What matters in Recognition of Prior Learning (RPL)? Learning from experience in higher education

2004 ◽  
Vol 8 (1) ◽  
pp. 50-60
Author(s):  
Ruksana Osman
Keyword(s):  
Higher Education ◽  
Learning From Experience ◽  
Prior Learning ◽  
Recognition Of Prior Learning ◽  
What Matters

scholarly journals Recognition of prior learning: opportunities and challenges for higher education

2015 ◽  
Vol 7 (1) ◽  
pp. 28-37 ◽  
Author(s):  
Jonathan Garnett ◽  
Angele Cavaye
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Learning Opportunities ◽  
Formal Learning ◽  
Learning From Experience ◽  
Prior Learning ◽  
Content Type ◽  
Recognition Of Prior Learning ◽  
Academic Recognition ◽  
Business And Management

Purpose Recognition of prior learning (RPL) is a process by which both formal learning for recognised awards, informal learning from experience and non-formal learning for uncertificated but planned learning is given academic recognition. The paper aims to discuss these issues. Design/methodology/approach This paper refers to international developments in RPL and then focuses upon the extensive and innovative use of RPL by Middlesex University and the developing RPL work at the Australian Institute of Business. Findings The Middlesex experience of recognition of learning from experience as part of the development of customised work-based learning programmes demonstrates the potential of RPL for business and management programmes. Originality/value The use of RPL for admission and/or credit in standard programmes enables individuals to have their work-based knowledge acknowledged as relevant, worthwhile and equivalent to learning obtained in the higher education classroom.

Recognition of prior learning as an access tool

2019 ◽  
Vol 9 (4) ◽  
pp. 563-570
Author(s):  
Ike Hlongwane
Keyword(s):  
Higher Education ◽  
Quantitative Methods ◽  
Education And Training ◽  
Alternative Route ◽  
Prior Learning ◽  
Content Type ◽  
Diverse Backgrounds ◽  
Recognition Of Prior Learning ◽  
The Impact ◽  
And Training

Purpose The purpose of this paper is to investigate the impact of recognition of prior learning (RPL) as an alternative tool for access into learning programmes in South African Library and Information Science (LIS) schools. Design/methodology/approach The study adopted quantitative methods, and utilised questionnaires and document analysis to collect data. Findings The study found that despite an institutional “will” among the LIS schools to open up access to learners who come from diverse backgrounds; there are still aspects that inhibit the use of RPL as an alternative route of access into higher education and training. Research limitations/implications In-depth interviews were not conducted to ascertain the veracity of the findings. Practical implications This study was valuable for institutions, policy makers, government and other stakeholders to assess the impact of RPL implementation in higher education and training. Originality/value Despite there been very little published concerning RPL implementation in higher education and training, use of RPL, as an alternative route to access into higher education and training is generally low. The paper seeks to highlight and promote RPL as an alternative route of access into higher education and training especially for non-matriculants from diverse backgrounds.

scholarly journals Recognizing Student Activism. Analysing Practices in Recognizing Informal Learning in the EHEA

2020 ◽  
pp. 299-322
Author(s):  
Marita Gasteiger ◽  
Janine Wulz
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
National Level ◽  
Student Activism ◽  
Lessons Learned ◽  
Legal Basis ◽  
Prior Learning ◽  
Institutional Level ◽  
Student Activists ◽  
Recognition Of Prior Learning

Abstract This paper aims to answer the question of how recognition of student engagement as informal learning takes place in HEIs within the EHEA. It identifies challenges, best practices, and lessons learned for the recognition of informal learning in the EHEA in general. Questions of transparency in recognition of informal learning in student activism, their legal basis and ways of implementation as well as student representatives’ experiences are discussed. Analysis was undertaken based on two surveys in the EHEA. The first survey addressed student representatives at national level in 11 countries, aiming for insights in legal conditions and practices of higher education institutions’ recognition of informal learning of student activists. The second survey focussed on student representatives at institutional level (80 respondents), sharing their experiences on formalities, barriers and practicalities within implemented policies of recognition of prior learning in student activism. Based on the collected data, findings and recommendations are presented in the last part of the paper.

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