Accreditation of Prior (Experiential) Learning: making the difference

Heath, Val

doi:10.1054/nedt.2001.0585

Cited by 5 publications

(4 citation statements)

References 4 publications

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“…There are some contexts and approaches that has been of specific interest for researchers in RPL, such as RPL in nursing programs (Heath, 2001;Houston et al, 1997;Howard, 1993;Murray, 1994;Scott, 2007), the health care sector (Fearfull, 1997(Fearfull, , 1998Fejes, 2011Fejes, , 2012Fejes & Andersson, 2009;Hamer, 2010;Hartley, 2000;Sandberg, 2012aSandberg, , 2012b, higher education (Castle & Attwood, 2001;Sandberg & Andersson, 2011), different forms of RPL for accreditation (Briton, Gereluk, & Spencer 1998;Heath, 2001;Howard, 1993;Houston et al, 1995;Michelson, 1996;Murray, 1994;Peters, 2005;Sandberg, 2012a;Scott, 2007Scott, , 2010Spencer, 2005a;Taylor 1996;Wheelahan, 2006), and RPL and its connection to learning (Breier, 2005), for instance, its integration in education programmes (Brown, 2001(Brown, , 2002.…”

Section: Rpl Research and Theorymentioning

confidence: 99%

Introducing research on recognition of prior learning

Andersson

Fejes

Sandberg

2013

International Journal of Lifelong Education

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Section: Rpl Research and Theorymentioning

confidence: 99%

Introducing research on recognition of prior learning

Andersson

Fejes

Sandberg

2013

International Journal of Lifelong Education

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“…Historically, the roots of VNFIL can be traced back to "lifelong education" which focussed on personal development (Faure, 1972) and "lifelong learning" that focussed on economic development and growth in the knowledge economy (OECD, 1996). Recent studies explore VNFIL and related approaches in educational programmes (Brown, 2001(Brown, , 2002, its connection to learning (Breier, 2005), different forms of VNFIL for accreditation purposes (Heath, 2001;Houston et al, 1997;Howard, 1993;Scott, 2007), higher education (Castle and Attwood, 2001;Erhardt and Schmitt, 2018;Pilkinton-Pihko et al, 2019;Sandberg and Andersson, 2011), the health-care sector (Fearfull, 1997;Fejes, 2008;Heath, 2001;Houston et al, 1997;Pryor, 2012;Sandberg and Andersson, 2011;van Kleef and Werquin, 2013) and explores its technical context (Fahrenbach et al, 2019;Kitto et al, 2020;Volungevi cieneė t al., 2020). However, none of these approaches is targeted towards exploring how ICT is currently used to support VNFIL practices and arrangements.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Adopting a socio-technical perspective to rethink the use of ICT in VNFIL

Fahrenbach

Luomi-Messerer

2021

EJTD

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Purpose This paper aims to draw on a socio-technical perspective to explore how information and communication technology (ICT) supports the validation of non-formal and informal learning (VNFIL) in specific practices and arrangements. Design/methodology/approach The authors use qualitative content analysis to analyse 43 country reports of the “European inventory on validation” published by the European Centre for the Development of Vocational Training (Cedefop) in 2019. Findings This study conceptualises ICT supported VNFIL practices and arrangements from a socio-technical perspective. Given this, the paper finds that ICT is used mainly to provide information on validation practices and arrangements, store qualification registers online and identify and document learning outcomes. The use of ICT to assess and certify learning outcomes remains limited. Originality/value VNFIL is very rarely seen in a technical context. This paper contributes to a theoretical perspective and highlights the mutual interdependence of social and technical components. Furthermore, this study provides an overview of inasmuch ICT is currently used to support VNFIL practices and arrangements. Based on the results, validation researchers and practitioners can get inspiration on how to develop ICT supported VNFIL practices and arrangements further.

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“…Furthermore, they reveal that there is a need to establish appropriate, flexible, valid and reliable systems for APL and resources to underpin these systems. A few studies describing and examining the development of APL procedures in different education programmes also suggest that investments in both time and money, and a change in universities' organisational culture and policy, are required for APL to be considered successful (Heath 2001;Mulholland and Leith 1998;Taylor 1996). In an international perspective, it is also necessary to develop common fundamental principles of APL to endorse comparability among countries and globalisation of education, and attempts to develop APL methods that can function on an international level have occasionally been made (Austin and Dean 2006;Austin, Galli, and Diamantouros 2003).…”

Section: T Stenlundmentioning

confidence: 99%

Assessment of prior learning in higher education: a review from a validity perspective

Stenlund

2010

Assessment & Evaluation in Higher Education

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The process of giving official acknowledgment to formal, informal and nonformal prior learning is commonly labelled as assessment, accreditation or recognition of prior learning (APL), representing a practice that is expanding in higher education in many countries. This paper focuses specifically on the assessment part of APL, which undoubtedly is central to the whole process, through a review of research in this area and an analysis of the reviewed studies from a validity perspective. The research reviewed (published 1990-2007) is categorised into empirical as well as more theoretically oriented publications, with a quantitative dominance of the latter. According to the validity analysis, a majority of the studies conducted in this area relate to the evidential basis of test interpretation and use, primarily providing theoretical rationales and theories for a variety of practices. The consequential basis of test interpretation and use has not been studied to any larger extent, resulting in a lack of both theoretical and empirical studies dealing with this aspect of validity.

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Accreditation of Prior (Experiential) Learning: making the difference

Cited by 5 publications

References 4 publications

Introducing research on recognition of prior learning

Introducing research on recognition of prior learning

Adopting a socio-technical perspective to rethink the use of ICT in VNFIL

Assessment of prior learning in higher education: a review from a validity perspective

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