Literaturnachweis - Detailanzeige
| Autor/inn/en | Livingstone, D. W.; Myers, Douglas |
|---|---|
| Titel | "I Might Be Overqualified": Personal Perspectives and National Survey Findings on Prior Learning Assessment and Recognition in Canada |
| Quelle | In: Journal of Adult and Continuing Education, 13 (2007) 1, S.27-52 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1477-9714 |
| DOI | 10.7227/JACE.13.1.4 |
| Schlagwörter | National Surveys; Prior Learning; Recognition (Achievement); Portfolios (Background Materials); Access to Education; Informal Education; Vocational Interests; Age Differences; Educational Demand; Demography; Social Influences; Educational Attainment; Student Participation; Gender Differences; Racial Differences; Immigration; Dropouts; Foreign Countries; Canada Vorkenntnisse; Soziale Anerkennung; Education; Access; Bildung; Zugang; Bildungszugang; Informelle Bildung; Nichtformale Bildung; Berufsinteresse; Age; Difference; Age difference; Altersunterschied; Bildungsanforderung; Bildungsnachfrage; Demografie; Sozialer Einfluss; Bildungsabschluss; Bildungsgut; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Geschlechterkonflikt; Rassenunterschied; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausland; Kanada |
| Abstract | Interest in prior learning recognition among Canadian adults is estimated on the basis of a large-scale national survey and illustrated by an account of the development of a prior learning assessment centre and the individual experiences of participants. Both the common principles and the distinctive activities that characterise the prior learning assessment and recognition (PLAR) field are considered. The survey finds widespread interest in PLAR, especially in the employed labour force, and large unmet demand for both adult education courses and PLAR. There are significant demographic differences: younger adults are much more interested in PLAR regardless of their formal educational attainment, as are non-whites and recent immigrants. Those most involved in informal learning activities have the greatest interest in PLAR, most notably young high school dropouts. Policy implications of these findings and experiences for wider application of PLAR are considered. The direct learner voices quoted in the text can be seen and heard in DVD clips at www.wallnetwork.ca and www.placentre.ns.ca. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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