Recognition Of Prior Learning Research Articles

Recognition of prior learning at the centre of a national strategy: Tensions between professional gains and personal development

This paper focuses on recognition of prior learning as part of a national policy based on European Union guidelines for lifelong learning, and it explains how recognition of prior learning has been perceived since it was implemented in Portugal in 2000. Data discussed are the result of a mixed method research project that surveyed adult learners, some of whom were interviewed, who successfully completed the recognition of prior learning process from 2007 to 2011 in a new opportunities centre. Adult educators, and workplace representatives from the companies in which these adults in the recognition of prior learning process were working, were also part of the survey. A theme-based content analysis was done on the resulting data. Findings revealed tension between the goals of economic and human resource management and the change experienced by these adult learners in their professional status. Based on these results, the closing remarks to this article highlight the tensions caused by the failure of the goals of the policy to which recognition of prior learning was central, and the personal and social changes referred to by learners. Important educational changes were achieved although they were undermined by the adult education policy and European Union guidelines.

Twenty-five years after – rebuilding the lifelong learning system in the Czech and Slovak Republic: progress, challenges and lessons learnt from a narrative research

ABSTRACTThe lifelong learning system in the Czech Republic and Slovakia share some common traits: traditional model with the dominant role of the initial education, low participation rates, lack of incentives and fragmentation. The results of the narrative research on 15 low-skilled persons demonstrated that negative attitudes towards education are often based on negative experiences of initial education, which is seen as ‘pure formality’ disconnected from career prospects or ‘real skills’. There is very little knowledge among the low-skilled about the possibilities to engage in lifelong learning or in guidance which is often perceived as an expert psychological assessment. There are several implications for the further development of the lifelong guidance system: development of a system of accessible career guidance that goes beyond psychological assessment and takes into account identity-related issues, showing the connection between learning and career development, development of alternative pathways to qualification (recognition of prior learning) and supporting the development of career management skills.

KNOW-IN Project Outcomes in Support of Training Road Transport Managers

The paper presents the results of KNOW-IN (Knowledge-Intensive Freight Transport SMEs. For a new generation of smart, sustainable and inclusive oriented Road Transport Managers) project, which was developed under the EU Programme LLP/LDV in 2012-2013. The project was aimed at creating a new professional figure: the European road transport manager (EU-RTM) who should possess management skills, tools and actions needed to overcome the challenges faced by the sector. KNOW-IN was coordinated by the European Business and Innovation Centre (CEEI) in Albacete, Spain, and the team consisted of participants from Belgium, Bulgaria, Italy, Norway and the United Kingdom.Based on the desk and field research on training needs of staff, topics and methods of training, the attitude of road transport companies to staff training on workplace and the qualities that EU-RTM needs to possess, the project consortium developed:•Information Toolkit, which is an e-handbook, designed for the European road transport manager (EU-RTM) who wants to increase his/her knowledge and skills in the field of road transport and management. It is where managers in road transport can find solutions to many problems they face to in their daily work routine such as: civil, commercial, social and financial law; business and financial management of the enterprise; market access; technical standards and technical aspects of operation and road safety;•EU-RTM European Qualification Framework (EQF) and Recognition of Prior Learning (RPL). The matrix of knowledge, skills and competences necessary for road transport managers (EU-RTM) is based on the idea to link them with learning outcomes. The EU-RTM EQF is operationally defined by a system of indicators based on learning outcomes, regardless of how or where these are achieved.•The following 9 summarized sections of study were determined in compliance with the EQF: Administrative, Business Management, Planning and coordination, Dealing with customers, Human Resource, Management, Vehicle maintenance, Communication, Social skills.•Each section includes a set of learning outcomes as their number depends on its complex nature. Depending on knowledge and skills acquired, the quality of the EU-RTM is to be assessed.The tools developed within KNOW-IN project can be applied across the EU road transport sector. They are available for employers to assess the knowledge and skills of employees set against a standard framework. If any gaps are established, then training should be implemented and it is where project outcomes could be used.

Recognition of Prior Learning in a European Comparison – Adaptation Potential for German Institutions of Higher Education

Recognition of Prior Learning in a European Comparison – Adaptation Potential for German Institutions of Higher Education

Stakeholders' attitudes and expectations in respect to value and implementation principles of recognition of prior learning in Croatia

Stakeholders' attitudes and expectations in respect to value and implementation principles of recognition of prior learning in Croatia

Stakeholders' attitudes and expectations in respect to value and implementation principles of recognition of prior learning in Croatia

Cedefop's European inventory on validation of non-formal and informal learning of December 2014, showed that most European countries reported implementation of validation using principle of equal value of qualifications in only some of their educational sectors and for some qualifications. In order to implement Council of European Union's recommendation, proposing that by 2018 all EU member states have in place comprehensive validation system based on stated principle, Croatia started research activities in order to design its new validation system. Objective of this study was to determine national stakeholders' attitudes and requirements in respect to such system and RPL as a concept. This paper is based on quantitative research of attitudes and expectations of key stakeholders, revealing that concept is widely supported while stakeholders wouldn't fully support the equal value principle. As a result of research, broad implementation principles for RPL in Croatia could be developed, with possible useful implications to other countries introducing equal value principle in RPL.

Writing in the Recognition of Prior Learning at the Level of Secondary Education

Studies show that the use of writing in recognition of prior learning (RPL) measures can repel some adults, especially those without a diploma. For those who are moving forward, how is the use of reading and writing experienced? Is it a lever or a barrier? This article presents results from a research led in Quebec including semi-structured interviews and data from archival records. It describes the use of reading and writing in two RPL measures at the secondary education level. The first one is offered in adult general education and is called Spheres of generic competencies. The second one is the recognition of prior learning and competencies in vocational training. The article also identifies reading and writing’s levers and barriers. A discussion draws attention to the challenges faced by adults when they have to read and write in RPL process

An Empirical Evaluation of Technical, Vocational, Education and Training (Tvet) Processes In Kenya

This paper examines key stakeholders evaluations of the Technical, Vocational, Education and Training (TVET) processes in Kenya. The paper responds to on-going debate in the business community, media and training practitioners to the perceived mismatch of the skills required in the industry and those produced by the TVET program. Data for this paper were collected from government documents, previous research papers, and business reports and editorials. In addition, primary data were collected by using semi-structured questionnaires, focus group discussions and observations. Respondents included education officers, business employers and employee and trainers and trainees of four TVET institutions. Findings: Most stakeholders were happy with TVET objectives and its contribution in furnishing the industry with requisite skills. However, they enumerated various challenges that make it difficult for TVET to respond adequately to the industry’s skill needs. Discussion was guided by the Kirkpatrick’s evaluation model that has four levels: reaction, learning, behaviour and resultsRecommendations: Addressing the mismatch of skills in TVET institutions: through a current skills’ inventory, tracer studies of TVET graduates, regular program evaluation, creating linkages with the industry, enhancing industrial attachments and a flexible TVET curriculum.Quality of training: Accredit Business owners as trainers, introduce short trainer competency courses and TVET institutions equally. Recognition of prior learning: recognise prior learning methods, create validation mechanisms, integrate of formal and informal trainings and addressing numerous certificates and training levels.Funding TVET: Offer training loans to TVET students, introduce a training levy to businessesGetting value for money. Analyse all training inputs and judge whether the training is worthwhile. Enhancing the status of TVET. Enhance workplace competencies for survival in self-employment and communicate the benefits and successes of TVET training.

Recognition of prior learning: opportunities and challenges for higher education

Purpose Recognition of prior learning (RPL) is a process by which both formal learning for recognised awards, informal learning from experience and non-formal learning for uncertificated but planned learning is given academic recognition. The paper aims to discuss these issues. Design/methodology/approach This paper refers to international developments in RPL and then focuses upon the extensive and innovative use of RPL by Middlesex University and the developing RPL work at the Australian Institute of Business. Findings The Middlesex experience of recognition of learning from experience as part of the development of customised work-based learning programmes demonstrates the potential of RPL for business and management programmes. Originality/value The use of RPL for admission and/or credit in standard programmes enables individuals to have their work-based knowledge acknowledged as relevant, worthwhile and equivalent to learning obtained in the higher education classroom.

How organisations are using blended e-learning to deliver more flexible approaches to trade training

Training organisations are being asked to respond to the growing levels of diversity around the contexts for training and to examine a wider range of training solutions than in the past. This research investigates how training organisations in Australia are using blended forms of e-learning to provide more responsive, flexible and innovative training, particularly in areas of skills shortage in four trade industries. Twenty-one semi-structured interviews were conducted with key stakeholders across the bakery, building and construction, plumbing and stonemasonry industries. Findings report on the perceived benefits of e-learning in promoting greater flexibility, improvements in teacher–student communication and interpersonal relationships, higher levels of student satisfaction and cost savings for employers. However, major barriers include the attitudes of many teachers to the use of new technologies in the classroom, including the associated strategies of the recognition of prior learning and e-portfolios to support of e-learning delivery. Finally, the study identifies future directions for research around the factors that may determine the greater adoption of e-learning strategies in the learning and training environments of our workplaces.

중등교육 수준의 선행학습경험인정 제도 사례연구 : 방송통신중·고등학교 학습경험인정제

본 연구는 사례연구방법을 적용하여 우리나라 중등교육 수준에서 선행학습경험인정을 위한 최초의 제도화 사례라고 할 수 있는 방송중 및 방송고 학습경험인정제 운영 사례의 실제와 성과 및 과제를 심층 분석한다. 이를 통해서 학습경험인정제의 실제 운영과 성과를 되돌아보고 향후 중등교육 수준의 선행학습경험인정의 내실화 및 활성화를 위한 과제를 제시하는 데 목적이 있다. 사례연구를 위해 학습경험인정제 운영 관련 자료를 포괄적으로 수집하여 분석하였으며, 제도 도입 및 운영 근거, 인정 대상, 인정 기준, 이수인정평가 체제 및 절차 등에 대한 정보를 제공한다. 또한 학습경험인정제 운영의 성과로서 중등학력 취득의 제도적 문턱을 낮춘 것과 심의 및 이수인정평가 체계 구축 등을 제시하고 있으며, 방송중 및 방송고 학습경험인정제 개선을 위한 과제는 물론, 학습경험인정을 통한 중등교육 수준의 학력인정제도 다양화 및 활성화를 위한 방향을 제시하고자 하였다.

Recognition of Prior Learning (RPL) and Skill Deficit: The Role of Open Distance Learning (ODL)

Skills acquisition is vital for any economy to compete and grow, particularly in an era of economic and technological change. Skill needs are widespread in most developing countries , including India . Vocational Education and Training (VET) is a direct means of providing workers with skills more relevant to the evolving needs and equitable but must be linked directly to industry needs and requirements. Skilling India may be the biggest challenge facing the country today. Training half a billion people by 2022 is the most ambitious goal ever set by any country in the field of education and training. On the other hand in India there are millions of people who have considerable level of skill in a particular area but they do not have any form of certification to testify their existing skills, as a result they are unable to use this to progress further for training or improved employment. Hence, there is need for a credit and qualifications framework against which individuals' skills could be mapped. Recognition of Prior Learning ( RPL) is a new concept for India. Presently no system is designed for assessment and certification of RPL.The Indian Government vide its executive orders notified the National Qualifications Education Framework, ( NVEQF) and assigned the task of assessment and certification of RPL for skills at the lower level of occupations mostly engaged in the unorganized sector to Open Schooling and along with the Industry through Sector Skills councils( SSC) . Recognition of Prior Learning is a crucial area in open and distance learning system. Given the magnitude of the skill development challenge, Recognition of prior learning enables effective and maximum utilization of human resources. Hence can be considered as a ‘tool’.This paper will portray the framework developed and discuss the issues related to the implementation of this RPL Framework in the diverse country like India. Key words ; Recognition of Prior Learning, skill deficit ,Sector Skills Councils

Reliability of Recognition of Prior Learning (RPL) Assessments for Teaching Practice Courses in Open Distance Electronic Learning (ODeL)

Reliability of Recognition of Prior Learning (RPL) Assessments for Teaching Practice Courses in Open Distance Electronic Learning (ODeL)

Reliability of Recognition of Prior Learning (RPL) Assessments for Teaching Practice Courses in Open Distance Electronic Learning (ODeL)

If students acquire experience of teaching without a teaching qualification they are usually allowed to apply for recognition of prior learning (RPL) for up to 50% of a formal teacher education qualification. Amongst others they may apply for RPL for the practical teaching aspects of such a qualification, in this study the Post- graduate Certificate in Education (PGCE) at the University of South Africa (UNISA). In the quest for quality assurance of RPL assessments, the objective of the research for this paper was to try and determine how reliable the RPL assessments are for the practical teaching courses. Documentary evidence in the form of RPL applications, mentor assessments and lecturer assessments were studied and compared to see if an accurate assessment is possible and which of these assessment methods (or a combination of these) is most reliable or accurate. Findings indicated that assessment of portfolios and lecturer assessments are well aligned while mentor assessments are quite often unrealistically high. It was further found that in ODeL, where the types of RPL assessments are often limited by cost and distance, portfolios do offer a reliable source of assessment evidence for teaching practice modules.

The Portuguese Recognition of Prior Learning (RPL) policy agenda – examining a volatile panacea by means of ethno-phenomenological interpretations

This article discusses some results of a qualitative policy research study whose principal aims were: i) to analyse how sustainable the top-down decisions made on recognition of prior learning (RPL) policies and processes are; ii) to underline some of the local achievements of Portugal’s new public policies on adult experiential learning, in operation since the Lisbon Agenda. The analytical policy models proposed by Lima and Guimaraes (2011) were used for studying the various educational rationales involved. An ethno-phenomenological approach has been bringing to the fore the perceptions of educational actors, as: i) the weakness of the adult education public offer provision; ii) the vulnerable status of professionals working in the national scene. And a major strength of the experiential approach to learning: it’s potential to create opportunities for applying skills to new situations that can be related to education for a sustainable future, as UNESCO urges.

Participatory Approach to Education: an Action Learning Approach at the University of South Africa

Accepted: 09.11.2014 The paper discusses a critical systemic thinking and practice approach to building capacity, enhancing development and addressing public policy and governance concerns through holding in mind many variables and considering the areas of concern of the facilitator and the participants. Inspiration for the approach to learning drew on a range of sources including Bateson on ‘the ecology of mind’ (1972), Paulo Freire (1982, 2007) on action learning and Checkland and Scholes (1990) for soft systems mapping to address an area of concern with a small group of researchers who are dedicated to working outside the boundaries of a contained discipline or organization in the service of a broad learning community. The participants raised the following as research concerns: unemployment, recognition of prior learning and the need to enhance pathways for adults and young people in learning organisations and learning communities that are responsive to the complex needs of South Africans and those within the wider region. An open approach to education and respecting diverse ways of knowing is a starting point for people’s education and community development. The struggle in South Africa for transformation was typified by student protests during Apartheid for the right to a free and equal education system. At UNISA we are reminded of the need to use education as a means to empower and this means beginning with the lived experiences of people.

THE NEW NURSING QUALIFICATIONS FRAMEWORK

The impetus for the restructuring of higher education in South Africa was political rather than educational in nature and gained momentum since the democratization of the country in 1994. The main purpose was the transformation of education and to increase accessibility to higher education opportunities for those who were previously disadvantaged and marginalised in terms of career progression. The emphasis on recognition of prior learning (RPL) to provide access to career progression was a further strategy to support the underlying principle of a national qualification framework which allowed for articulation between qualifications and provided individuals with upward mobility. The Council for Higher Education (CHE), in its ten-year review of the restructuring process, concluded that the transformation of higher education was “highly complex, consisting of a set of unfolding discourses of policy formulation, adoption and implementation that are replete with paradoxes and tensions, contestations and social dilemmas.” (CHE, 2004: 234). Based on this conclusion, it can safely be assumed that the changes in the higher education domain seen over the past years will continue in the future. The higher education scene is flexible and dynamic and adhering to policies and structures and complying with norms and standards poses continuous challenges for providers of education, including the nursing profession. The purpose of this chapter was to give a brief overview of the progression of nursing education over two decades, illustrating how nursing programmes evolved to meet the needs of the community, as well as complying with the quality standards and higher education criteria for acceptability and registration.

RECOGNITION OF PRIOR LEARNING (RPL) AND SUPPORT: ARE THE LEARNING NEEDS OF RPL FIRST-YEAR STUDENTS DIFFERENT?

RPL was first established in the United States during the late 1960s and was initially used in their formal education and training sector (Dyson & Keating, 2005). Certain international higher education institutions (HEIs) have been using Recognition of Prior Learning (RPL) for more than 30 years, particularly in the USA, Canada, Northern Ireland, Britain and Australia (Gawe cited in Moore & Van Rooyen, 2002; Geyser, 2001). The origins of RPL in South Africa can be traced to several projects and policy-making structures established by the trade union movement and the ANC in the struggle for liberation in the late 1980s (SAQA, 2002:9). RPL was placed on the South African educational agenda in the early 1990s prior to the birth of South Africa’s new democracy (Breier, 2007). Its establishment was strongly motivated by the trade union movement, for example, the Congress of South African Trade Unions (COSATU), to recognise the knowledge and skills of millions of previously disadvantaged workers and the movement fought for the rights of workers to gain access to HEIs to improve their chances of promotion and employment. In this context RPL was seen as a mechanism to redress sociopolitical imbalances of the past (Cretchley & Castle, 2001). The proliferation of RPL into HEIs, globally and locally, suggests that using only traditional access as the indicator for access to HEIs and success is “inadequate and outdated” (Kistan, 2002:171).

Influence of the Bologna Process on African higher education: Ethiopian higher education in focus

Taking the Ethiopian public higher education as a case in point, this paper examined the influence of the Bologna Process on African higher education. It showed how the goals of the Process have been reflected on the current reforms undergoing in Ethiopian higher education. In doing so, relevant policy documents and national guidelines were reviewed taking the Bologna elements as a framework for discussion. Developments of partnership between the African and European Unions in higher education were also examined to see the influence of the Process at continental level in the foreseeable future. Though the process might have influence in other aspects of Ethiopian higher education, emphasis was given in this paper to elements reflected in academic curricula and teaching learning process. In this regard, elements such as modularization, European Credit Transfer and Accumulation System (ECTS), Competence Based Education (CBE), flexibility of learning and recognition of prior learning were identified. Opportunities and challenges of implementing the spillover effects of the Process were also discussed.

Advanced practice in nursing.

Advanced practice in nursing is a particular level of practice between that of a senior practitioner and consultant (Scottish Government, 2009). There are many different posts across the NHS in the UK where nurses operate at an advanced level, not all of which are clinical posts. Most organisations will have developed an advanced nursing practice strategy or plan to ensure they are aligned with relevant national government/assembly policy. Many advanced nurse practitioner (ANP) roles are critical to the delivery of high-quality nursing care. The Scottish Government’s Advanced Nursing Practice Roles: Guidance for NHS Boards (Scottish Government, 2010) sets out the strategy for advanced nursing practice for the next 5 years and beyond. The Modernising Nursing Careers Advanced Practice Toolkit, which was lead by the Chief Nursing Officer for Scotland, on behalf of the four UK Chief Nursing Officers, has clarified that advanced practice is a particular stage on a continuum between novice and expert. A ‘specialist’ can be considered as one pole on the specialist-generalist continuum and therefore does not represent a specific level of practice. Therefore both specialists and generalists can perform at an advanced level of practice. Individuals working at advanced practice level should show evidence of Master’s-level learning, such as studying at postgraduate certificate or diploma level while working towards a Master’s. All ANPs in all organisations will be expected to undertake continuing professional development (CPD) and be expected to evidence this through the annual Personal Development Plan (PDP) process. Although CPD does not have to be accredited, ANPs may wish to consider how they would evidence Master’s level learning if their initial education for the role was not at this level. For CPD, ANPs could, for example: ■ Undertake a Master’s level module or programme (PgC, PgD or Master’s) ■ Put together a portfolio of evidence to demonstrate Master’s-level thinking and submit to a higher education institution for Recognition of Prior Learning ■ Undertake a Master’s level CPD unit ■ Undertake an unaccredited or degree-level CPD unit ■ Undertake self-directed learning (reading, audit, research study, unaccredited online education), providing that learning is evidenced. There is no doubt that most appointees to ANP posts will require additional education for the role. Where an appointee has not completed an Approved Programme of Preparation (APP) for the role, they should be appointed to a training post. Different models of training posts exist and can be used. Rory Farrelly NHS Greater Glasgow and Clyde Director of Nursing Acute Services Division Each model should have the following principles: ■ Ensure that there is an APP associated with the training post ■ Make clear what the ANP trainee must achieve to complete the training post ■ Clearly set out the timescales to complete the APP ■ Ensure the ANP trainee is appropriately remunerated when the training post is satisfactorily completed ■ Ensure the ANP trainee has an agreed job plan in place that includes appropriate study leave for the APP ■ Details around clinical supervision and arrangements for supervised practice ■ Ensure the APP is fully funded at the outset ■ Organisations/service areas are at liberty to select a training post model that suits local needs. Before any new ANP role is created, there should be evidence that the service requires such a role. NHS Education for Scotland has developed the Advanced Nursing Practice Service Needs Analysis Tool (NHS Education for Scotland, 2010) that will help clinical areas to create a robust business case. One of the major challenges for workforce planners in the area of advanced practice has been the ambiguity surrounding the role. The Advanced Practice Toolkit (NHS Education for Scotland, 2010) and NHS organisations will have an advanced nursing practice strategy or plan that will aim to reduce that ambiguity, but it will ultimately be down to individual clinical specialties to specify the remit of an ANP within that specialist area. However, there must be broad parity across specialist areas and all advanced practice roles should not be developed in isolation. The organisation/service area should identify a suitable steering group that will develop a formal proposal for any new advanced practice role (or significant change to an existing role). Steering groups should include representatives of all relevant stakeholders. Advice can be sought from a range of informal and formal, local and national groups. New roles (or significant changes to existing roles) should be approved through general management and professional structures. Any development should be able to assure that a safe, effective and personand family-centred approach has been taken. BJN