Recognition of Prior Learning in the Vocational Education and Training Sector.

Autor/inn/en	Bowman, Kaye; Clayton, Berwyn; Bateman, Andrea; Knight, Brian; Thomson, Peter; Hargreaves, Jo; Blom, Kaaren; Enders, Marilyn
Institution	National Centre for Vocational Education Research, Leabrook (Australia).
Titel	Recognition of Prior Learning in the Vocational Education and Training Sector.
Quelle	(2003), (73 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-74096-175-7
Schlagwörter	Access to Education; Educational Policy; Educational Research; Experiential Learning; Foreign Countries; Informal Education; Nonformal Education; Nontraditional Education; Participation; Postsecondary Education; Prior Learning; Recognition (Achievement); Student Attitudes; Student Certification; Student Characteristics; Student Experience; Transfer Policy; Vocational Education; Work Experience; Australia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Informelle Bildung; Nichtformale Bildung; Non-formal education; Non formal education; Non-traditional education; Alternative Erziehung; Teilnahme; Post-secondary education; Tertiäre Bildung; Vorkenntnisse; Soziale Anerkennung; Schülerverhalten; Schulzeugnis; Studienerfahrung; Ausbildung; Berufsbildung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Australien
Abstract	Researchers examined the factors driving and impeding effective implementation of recognition of prior learning (RPL) in Australia's vocational education and training sector. The study relied on the following data collection activities: a literature review; an environmental scan of current policies and procedures; statistical analysis of national data; 128 structured interviews with individuals from 28 registered training organizations; focus groups; and a national forum. The existence of the Australian Quality Training Framework and ongoing interest in meeting access and equity obligations and client demands emerged as key drivers of RPL. RPL appeared less useful to young people than to older individuals. Uptake of RPL among equity groups was relatively low. No single barrier was identified as significantly affecting implementation of RPL. Some students chose not to apply for it, even when eligible, because they preferred the training itself and the experience of interacting with other students. The processes for RPL were identified as one factor that might affect RPL implementation in some contexts. Other factors included awareness and understanding of RPL and perceptions of its relevance. Nine specific strategies to facilitate more effective implementation of RPL were recommended for consideration by the National Training Qualifications Council. (Twenty-five tables/figures are included. The bibliography lists 79 references. A description of the study methodology and selected statistics are appended.) (MN)
Anmerkungen	National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 1342; web only). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/commercial/op287.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC