutionalism and Margaret Archer's work on educational change to argue that the design and implementation of RPL schemes are strongly dependent on the status of VET qualifications in education systems and labour markets.

Why Is It So Difficult to Contribute to Social Inclusion Through Vocational Education and Training?

This paper compares “recognition of prior learning” (RPL) schemes in four countries, to find out the impact of VET policy reforms on social inclusion. The study finds that RPL schemes have only made limited contributions to social inclusion in these countries, for the following reasons: firstly, there are challenges in upper secondary VET, which, in all four countries, requires a substantial level of general education and transversal competencies, on which the key educational policy actors are not willing to compromise. Secondly, some countries used RPL to provide access to non-formal qualifications. Still, such schemes were only successful when those non-formal qualifications were already well-established in society and the labour market (prior to having been made accessible through RPL). The article argues that, for RPL to contribute more to social inclusion, schemes need to be less complicated and should also include complementary education and training provisions for all those who lack work experience in sectors where access to employment depends on certain qualifications.

Recognition of prior learning in workplaces: exploring managerial practice by the means of a heuristic conceptual framework

ABSTRACT The focus of Recognition of Prior Learning (RPL) on assessment and credentials has ambivalent implications regarding research on workplace RPL. This article presents and empirically tests a heuristic conceptual framework to support the analysis of workplace RPL and its relation to learning at work. RPL is defined as a practice of workplace pedagogy with two modes of recognition attributed a performance, a developmental, and an occupational orientation. The framework is applied to analyse data from an interview-based study with managers in Austrian wood-processing companies. The analysis reveals a strong orientation towards performance, adaptive learning, and immediate use of skills. A strength-based view of staff development and awareness of the importance of support positively influence occupationally relevant and developmental learning. When recognition is a part of everyday management practice and workplace participation, there are even greater opportunities for developmental learning. This article offers conceptual perspectives and empirical evidence to researchers and practitioners. The implications for practice suggest an intensification of support for managers to help them appreciate the potential benefits of RPL. For future research, it is indicated among others to further develop, strengthen, and empirically validate the heuristic conceptual framework.

Recognition of prior learning: implications for quality assurance in higher education

PurposeA diverse range of initiatives in relation to the recognition of prior learning (RPL) have been introduced in higher education systems over the past 20 years. This paper aims to explore the implementation of RPL initiatives, in an Irish context, and the implications for quality assurance in higher education.Design/methodology/approachA qualitative approach is adopted, to provide an enhanced understanding of the impact of RPL initiatives. Data is presented from interviews with key stakeholders: six academics, six coordinators and six learners who availed of RPL.FindingsThe introduction of RPL requires higher education institutions to adopt new approaches to the design and delivery of their programmes and also to review and revise quality assurance frameworks. This paper presents key insights across five over-arching themes (ambitions and outcomes; caution and suspicion; in the classroom; assessment and examinations; and life after university).Originality/valueThe introduction of RPL evokes a mixed reaction from stakeholders, and there is a range of differing experiences, leading to differences in attitudes and unintended impacts. This study provides insights both at an individual and institutional levels using experiential learning theory.

A Case Study of the Liberal Arts Curriculum at a College of Lifelong Education for Adult Learners

This study aimed to explore the operation case of the liberal arts curriculum found at ‘A’ university, a long term participating university of the ‘Lifelong Education at Universities for the Future Education Project.’ For this study, qualitative research methodology was used and the data collection for this study was conducted for five months. As a result of the study, we found that ‘A’ university, like other universities involved in this project, has been trying to establish a flexible academic system, such as a RPL (Recognition of Prior Learning Experience), on-line education, night and weekend classes, and blended education. Moreover, ‘A’ university recently made a progress in preparing a liberal arts curriculum, tailored to adult learners as it took into account the age of adult learners and the level of their basic academic ability. However, several problems were also found in the process of introducing this type of liberal arts curriculum. The first problem was the university’s top down operation with administrative practices. And The second problem involved issues pertaining to quality in the management of the liberal arts curriculum. These findings were consistent with the recent concerns raised in previous studies. The results of this study suggest that universities participating in the ‘Lifelong Education at Universities for the Future Education Project’ need to consider the gap between the ideal goals found in the project and the realistic needs of adult learners enrolled in a liberal arts curriculum.

Promoting the recognition of prior learning in the context of development cooperation: The case of Bangladesh

In view of the growing importance of the ‘recognition of prior learning’ (RPL) in educational development in lower- and middle-income countries, and of the dearth of research on this new trend, this article presents a study of vocational education and training (VET) in Bangladesh. It examines the evolution of RPL in this country in terms of causal factors and implementation challenges. Based on an analysis of policy documents, practices and qualitative interviews, we develop our argument around Margaret Archer’s model of morphogenetic educational change. The findings suggest that RPL in Bangladesh has grown in the context of considerable general growth in its educational system, but has not been caused by this. More important for RPL’s expansion has been its inclusion in what McGrath calls the “VET policy toolkit”, which donor agencies have started to actively promote in Bangladesh. At the same time, our reading shows that key actors in the development of the country’s VET system have resisted any alterations of the pathways to existing VET qualifications, as they continue to be of the view that access to established VET programmes should be limited to those who have passed eight years of formal schooling (even though many of these graduates still lack solid literacy and numeracy skills). The article argues that global-level actors might need to take such concerns more seriously.

Evaluation of obstetric and perinatal outcome of pregnancy with bad obstetric history

Background: Adverse perinatal outcome has always been a devastating experience for the mother. Advanced maternal age and other risk factors are independent risk factor for perinatal outcome. Therefore, aim of study is to compare the effect of these factor in different study group. Aims and Objectives: Case–control study has been conducted to evaluate obstetrics outcome, maternal morbidity, and perinatal outcome in patients with bad obstetric history. Materials and Methods: A prospective observational case–control study has been conducted in two groups; GROUP A: BOH group (n = 44) and GROUP B: Controls (n = 88) who fulfilled inclusion criteria in Department of Obstetrics and Gynaecology, GMERS Medical college, Sola during the period of August 2018 to August 2020. Statistical analysis was done by descriptive statistics and qualitative and quantitative method. Results: Incidence of hypertension in Group A was 25%, while in Group B incidence was 6.8%. Incidence of hypertension was 4.5 times higher in Group A than B which was statistically significant (P < 0.05). Incidence of PROM, gestational diabetes mellitus, thyroid dysfunction was higher in Group A than Group B. Higher incidence of preterm delivery found in Group A than in Group B which was statistically significant (P < 0.05). Conclusion: Among all BOH group, cases with previous history of preterm delivery, still birth, recognition of prior learning, and HTD were the major risk factors which could be responsible for adverse obstetric and perinatal outcome.