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Geographical boundaries Theoretical orientations.

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Presentation on theme: "Geographical boundaries Theoretical orientations."— Presentation transcript:

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3 Geographical boundaries Theoretical orientations

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5  To encourage new RPL practices to build on the existing research base rather than reinvent the wheel  As RPL practices develop and change around the world, there is a need to keep sight of research that has taken place over the last few decades, as well as to capture new research and new scholarly activity

6 RESEARCH: systematic empirical research and non-empirical scholarly literature PRACTICE: research, policy and actual practice

7 Practice Research

8 INSPIRES illuminates SUPPORTS INVESTIGATES EXPLORES CATALYSES INFLUENCES INFORMS IMPACTS REDEFINES CHALLENGES CONFIRMS REFUTES STIMULATES

9  Overview chapters (2)  Policy-oriented chapters (2)  Issues-based chapters (7)  Context-based chapters (4)

10  Researching the Recognition of Prior Learning: The emergence of a field (Christine Wihak)  Advances in Theorising RPL (Judy Harris)

11  Lifelong Learning Policy and RPL in the Learning Society (Ruud Duvekot)  RPL, Labour Markets and National Qualifications Framework (Patrick Werquin)

12  RPL and Workforce Development (Ros Cameron)  Treading a Fine Line: Expectations and ambivalences in trade union engagement with RPL (Linda Cooper)  RPL and Social Justice in Higher Education (Angie Wong)  Quality in Prior Learning Assessment and Recognition (Joy van Kleef)  Trends and Issues in the Professional Development of RPL Practitioners (Nan Travers and Judy Harris)  Exploring the Learner Experience of RPL (Helen Pokorny and Ruth Whittaker)  Technology and RPL (Ros Cameron, Nan Travers and Christine Wihak)

13  RPL in Higher Education: Past, present and potential (Dianne Conrad)  RPL in Further and Vocational Education and Training (Per Andersson)  Life after PLAR: The post-assessment success of candidates (Joy Van Kleef)  Prior Learning Assessment for Immigrants in Regulated Professions (Leah Moss)

14  Compendium of research and scholarly literature, organised thematically, in one text  Extension of that literature in terms of its implications for ‘practice’  Resource for academic researchers, postgraduate students, policymakers and practitioners interested in researching and developing RPL  Resource for practitioner training  Huge reference lists: references, abstracts and some full-texts will be entered into the PLIRC database  A useful and timely resources as RPL continues to develop around the world

15  There will be no social and economic ‘promise’ unless we heed lessons from the past  Research and practice need to work together to address this ‘promise’ – and as a ‘prerequisite’ for ‘systematic knowledge production’  ‘The professional development of RPL requires both experiential learning and research-based learning and knowledge’  Encourage research and researchers!!!

16  PLIRC database: http://ideasketch.tru.ca/ http://ideasketch.tru.ca/  Knowledge exchange via online journal Prior Learning Assessment: Inside out PLAIO: http://www.plaio.org/index.php/home http://www.plaio.org/index.php/home THANK YOU


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