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Different faces and functions of RPL: an assessment perspective
Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo.ORCID-id: 0000-0003-1194-9708
2006 (engelsk)Inngår i: Re-theorising the Recognition of Prior Learning / [ed] Per Andersson and Judy Harris, Leicester: NIACE , 2006, s. 31-50Kapittel i bok, del av antologi (Annet vitenskapelig)
Abstract [en]

The recognition of prior learning is an educational response to the need to widen participation in education and training for economic advancement and social inclusion. The social meanings of RPL have different configurations depending on historical, cultural, economic and political forces in different places. One constant is the reliance on the widely pervasive educational philosophies of experiential learning: constructivism and progressivism. This book challenges the orthodoxy of experiential learning and the particular readings of knowledge, pedagogy, learning, identity and power which it privileges. It does this by introducing different theoretical resources to RPL and drawing on experiences of RPL in the UK, South Africa, Australia, Sweden, Canada and the USA. The book provides a range of re-conceptualisations of the relational terrain between adult experience and learning on the one hand, and specialist or academic knowledge on the other.

sted, utgiver, år, opplag, sider
Leicester: NIACE , 2006. s. 31-50
Emneord [en]
validering, bedömning, validation, recognition of prior learning, assessment
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-34555Lokal ID: 21812ISBN: 1-86201-265-2 (tryckt)ISBN: 978-1-86201-265-3 (tryckt)OAI: oai:DiVA.org:liu-34555DiVA, id: diva2:255403
Tilgjengelig fra: 2009-10-10 Laget: 2009-10-10 Sist oppdatert: 2014-10-08bibliografisk kontrollert

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RefereraExporteraLink to record
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Referensformat
  • apa
  • ieee
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  • de-DE
  • en-GB
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  • sv-SE
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Utmatningsformat
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  • asciidoc
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