This paper focuses on the relationship between Recognition of Prior Learning (RPL) processes and paraprofessional practice, learning and identity. In both Sweden and England paraprofessionals such as health care assistants or care workers are increasingly relied upon to perform complex tasks. An accompanying trend has been a concern with ensuring appropriate skill level and opportunities for their professional development (Cameron and Boddy 2006; DH 2006a, b) and Sweden (Ministry of Health and Social Affairs 2004; Step for Skills 2006). A number of formal and non formal learning methods are used to further these aims; though the considerable levels of skill developed through practice itself is increasingly acknowledged. Thus, Recognition of Prior Learning (RPL) has become a frequently employed approach to assess, recognise and formally certificate paraprofessional knowledge and competence.  

The competency-based nature of some RPL processes have been criticised for its reductionist approach (Coffey 2004). Others have criticised its potential to trivialise the complexity of worker skill and depth of experience by essentialising skills (Somerville 2006). Even so, research suggests that RPL yields educational benefits and positive impacts on self confidence (Stevens et al 2010). Honneth´s (1995, 2003, 2007) recognition theory offers an illuminative perspective on the relationship between RPL and learning and identity. Honneth argues that intersubjective recognition from valued others is key to becoming an autonomous person with a stable identity and a capacity for self realisation. Arguing that one's sense of self and status is intrinsically intertwined with the attitudes of others to oneself, he presents three levels of recognition.  Basic recognition established within the family context builds self-confidence.  The recognition associated with schooling, gaining legal rights and through solidarity with others builds self respect. It is the recognition within the work context that secures an individual’s sense of self-esteem. Experiencing self esteem, self respect and self confidence supports an individual’s experiencing of themselves as having a certain status, as a responsible agent and a valued contributor to shared projects. Mutual recognition builds team coherence.

The transformative potential of RPL can be seen as arising out of recognition within the workplace. However, according to Heidegren (2003) Honneth suggests that that the personal attributes or activities recognised must be those that are authentically owned by the individual concerned and personally meaningful rather than merely performed. Also, Somerville (2006) suggests that subjectivities in vocational training for care workers are being shaped by negotiations around knowledge and care work. Negotiations could also include overcoming resistance to change one’s work role in line with the status conferred by certification. Thus, although the RPL process may offer affordances for recognition, it is more likely to be negotiated between paraprofessionals and their colleagues and as such, may be a contested process.

This paper addresses the following questions:

1. What are the ascribed meanings associated with the paraprofessionals’ pursuit for recognition both within an RPL programme and more broadly in their work role?

2. What are the dynamics of recognition and non-recognition experienced by paraprofessionals?

3. How does RPL influence learning and identity?

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