A Case Study on the Recognition of Prior Learning (RPL): Perceptions of University Faculty

Autor/in	Browning, Kimberly F.
Titel	A Case Study on the Recognition of Prior Learning (RPL): Perceptions of University Faculty
Quelle	In: Canadian Journal for the Study of Adult Education, 32 (2020) 1, S.15-40 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-993X
Schlagwörter	Prior Learning; College Faculty; Teacher Attitudes; Foreign Countries; Educational Change; Higher Education; Educational Experience; Access to Education; Informal Education; Nonformal Education; Adult Education; Discovery Processes; Barriers; Beliefs; Canada + Suchen Sie Ihr Suchwort? Vorkenntnisse; Fakultät; Lehrerverhalten; Ausland; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungserfahrung; Education; Access; Bildung; Zugang; Bildungszugang; Informelle Bildung; Nichtformale Bildung; Non-formal education; Non formal education; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Belief; Glaube; Kanada
Abstract	The recognition of prior learning (RPL) has been implemented to varying degrees across Canada in secondary schools and post-secondary institutions, through workplace training models, businesses, sector councils and industry groups, apprenticeship, the military, and professional accrediting/regulatory bodies. RPL however remains fragmented and seriously under-supported at Canadian universities. As a key driver, RPL can play a leading role in addressing labour force changes, economic competitiveness, facilitating access to post-secondary education, and in the recognition of foreign credentials. While RPL challenges the university hierarchies of knowledge, learning and power, there are significant social and economic consequences for failing to address the increasing amount of unrecognized learning. This doctoral case study explored the general perceptions of RPL role-players at a western Canadian university during the summer of 2017. The results revealed there were lost opportunities and differences in understanding RPL. Additional findings relate to the invisibility of RPL, roadblocks to implementation, an intrinsic belief in the value and benefits of RPL, and some constructive ideas for moving forward. These findings point to directions for future research. (As Provided).
Anmerkungen	Mount Saint Vincent University. e-mail: cjsaerceea@gmail.com; Web site: https://cjsae.library.dal.ca/index.php/cjsae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01