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ERIC Number: EJ952225
Record Type: Journal
Publication Date: 2010-Apr
Pages: 16
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1443-1394
Recognition of Prior Learning--Normative Assessment or Co-Construction of Preferred Identities?
Hamer, Jen
Australian Journal of Adult Learning, v50 n1 p100-115 Apr 2010
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 self-evidently 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. (Contains 1 endnote.)
Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia