Exploring the Recognition of Prior Learning in Australian VET. Research Report

Autor/inn/en	Osborne, Kristen; Serich, Cameron
Institution	National Centre for Vocational Education Research (NCVER) (Australia)
Titel	Exploring the Recognition of Prior Learning in Australian VET. Research Report
Quelle	(2020), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-925717-52-5
Schlagwörter	Prior Learning; Vocational Education; Foreign Countries; Educational Trends; Apprenticeships; Geographic Regions; Student Characteristics; Predictor Variables; Work Experience; Job Skills; Recognition (Achievement); Educational Finance; Enrollment; Certification; Qualifications; Job Training; Industry; Australia + Suchen Sie Ihr Suchwort? Vorkenntnisse; Ausbildung; Berufsbildung; Ausland; Bildungsentwicklung; Apprenticeship; Lehre; Prädiktor; Employment experience; Job experience; Occupational experience; Berufserfahrung; Produktive Fertigkeit; Soziale Anerkennung; Bildungsfonds; Einschulung; Abschlusszeugnis; Zertifizierung; Qualifikation; Qualifikationsstufe; Berufsqualifizierender Bildungsgang; Industrie; Australien
Abstract	This report explores, from a variety of perspectives, the volume and nature of recognition of prior learning (RPL) currently granted in the Australian vocational education and training (VET) system. Of particular interest are the areas where most RPL is taking place, including the qualifications being completed with high rates of RPL. The report also includes an analysis of the factors that most affect the likelihood of RPL being granted to a student. Over the last four years, the rate of RPL being granted has fallen. During this time, the completion of subjects through RPL has only represented a small proportion of all successful results. Some general trends are identified in the areas where the rate of RPL granted is higher. In 2018, a higher proportion of successfully completed subjects with an RPL result (7%) was found in training package qualifications, compared with less than 1% for any other program type. Significant differences in the granting of RPL among the Australian states and territories are evident. Between 2015 and 2018 the trends in granting RPL also differed between the states and territories, with some rising or falling, while others remained stable. The student perspective on the granting of RPL is also examined in the report. Overall, the student analysis found that no single element of a student's background or characteristics was a strong determinant in the granting of RPL. The overall analysis demonstrated that no single element stood out as a predictor of RPL being granted, with the results confirming that the granting of RPL relies on a complex interplay of factors. While some factors might be more likely to predict an RPL outcome than others, no one single factor can be relied upon to explain RPL outcomes. (ERIC).
Anmerkungen	National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01