Recognition Of Prior Learning Research Articles

The limits of reforming access to vocational qualifications: the slow expansion of recognition of prior learning (RPL) in Sweden and Switzerland

ABSTRACT This article analyses the development and implementation of policies that aim at improving the ‘recognition of prior learning’ (RPL) in the vocational education and training (VET) systems of Sweden and Switzerland. It argues that the evolution of RPL policies and schemes needs to be analysed in relation to educational expansion, which creates pressure on educational policy makers to provide alternative forms of access to qualifications. It furthermore underlines that actors who have profited from the scarcity value of their educational qualifications are likely to oppose alternative forms of access that would devalue their qualifications through educational inflation. The article’s argument thus contrasts with those that attribute the slow expansion of RPL to either a lack of political will or epistemological constraints. Linking the growing political economic literature on skill formation with an Archerian perspective on educational change, the article also shows that, despite the statist and collective skill formation systems having some trends in common, the design and implementation of RPL has evolved differently in each.

Working toward aspirations: how higher education learning-working trajectories for refugees in the Netherlands support work-related capabilities

PurposeRefugees face multiple barriers to employment, such as previous work experience and qualifications not recognized. The Rotterdam University of Applied Sciences offers a higher vocational education and training (VET) dual program for highly-skilled refugees, in which education and work is combined. After completion of the two-year program, participants have gained new skills, learned (vocational) language, have work experience in the Netherlands and have a Dutch diploma. These are the factors that are decisive for successful employment integration.Design/methodology/approachThis explorative study aimed to get insights into the participants' views and experiences with the dual program. A qualitative design has, therefore, been chosen. This article is based on 20 in-depth interviews with refugee-students. The transcribed qualitative data were systematically analyzed using ATLAS.ti 8 qualitative data analysis software.FindingsOverall, students were positive about the opportunity to study further and to work simultaneously. They valued the close connection with employers, learned new skills, improved their (vocational) language, and it gave them professional prospects that fit their ambitions. Based on the experiences of students, it seems that the dual program enhances work-related capabilities. However, the University should make more use of existing professional knowledge and experiences. Recognition of prior learning is crucial for employment integration but also contributes to a sense of inclusion.Originality/valueHigher VET dual programs for highly-skilled refugees are innovative and can contribute to their integration into the labor market. The associate degree is a recognized diploma between higher education and secondary vocational education.

From prior learning assessment to specialised pedagogy: facilitating student transition through RPL assessment and selection

ABSTRACT There has been a movement across South Africa’s education sector to widen access and participation in higher education. Recognition of Prior Learning (RPL) (or Prior Learning Assessment (PLA)) programmes offer an opportunity to do so by providing access to higher education to those who do not necessarily have the prerequisite requirements. Many RPL programmes are still being piloted, and little research has been conducted on the transition of postgraduate RPL students. To better understand RPL student transition, the researcher followed a case-study approach in which the experiences of RPL students enrolled in an online postgraduate diploma programme in management in marketing (PgDipMM) at a South African university were investigated. The programme piloted a novel RPL assessment and selection process which aimed to address criticisms of previous models. Findings indicated that, to a large extent, the novel RPL assessment and selection process appeared to have facilitated RPL students’ successful transition into a postgraduate diploma.

Potentials and pitfalls in a partnership approach to recognition of prior learning

ABSTRACT This article analyses a partnership approach to ‘recognition of prior learning’ (RPL), testing its ability to facilitate reflective discourse and identity transformation among disadvantaged workers with negative learner identities. Hitherto, the transformative dimension of RPL has mainly been analysed within the context of educational institutions. Combining the theory of transformative learning with insights from the new public governance literature, we suggest that a partnership including the public employment service, employers, and unions as well has several advantages due to additional resources and a stronger embeddedness in the labour market. The claim is tested by means of an embedded case study of a Scandinavian RPL project called ‘Yggdrasil’. The Danish part of Yggdrasil applied three different partnership setups with varying compositions of staff from the collaborating organisations. The data consisted of observations of the RPL process within each setup, including a series of interviews with the Yggdrasil partners. We found that staff from unions, labour market authorities, and employers provided perspectives to the RPL process that can help workers identify themselves as having acquired competencies throughout their working lives. However, the presence of the latter two also creates an asymmetrical power relationship that can be counter-productive to the transformative dimension.

Implementation of Knowledge Alliance in Air Transport into Educational System of Slovak Republic

The paper is focused on analysing the creation process of a new master study program “Information Technologies Applied in Aviation” (ITAA) as a response to the growing need for education process improvement in the field of air transport. For global aviation education it was important to develop and create such an international teamwork of professionals from aviation industry to realistically address proposed changes suggested by academia involved in our survey research. We found necessary to adapt learning programs and teaching methods to the needs of future working generations (e.g., Millennials). Undeniably, millennials generation is generally characterized by an increased use and familiarity with digital technologies. To meet the learning needs of these future generations, teachers need to shift from traditional teaching methods and adopt educational approaches that are more in line with the way students learn these days. The creation of Knowledge Alliance in Air Transport that managed to analyse the global market of occupations and qualifications in the field of air transport became a solution to this issue. ITAA study program has been based on the results of qualification analyses, on the list of current occupations, as well as on future occupations in the aviation sector. In order to begin with the implementation process of this new program, a new methodology was required for the sectoral qualification’s framework and the recognition of prior learning and work experience in aviation. ITAA contains these elaborated new teaching methods.

Enhancing assessment in the recognition of prior learning with digitalisation

Abstract The processes to assess students’ learning acquired in various non-formal and informal learning environments have become increasingly common in Finnish university language centres in recent years. This paper describes new developments at the University of Eastern Finland to assess students’ non-formal and informal learning of English for Academic Purposes (EAP) with an electronic examination system. Recognition of prior learning (RPL) had previously been organised as on-campus examinations, although demand for digitalisation and electronic examination systems had been voiced to provide students and staff more flexibility and convenience. The digitalisation of the RPL process aimed to develop the system in the most popular language for validation, English, and to provide students and RPL assessors an increasingly effective method for assessing prior learning. Finnish higher education institutions have invested heavily in digital learning environments and this described transformation to a digitalised RPL process can be seen as a logical response. We introduce the new RPL system and its change from previous face-to-face assessment to the digital version, the rationale for and practical implementation of the digitalisation. We also present RPL assessors’ perceptions of the change, preview student data on the new system and offer suggestions on the systematic and evidence-based development of the recognition and validation of EAP in university language centres.

Experiences of Nontraditional Students and Academics of the Recognition of Prior Learning Process for Admission to Graduate Studies: A South African Case Study in Open Distance Learning

The purpose of this study is to report on the recognition of prior learning (RPL) experiences of students and academics in a graduate context at an open distance learning (ODL) institution. Although students and academics are the key participants in the RPL process for access to graduate studies, their experiences regarding the process, specifically in an ODL context, appear to be under-investigated, given the limited number of studies conducted at distance learning institutions. Within an interpretative paradigm, the study followed a qualitative approach. A case study design was used to collect data employing open-ended questionnaires for students and academics involved in reviewing the RPL application students. The study involved research participants who were directly involved in the RPL process. The findings revealed that, apart from granting them admission to graduate studies, RPL candidates benefited from the process on a personal and academic level. The key aspects of RPL, such as preparation of evidence for assessment, which is similar to those of sustainable assessment, contribute to students becoming aware of their learning potential. This research contributes in a manner that provides more insight into this important academic experience of nontraditional students. This study recommends that an RPL process be an empowering and quality student experience that aims not only to prepare them for RPL assessment but also for the context after access to graduate studies.

Paradox of utilitarian recognition of prior learning

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.

