Tag: RPL

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Adult learning and recognition of prior learning: The “white elephant” in Australian universities

Author: Tricia A Fox, Faculty of Education, Queensland University of Technology

Edition: Volume 45, Number 3, November 2005

Summary:  Adult learners are being attracted to university programs based on the granting of either academic credit or the recognition of prior learning (RPL). Typically, this attraction is being aligned to fast-tracking degree attainment or student cost effectiveness. It appears from the literature that there are varied interpretations and application of RPL within Australian universities. This can be problematic for adult learners with diverse experiences and expectations. Given the uniqueness of university learning, the future political changes to occur in Australian universities, and the problems with RPL that adult learners experience in university learning, it is timely for Australian universities to establish RPL practices that are transparent and consistent.

Keywords: RPL, university, adult learners

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Recognition of prior learning— Normative assessment or co-construction of preferred identities?

Author/s: Jen Hamer

Edition: Volume 50, Number 1, April 2010

Summary: Recognition of prior learning (RPL) has been an important element of Australia’s Vocational Education and Training (VET) policy since it was officially adopted as a key national principle in 1991 (VEETAC 1991, cited in Wilson and Lilly 1996:2). The aim of RPL is to formally assess a person’s skills gained through life and work experience, in order to award credit towards nationally recognised qualifications. It is an integral part of access and equity strategies, which are designed to ‘improve access to and outcomes from vocational education and training for disadvantaged groups’ (Smith & Keating 1997: 38). However, limited attention has been paid to the operations of power within the assessor-candidate relationship. This paper raises questions about the perspective of RPL as a selfevidently benign activity and describes concerns regarding its application. It uses postmodern theories of identity and a philosophy of recognition to propose an understanding of the potential impacts of RPL and invite new assessment practices to advance its emancipatory goals.

Keywords: rpl, normative, assessment

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This article is part of AJAL, Volume 50_1. The entire volume is available in .pdf for purchase here.

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Recognition of prior learning (RPL): can intersubjectivity and philosophy of recognition support better equity outcomes?

Author/s: Jen Hamer

Edition: Volume 51, Special edition, December 2011

Summary: The formal recognition of prior learning (RPL) has long been lauded and even, one might suggest, doggedly pursued as a tool of social justice and equity within education sectors across the world Continue reading “Recognition of prior learning (RPL): can intersubjectivity and philosophy of recognition support better equity outcomes?”