Journal articles: 'Prior Learning (RPL)'

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Hlongwane, Ike. "Legislative framework for implementing recognition of prior learning." Higher Education, Skills and Work-Based Learning 9, no. 4 (November 11, 2019): 775–87. http://dx.doi.org/10.1108/heswbl-10-2018-0111.

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Purpose The purpose of this paper is to identify and highlight the key constructs of an enabling policy environment and their probable impact on development and implementation of recognition of prior learning (RPL) process in higher education and training in South Africa with reference to library and information science (LIS) field. Design/methodology/approach The study adopted quantitative methods, and utilised questionnaires and document analysis to collect data. The study used a combination of quantitative and qualitative methods to collect data from all the ten LIS schools in the South African higher education and training landscape. The questionnaire was used as the main data collection tool to collect quantitative data through a survey research design. In addition, the researcher employed content analysis to analyse qualitative data collected from institutional RPL policy documents. Findings The study found that the LIS schools have aligned most of their institutional RPL policies and procedures with South African Qualifications Authority’s national RPL policy (2013). However, in terms of the institutional RPL policy environment, the study found that there was a low level of compliance regarding certain aspects of the policy environment among LIS schools despite their express explicit commitment to the principles of equity of access and redress. Research limitations/implications In-depth interviews were not conducted to ascertain the reasons for low level of compliance regarding certain aspects of the RPL policy. Practical implications This study is valuable for higher education institutions, policy and governance, government and other stakeholders to assess the level of compliance to legislative and regulatory framework in RPL implementation in higher education and training in South Africa. In addition, the study was important for LIS schools in particular as RPL can be used as a tool to open access and increase participation in learning programmes to counteract low level of student enrolments in this field. Originality/value There is very little published concerning compliance to legislative framework RPL implementation in higher education and training. Furthermore, most published work relate to RPL implementation in higher education and training in general. The paper describes compliance to legislative framework to RPL implementation in higher education and training in South Africa with special reference to LIS field.

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Hlongwane, Ike. "Recognition of prior learning as an access tool." Higher Education, Skills and Work-Based Learning 9, no. 4 (November 11, 2019): 563–70. http://dx.doi.org/10.1108/heswbl-10-2018-0115.

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Purpose The purpose of this paper is to investigate the impact of recognition of prior learning (RPL) as an alternative tool for access into learning programmes in South African Library and Information Science (LIS) schools. Design/methodology/approach The study adopted quantitative methods, and utilised questionnaires and document analysis to collect data. Findings The study found that despite an institutional “will” among the LIS schools to open up access to learners who come from diverse backgrounds; there are still aspects that inhibit the use of RPL as an alternative route of access into higher education and training. Research limitations/implications In-depth interviews were not conducted to ascertain the veracity of the findings. Practical implications This study was valuable for institutions, policy makers, government and other stakeholders to assess the impact of RPL implementation in higher education and training. Originality/value Despite there been very little published concerning RPL implementation in higher education and training, use of RPL, as an alternative route to access into higher education and training is generally low. The paper seeks to highlight and promote RPL as an alternative route of access into higher education and training especially for non-matriculants from diverse backgrounds.

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Pilkinton-Pihko, Diane, Jaana Suviniitty, and Tomi Kauppinen. "Recognition of prior learning of English: Test or assess?" Language Learning in Higher Education 9, no. 2 (October 25, 2019): 241–62. http://dx.doi.org/10.1515/cercles-2019-0015.

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Abstract Living in learning societies encourages learning outside the classroom. Alongside this reality, higher education institutions have been incorporating policies and procedures that support recognition of prior learning (RPL). This development means establishing adequate RPL assessment practices. Our empirical study at the Aalto University Language Centre investigates the networked nature of prior learning among RPL seekers as a means to inform the RPL of English assessment. To examine this, we gathered anonymous data on the type and range of prior learning among 273 students seeking RPL of English. This preliminary study showed three elementary prior learning types: work experience, self-study and leisure activities – which primarily involved using English as a lingua franca. To discover and visualise frequently co-occurring activities, we employed data mining. The analysis revealed the networked nature of prior learning of English. Moreover, the common working-life tasks that emerged from the data differ greatly from those in the RPL of English test. The difference implies that a learner-centred assessment, such as a portfolio, would be a better alternative for RPL than formal testing. It also implies that the English curriculum needs to be updated to align it better with industry needs.

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Garnett, Jonathan, and Angele Cavaye. "Recognition of prior learning: opportunities and challenges for higher education." Journal of Work-Applied Management 7, no. 1 (October 6, 2015): 28–37. http://dx.doi.org/10.1108/jwam-10-2015-001.

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Purpose Recognition of prior learning (RPL) is a process by which both formal learning for recognised awards, informal learning from experience and non-formal learning for uncertificated but planned learning is given academic recognition. The paper aims to discuss these issues. Design/methodology/approach This paper refers to international developments in RPL and then focuses upon the extensive and innovative use of RPL by Middlesex University and the developing RPL work at the Australian Institute of Business. Findings The Middlesex experience of recognition of learning from experience as part of the development of customised work-based learning programmes demonstrates the potential of RPL for business and management programmes. Originality/value The use of RPL for admission and/or credit in standard programmes enables individuals to have their work-based knowledge acknowledged as relevant, worthwhile and equivalent to learning obtained in the higher education classroom.

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Snyman, Marici, and Geesje van den Berg. "The Significance of the Learner Profile in Recognition of Prior Learning." Adult Education Quarterly 68, no. 1 (September 21, 2017): 24–40. http://dx.doi.org/10.1177/0741713617731809.

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Recognition of prior learning (RPL) is based on the principle that valuable learning, worthy of recognition, takes place outside formal education. In the context of higher education, legislation provides an enabling framework for the implementation of RPL. However, RPL will only gain its rightful position if it can ensure the RPL candidates’ success. Hence, the purpose of this study is to describe the significance of the learner profile of candidates. In this study, empirical research was conducted, which entailed the analysis of RPL candidates’ life stories as narratives. The findings illuminated specific characteristics of RPL candidates in terms of personal attributes, learning contexts, knowledge, and skills gained through a process of personal development. The conclusion is that this calls for an RPL approach that explicitly considers the significance of the profile at learner, practitioner, and institutional level.

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Heinonen, Annemari, and Satu Tuomainen. "Enhancing assessment in the recognition of prior learning with digitalisation." Language Learning in Higher Education 10, no. 2 (December 1, 2020): 403–20. http://dx.doi.org/10.1515/cercles-2020-2027.

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Abstract The processes to assess students’ learning acquired in various non-formal and informal learning environments have become increasingly common in Finnish university language centres in recent years. This paper describes new developments at the University of Eastern Finland to assess students’ non-formal and informal learning of English for Academic Purposes (EAP) with an electronic examination system. Recognition of prior learning (RPL) had previously been organised as on-campus examinations, although demand for digitalisation and electronic examination systems had been voiced to provide students and staff more flexibility and convenience. The digitalisation of the RPL process aimed to develop the system in the most popular language for validation, English, and to provide students and RPL assessors an increasingly effective method for assessing prior learning. Finnish higher education institutions have invested heavily in digital learning environments and this described transformation to a digitalised RPL process can be seen as a logical response. We introduce the new RPL system and its change from previous face-to-face assessment to the digital version, the rationale for and practical implementation of the digitalisation. We also present RPL assessors’ perceptions of the change, preview student data on the new system and offer suggestions on the systematic and evidence-based development of the recognition and validation of EAP in university language centres.

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Pokorny, Helen, Stephen Fox, and Dave Griffiths. "Recognition of Prior Learning (RPL) as pedagogical pragmatism." Widening Participation and Lifelong Learning 19, no. 3 (November 15, 2017): 18–30. http://dx.doi.org/10.5456/wpll.19.3.18.

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Werquin, Patrick. "Decolonising recognition of prior learning – The drawbacks of policy mimicking." Research in Comparative and International Education 16, no. 4 (November 27, 2021): 488–502. http://dx.doi.org/10.1177/17454999211063480.

