Recognition of Prior Learning (RPL) in Higher Education Context: analysis of EU and national policy infulences on RPL implementation

Author(s):

Marin Gross

Conference:

ECER 2009

Network:

21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

SES G9, Pre Conf Parallel Session

Time:

2009-09-26

11:00-12:30

Room:

HG, HS 33

Chair:

Moritz Rosenmund

Contribution

Enormous structural processes in society such as globalization, individualization have given rise to increasing differentiation in the learning environments available to members of learning society. This is accompanied by a diversification of the learning trajectories pursued by individuals and a redistribution of learning over the entire life course of the individual. Learning no longer has predicted frame of time, place or content – learning is everywhere, in every moment of life. Recognition of prior learning (RPL) is a process through which learning achieved outside formal education systems is assessed and recognized for academic purposes. The concept of RPL values learning despite the place or time learning has been acquired. A challenge rises for higher education institutions as universities learn to evaluate knowledge they had not themselves imparted. Research problem: Implementation of RPL in higher education in Estonia has been led by higher education institutions. The concept of RPL is problematic in the higher education context because the predominant perception of an institution of higher education is as a place where people come to learn or to be taught, rather than one where people bring their existing knowledge for recognition or sharing. Therefore current RPL practices in Estonia are not learner centred and do not value learning. - How RPL has been implemented in Estonian higher education institutions? - What kind of opportunities are being used for the implementation of RPL? Current paper will focus on comparative analysis of RPL policy in Estonia and EU context. The focus is on Bologna developments influencing RPL implementation and policy in Estonian higher education context.

Method

Comparative policy analysis. Focus is on policy document analysis (legislative documents on higher education within the nation state; regulatory documents within major higher education institutions; EU regulations related to RPL implementation)

Expected Outcomes

Expected outcome: analytical overview of educational policy infulences on RPL implementation in higher education context.

References

Andersson, P. (2008). Recognition of prior learning as a technique of governing. In Fejes, A., Nicoll, K. (Eds.) Foucault and Lifelong Learning. Governing the subject. Routledge Andersson, P., Fejes, A. (2005). Recognition of prior learning as a technique for fabricating the adult learner: a genealogical analysis on Swedish adult education policy. Journal of Education Policy. 20 (5). Evans, N. (2006). Recognition, Assesment and Accreditation of Prior Experiential Learning: Backround and Constituencies. In Corradi, C., Evans, N., Valk, A. (Eds.) Recognising Experiential Learning: Practices in European Universities. Tartu: Tartu University Press Gallacher, J., Edwards, R., & Whittaker, S. (2006). Learning outside the academy : international research perspectives on lifelong learning. London ; New York: Routledge. Gross, M. (2008). Assessing prior experiential learning in higher education institutions - what do the experts say? In A. Niskanen & R. Virtanen (Eds.), Taidatko tunnistamisen? (pp. 24-30): Jyväskylän Ammattikorkeakoulu. Jongbloed, B. (2002). Lifelong Learning: Implications for Institutions. Higher Education, 44(3/4), 413-431. Peters, H. (2006). Using critical discourse analysis to illuminate power and knowledge in RPL. In Andersson, P., Harris, J. (Eds.) Re-theorising the Recognition of Prior Learning. NIACE

Author Information

Marin Gross

Tallinn University

Department of Adult Education

Tallinn

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