The best practice in work-integrated pedagogy for degree apprenticeships in a post-viral future

PurposeThis article draws on a study of best practices in work-integrated learning (WIL) identified in the Middlesex University Degree Apprenticeships Development Fund (DADF) Project, which examined their application for four public sector degree apprenticeships (DAs). The authors suggest that WIL pedagogical practices deployed to deliver DAs can bridge traditional pedagogical and occupational divisions while building institutional resilience in a post-viral world. The paper is intended to contribute to both practitioner and policy-level discourse regarding the best practice in WIL for DAs.Design/methodology/approachA literature review of key texts was used to identify “success characteristics” in WIL “signature” pedagogies, with potential applicability for DA design and delivery. These characteristics were used to frame interrogation of best pedagogical practices, using the best practice matrix developed. Semi-structured interviews were conducted with selected expert practitioners to examine their matrix responses and to discuss the researcher's initial “read-across” analysis of best practices and possible implications for pedagogical practice in WIL for DAs across other sectors. This paper also draws on feedback from employer groups who were consulted on the project report recommendations and further feedback from a national project dissemination conference in 2018. The findings from the research project have also been re-evaluated with reference to further literature in the context of the challenges presented by coronavirus disease 2019 (COVID-19).FindingsThe findings from the study indicate that pedagogical best practices were to a significant degree transferable across professions and sectors; success characteristics in one pedagogical area (for example, mentoring/practice education) underpin success in another (recognition of prior learning [RPL] and practice-based assessment of achievement); success characteristics in WIL can also be applied and operated across professions and sectors to demonstrate how the best practice in WIL should be applied in the design of DAs more generally.Research limitations/implicationsThe original project research study focussed on WIL pedagogical practices in four specified professions across four public sectors within one institution. This approach, though limited, enabled the research study to focus on in-depth qualitative interactions with practitioners from different sectors rather than institutional differences. As a consequence, the research study was able to focus on in-depth and dynamic interrelationships in pedagogical practice from the perspective of the professions, which facilitated productive examination of similarities and differences across these professions.Originality/valueThe research study provided evidence of the potential value of a more explicit recognition of WIL practice in the higher education sector and how consistent approaches to WIL should inform programme design. This has potential to improve the quality of curriculum design and pedagogy across DA programmes and provide a valuable reference point for quality assuring this provision.

Fastighetsskötares erfarenheter av validering

Validation, or recognition of prior learning, involves an idea of ‘making learning visible’ – of valuing knowledge irrespective of how, when and where it is learnt. This chapter presents a phenomenographic analysis of how a group of caretakers from a Swedish property management company experience participation in a validation initiative focusing on their vocational competence. The findings show how validation is experienced in various ways by the caretakers – as an opportunity for personal development, as a matter of assessment and control, or as ‘only scratching the surface’. The process is also experienced in different ways in terms of learning – with a focus on prior learning or new learning, or even no learning. Other benefits of validation are described in terms of exchange value or personal development. Through a contextual analysis, the findings are integrated in a model where the relationship between the individual and the validation process is described as a developmental, a credit-exchange or a critical relation. The conclusions put focus on the relevance of validation for groups like caretakers. This is a group where the vocational learning to a high extent is informal, which means a potential for recognition of their prior learning in terms of formal credentials.

A Case Study on the Recognition of Prior Learning (RPL)

A Case Study on the Recognition of Prior Learning (RPL)

Konteksti priznavanja prethodnog učenja - komparativna studija inicijativa za priznavanje prethodnog učenja u Brazilu, Portugaliji i Nemačkoj

The main purpose of this paper is to reflect on and compare the different 'realities' of Recognition of Prior Learning (RPL) regarding informal and non-formal learning contexts in three countries: Brazil, Portugal, and Germany. In Brazil, the Certific Network is a public policy that addresses the recognition and certification of prior learning. In Portugal, the Qualifica Programme is dedicated to the recognition of learnings and skills acquired throughout life. In Germany, the ProfilPass Project focuses on the values or skills acquired informally and non-formally. Regarding the international-comparative analysis methodology, the paper studies and compares these initiatives considering three comparative axes: 1) central aims, 2) target groups, 3) formats and structures of action. Such comparative research shows the importance of understanding RPL concepts and practical realities in different social, political and economic contexts.

When is Open and Online Learning Relevant for Curriculum Change in Higher Education? Digital and Network Society Perspective

Digital and network society learning happens in new, timeless and borderless spaces. Such society members are always connected and online, sharing and co‑creating knowledge, and their learning needs serve as the biggest driving forces for higher education curriculum change. Open online learning methodology seems to be the best‑suited way to implement this change, in order to meet the needs of digital and network society. This research aims to investigate why and when open online learning is relevant for digital and network society and how open online learning supports curriculum change in higher education to meet the learning needs of digital and network society members. Theoretical research findings are discussed to: a) define the characteristics of digital and networked society, b) identify emerging ways of learning of a digital and networked society, and explain why open online learning is best suited for their needs, c) discuss the gap between the new ways of learning and higher education curricula and how open online learning is relevant for its change. Empirical research is based on global experts’ semi‑structured interviews. The results of the research demonstrate that open online learning should serve as a solution for curriculum change in higher education to respond to digital and network society learning needs. Higher education curricula should change to ensure better flexibility, recognition of non‑formal learning in formal curricula, better collaboration and exchange of people with diverse cultural and social experiences. Assessment and recognition of prior learning in the formal curricula of universities could be one of realistic scenarios for faster adaptation and introduction of more diversified learning paths. The research findings support the need to change the pedagogical approach from teacher‑centred into a learner ‑ centred, small‑group orientated, multi‑dimensional model of teaching, which raise further challenges and research dilemmas for academic community, in order to integrate important elements of change into university practices.

Empowerment through recognition of prior learning - City Council Qualifica Centre

Empowerment through recognition of prior learning - City Council Qualifica Centre

JOVACET Volume 2 Issue 2 (2019)

JOVACET Volume 2 Issue 2 (2019)

The challenges of expanding recognition of prior learning (RPL) in a collectively organised skill formation system: the case of Switzerland

ABSTRACTIn many parts of the world, recognition of prior learning (RPL) is considered to be an important means of improving access to VET qualifications. In Switzerland – the country with arguably the highest rates of company-based VET at upper secondary level – adults with work experience of at least 5 years have had the option of accessing VET qualifications at the upper secondary level through RPL for more than 10 years now. Still, today, only roughly 6 percent of adults (over 25 years) who achieve a VET qualification make use of that option. The rest either pursue a regular VET programme, or at least take the ordinary final VET exam. This article discusses the reasons underlying this slow rate of RPL expansion in Switzerland. Arguing from a historical-institutionalist perspective, the article shows how the institutional framework of mainly company-based Swiss VET and the underlying actor coalition pose substantial barriers to the expansion of RPL. Nevertheless, by comparing different rates of RPL uptake across a range of economic sectors and different parts of the country, this article brings to light some key factors that promote the expansion of RPL.

Recognition of prior learning of English: Test or assess?

Abstract Living in learning societies encourages learning outside the classroom. Alongside this reality, higher education institutions have been incorporating policies and procedures that support recognition of prior learning (RPL). This development means establishing adequate RPL assessment practices. Our empirical study at the Aalto University Language Centre investigates the networked nature of prior learning among RPL seekers as a means to inform the RPL of English assessment. To examine this, we gathered anonymous data on the type and range of prior learning among 273 students seeking RPL of English. This preliminary study showed three elementary prior learning types: work experience, self-study and leisure activities – which primarily involved using English as a lingua franca. To discover and visualise frequently co-occurring activities, we employed data mining. The analysis revealed the networked nature of prior learning of English. Moreover, the common working-life tasks that emerged from the data differ greatly from those in the RPL of English test. The difference implies that a learner-centred assessment, such as a portfolio, would be a better alternative for RPL than formal testing. It also implies that the English curriculum needs to be updated to align it better with industry needs.

Test Analysis Of The Development Conversion And Recognition Prior Learning Models On Vocational Teachers’ Education

This study aims to: (1) develop a conversion and recognition of prior learning (RPL) model on the vocational teachers’ education in the field of automotive engineering: (2) determine the software quality developed by the functional suitability, efficiency of performance, compatibility, usability, reliability aspects, maintainability, portability, and security testing based on ISO 25010. The method applied in this Research and Development (R & D) is the Brogg and Gall. The results of the study revealed that: (1) the conversion and prior learning recognition (RPL) models on vocational teachers’ education were in accordance with the requirements of the field (2) Test results on the functional suitability scored 10.5 and a mean of 3.45; the efficiency of performance had a score of 9.5 and a mean of 3.15; compatibility scored 8 with a mean of 4; the usability had a score of 19.5 and mean of 3.2; while the reliability aspect had a score of 13.5 and a mean score of 3,37. Furthermore, the conversion and prior learning recognition models are flexible in use and competent. Regarding the portability aspect, it is compatible with Mozilla Firefox, Google Chrome, and Internet Explorer browsers. It is free from XSS and SQL injection vulnerabilities seen from the security information system.

Barriers to constructing experiential learning claims through reflective narratives

Purpose The purpose of this paper is to identify the barriers that higher education (HE) work-based learners face when constructing experiential learning claims through reflective narratives. Design/methodology/approach A survey of 38 part-time, HE undergraduate work-based learners was conducted. A questionnaire was designed comprising Likert scale and open ended questions to capture students’ experiences of constructing experiential learning claims. Findings The study found that students experience several learning barriers including the diversity and complexity of reflective learning models, the solitary nature of reflective learning, problems articulating tacit knowledge in writing, emotional barriers to reflective learning, accurately recalling “historic” learning experiences and difficulties in developing the meta-competence of learning to learn. Practical implications Consideration should be given to assisting learners to develop the skills necessary to select and use reflective learning models that best fit particular experiential learning contexts. Learners should be encouraged to undertake group reflection in the classroom and in the workplace to enable them to write critical reflective narratives that have integrity. There should be less reliance on written reflective narratives to evidence tacit knowledge with consideration given to other methods such as practical demonstrations, videos presentations and interviews. Originality/value The study contributes to knowledge of the barriers that students face when constructing experiential learning claims through reflective narratives. It proposes an outline pedagogical scaffolding framework to assist learners to develop recognition of prior learning (RPL) claims to enable them to maximise opportunities for claiming credits through universities RPL processes.

A educação de adultos na sociedade contemporânea: perfil de competências do educador

Os múltiplos desafios educativos e formativos de públicos adultos nas sociedades contemporâneas têm conduzido à necessidade, nos planos nacional e internacional, de mais reflexão e investigação em torno dos saberes e competências fundamentais dos profissionais da educação de adultos, de modo a potenciar uma atuação responsável e a prestação de serviços de qualidade. Neste âmbito, ouvir a voz dos que mais se têm dedicado à reflexão teórica e política, bem como a dos agentes que no terreno têm construído saber de experiência feito, reveste-se de grande importância. Este estudo pretende identificar as competências-chave do educador de adultos na sociedade contemporânea e contribuir para enriquecer o debate nacional internacional sobre o tema. De modo a cruzar pluralidades de olhares, levamos a efeito um estudo Delphi que integrou um painel de 14 especialistas do meio acadêmico e agentes do terreno com experiência substancial de trabalho com públicos adultos. Após a realização de 4 voltas foi possível chegar a um consenso significativo. A análise das competências propostas conduziu aos 7 seguintes clusters: ética; mobilização e valorização da experiência de vida; facilitação da aprendizagem; métodos e técnicas de educação, formação e aprendizagem; planejamento, gestão e avaliação do processo formativo; autodesenvolvimento; e ligação à comunidade. O conjunto das competências reportadas inscrevem-se maioritariamente em posicionamentos teóricos humanistas, reflexivos e críticos.