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ERIC Number: EJ885046
Record Type: Journal
Publication Date: 2010-Jun
Pages: 9
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-0268-0513
Achieving Flexible Learning through Recognition of Prior Learning Practice: A Case-Study Lament of the Canadian Academy
Conrad, Dianne
Open Learning, v25 n2 p153-161 Jun 2010
Although the recognition of learners' experiential learning toward postsecondary credentials holds the promise of increased flexibility and opportunity for many, especially in the current climate of labour shortage, Canadian universities have been slow to adopt recognition of prior learning (RPL) systems. This case study of one Canadian institution showcases its RPL practice against the framework of the challenges that face RPL in traditional academic settings; and presents some of the lessons learned by Canada's foremost open and distance institution's RPL practice. (Contains 2 figures and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada