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
RESEARCH: systematic empirical research and non-empirical scholarly literature PRACTICE: research, policy and actual practice
Researching the Recognition of Prior Learning: The emergence of a field (Christine Wihak) Advances in Theorising RPL (Judy Harris)
Lifelong Learning Policy and RPL in the Learning Society (Ruud Duvekot) RPL, Labour Markets and National Qualifications Framework (Patrick Werquin)
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)
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)
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
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!!!
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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