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Recognition of prior learning features at the top of the policy agenda in many countries because recognition of prior learning (RPL) has proven effective in some parts of the world; and there is much policy learning taking place. Therefore, many countries want to gain the advantages associated with RPL. It brings benefits to individual end-users and countries as a whole. Whether RPL should be identically implemented everywhere is more questionable. This paper proposes a reflexion based on experience: It looks at what RPL is about, at what it took to implement the validation des acquis de l’expérience (VAE) system in France and its potential transferability. While it is important to learn from one another, transporting a system from one national context to another is unlikely to work because the necessary social and cultural context is never transferred along with the technical apparatus. This is not new, but this paper emphasises the need for appropriate adaption whenever systems are borrowed.

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Dr Catherine Robertson. "Call for papers for the Special Edition, JOVACET 5(2), 2022." Journal of Vocational, Adult and Continuing Education and Training 4, no. 1 (November 30, 2021): 2. http://dx.doi.org/10.14426/jovacet.v4i1.196.

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Recognition of Prior Learning (RPL), referred to, inter alia, as APL in other contexts, has been recognised by South African and international policies as a critical means of access to, and certification of further and higher learning, especially for mature learners. While there is general acknowledgement of the importance of RPL for lifelong learning and social inclusion, learning institutions have not embraced RPL equally across the board, and implementation practices vary greatly, often leading to learner frustration. While there have been some local studies and a growing international literature, RPL is by and large under-researched in South Africa. In light of the above and its long tradition of RPL provision, the University of the Western Cape’s Recognition of Prior Learning (RPL) unit will be hosting a conference on 30 and 31 March 2022, with the theme ‘Implementation, Assessment and Articulation of Recognition of Prior Learning’. As one of the intentions of the conference is to ‘build the scholarship of RPL’ (also known as APL in other contexts), JOVACET will be partnering with the UWC RPL Unit to produce a Special Issue of the journal in 2022 for publication of relevant papers that fall within the scope of our journal. Topics broadly covered by the conference include (but are not limited to) the following:• RPL policy research• Sharing RPL practices• Capacity building for RPL• Innovative RPL models• RPL assessment for undergraduate and postgraduate access in higher education• Articulation models for RPL in post-schooling Submissions for paper presentations at the conference should be made directly to the conference organiser, Dr Rekha Rambharose, email rrambharose@uwc.ac.za, but additional, relevant topical papers seeking publication in this JOVACET Special Issue may be directed to Dr Catherine Robertson, email cathy@trobertson.co.za. Please note that all submissions considered for publication, whether presented at the conference or not, will undergo the JOVACET double blind review process towards publication in November 2022 or earlier if possible. Due date for full paper submissions (Special Issue): 30 April 2022

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Taylor, Tony. "Learning from Experience: Recognition of Prior Learning (RPL) and professional development for teachers." Asia-Pacific Journal of Teacher Education 24, no. 3 (November 1996): 281–92. http://dx.doi.org/10.1080/1359866960240306.

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Alves, Natália, Sabine Schmidt-Lauff, Catarina Doutor, and Lucas Campos. "Contexts of recognition of prior learning: A comparative study of RPL initiatives in Brazil, Portugal, and Germany." Andragoske studije, no. 2 (2020): 87–110. http://dx.doi.org/10.5937/andstud2002087a.

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The main purpose of this paper is to reflect on and compare the different 'realities' of Recognition of Prior Learning (RPL) regarding informal and non-formal learning contexts in three countries: Brazil, Portugal, and Germany. In Brazil, the Certific Network is a public policy that addresses the recognition and certification of prior learning. In Portugal, the Qualifica Programme is dedicated to the recognition of learnings and skills acquired throughout life. In Germany, the ProfilPass Project focuses on the values or skills acquired informally and non-formally. Regarding the international-comparative analysis methodology, the paper studies and compares these initiatives considering three comparative axes: 1) central aims, 2) target groups, 3) formats and structures of action. Such comparative research shows the importance of understanding RPL concepts and practical realities in different social, political and economic contexts.

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Hamer, Jen. "Love, rights and solidarity in the recognition of prior learning (RPL)." International Journal of Lifelong Education 32, no. 4 (August 2013): 481–500. http://dx.doi.org/10.1080/02601370.2013.778074.

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Osman, Ruksana. "What matters in Recognition of Prior Learning (RPL)? Learning from experience in higher education." Education as Change 8, no. 1 (July 2004): 50–60. http://dx.doi.org/10.1080/16823200409487080.

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Coombridge, Rodney, and Shaima Alansari. "Operationalising recognition of prior learning (RPL): a case study from Bahrain Polytechnic." Learning and Teaching in Higher Education: Gulf Perspectives 15, no. 2 (January 1, 2019): 2–12. http://dx.doi.org/10.18538/lthe.v15.n2.282.

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This case study describe how Bahrain Polytechnic maintains academic quality while responding to students’ expectations that prior learning will be recognized in a competitive market. Although recognising prior learning is important for enhancing the student experience, Higher Education Institutions (HEI’s) need confidence in the quality of transferring students prior learning. Bahrain Polytechnic differ from other HEI’s in the Kingdom of Bahrain in that it delivers applied, professional and technical qualifications. Graduates are expected to be work-ready; confident and competent, aware of what is expected of them in the professional world, and able to perform to their full potential (Bahrain Polytechnic, 2017). Programmes, qualifications and courses, and the underlying methodology of how they are delivered are developed in consultation with businesses, industries, professions, international education and training institutions to ensure that Bahrain Polytechnic graduates meet the needs of the labour market, thus supplying Bahrain’s economy with a source of highly skilled graduates. This enforces the use of a unique teaching and learning philosophy represented in Problem-based Learning (PBL) (Bahrain Polytechnic, 2017). Therefore, Bahrain Polytechnic need to be very cautious when assessing any RPL application. This paper identifies student mobility and internationalization as important and legitimate issues for both individual institutions and for educational quality assurance bodies. It then focuses on the Bahrain Polytechnic’s approach in acknowledging students prior learning through formal education. Following significant internal consultation, Bahrain Polytechnic has developed a more robust process for awarding credits/ exemptions to students based on formal education in other approved HEI’s.

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Werquin, Patrick. "Recognition of prior learning in France: Where have the RPL‐ready applicants gone?" European Journal of Education 56, no. 3 (July 9, 2021): 391–406. http://dx.doi.org/10.1111/ejed.12465.

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wa Bofelo, Mphutlane, Anitha Shah, Kessie Moodley, Linda Cooper, and Barbara Jones. "Recognition of Prior Learning as “Radical Pedagogy”: A case study of the Workers' College in South Africa." Articles 48, no. 3 (January 29, 2014): 511–30. http://dx.doi.org/10.7202/1021917ar.

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This article argues that the model of Recognition of Prior Learning (RPL) in use at the Workers’ College in South Africa may be seen as a form of “radical pedagogy.” Drawing on documentary sources, focus group interviews with staff, and observations, it describes an educational philosophy which aims to build the competencies of activists in labour and community organizations, facilitate their self-affirmation and dignity, and provide an access route to post-school education. It documents and attempts to theorize how this philosophy is enacted in classroom pedagogy, and explores some of the tensions and contradictions encountered. It concludes by acknowledging the unique contribution of these educational practices to an understanding of what RPL as radical pedagogy might look like.

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de Graaff, Frederika. "The interpretation of a knowledge claim in the Recognition of Prior Learning (RPL) and the impact of this on RPL practice." Studies in Continuing Education 36, no. 1 (March 26, 2013): 1–14. http://dx.doi.org/10.1080/0158037x.2013.779239.

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이태정. "A Study on Recognition of Prior Learning(RPL)－Focusing on Tax & Accounting Departments－." Tax Accounting Research ll, no. 57 (September 2018): 117–42. http://dx.doi.org/10.35349/tar.2018..57.007.

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Maurer, Markus. "The ‘recognition of prior learning’ in vocational education and training systems of lower and middle income countries: An analysis of the role of development cooperation in the diffusion of the concept." Research in Comparative and International Education 16, no. 4 (November 19, 2021): 469–87. http://dx.doi.org/10.1177/17454999211061244.

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‘Recognition of prior learning’ (RPL) has developed into an important instrument to support the permeability of education and training systems. Based on an extensive review of documents, this article analyses the global diffusion of RPL in vocational education and training systems (VET), with a specific focus on its diffusion through development cooperation between multi- and bilateral donors and lower and middle income countries (LMIC). This article argues that RPL became a core component of development cooperation when VET came to be seen as a means to foster equitable access to employment and income for the poorest. At the same time, it shows that the model of RPL transferred to LMICs is derived from the specific relations between labour markets and education and training systems in donor countries, where VET qualifications are often critical to accessing positions in the labour market, which is often not the case in LMICs.

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Dreyer, J. M. "Reliability of Recognition of Prior Learning (RPL) Assessments for Teaching Practice Courses in Open Distance Electronic Learning (ODeL)." International Journal of Educational Sciences 8, no. 1 (January 2015): 111–17. http://dx.doi.org/10.1080/09751122.2015.11917597.

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Lee, Jungpyo. "A Study on the Policy Trends of Recognition of Prior Experiential Learning(RPL) in Europe." Korean Comparative Education Society 29, no. 6 (December 31, 2019): 105–30. http://dx.doi.org/10.20306/kces.2019.29.6.105.

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Pitman, Tim, and Lesley Vidovich. "Recognition of prior learning (RPL) policy in Australian higher education: the dynamics of position-taking." Journal of Education Policy 27, no. 6 (November 2012): 761–74. http://dx.doi.org/10.1080/02680939.2011.652192.

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Roy, Rumpa, and Hesham El Marsafawy. "Bridging Recognition of Prior Learning (RPL) and Corporate Social Responsibility (CSR): Circular Flow of Interaction among the University, Industry, and People." Sustainability 13, no. 8 (April 19, 2021): 4532. http://dx.doi.org/10.3390/su13084532.

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Universities foster a collaboration with industry with their commitment towards society. Corporate social responsibility (CSR) practices of organizations facilitate implementation of the recognition of prior learning (RPL) in higher education, while creating long-term opportunities for sustainable development. The researchers of this study come from two different disciplines, and aim to embed sustainable development strategies for transforming education by utilizing the capacity of educators and industry professionals, while also contributing to the community and economy. The researcher with a specialization in economics identified the well-being of the community and economy, and another researcher with a design and ergonomics background brought the concept of service design. Results of the conducted surveys imply that a skill gap exists in the labor market and participants from the community are interested in receiving hands on training from the industry. The researchers introduce a model focusing on the significance and implementation of RPL, allowing youth and adults to accumulate credit through non-formal and informal learning experiences. The model reflects how the university assesses the current skills and needs of the target communities, how they are communicated to industry by identifying potential areas of development, how industry responds to the needs by providing training, and how the university acknowledges prior learning and promotes potential candidates to contribute towards industry.

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Galloway, Sarah, and Richard Edwards. "Co-producing a recognition of prior learning (RPL) toolkit for adult educators: Reflections on the REAL deal?" Studies in the Education of Adults 49, no. 1 (January 2, 2017): 109–25. http://dx.doi.org/10.1080/02660830.2017.1283756.

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Day, Malcolm. "Influencing Practice through the Development of Clear and Transparent Guidelines for the Recognition of Prior Learning (RPL)." Athens Journal of Health 4, no. 1 (September 30, 2016): 27–50. http://dx.doi.org/10.30958/ajh.4-1-2.

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Agus, Muhammad Chusni, Amat Mukhadis, and Eddy Sutadji. "Effect of Media Synchronization Module on Learning Achievement of the Software Engineering Students of Vocational High School." Journal of Education and Vocational Research 8, no. 1 (April 11, 2017): 6–11. http://dx.doi.org/10.22610/jevr.v8i1.1599.

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This research aims at examining the effect of media synchronization module, mechanical aptitude, and prior knowledge on learning achievement of eleven grade students of the Software Engineering (RekayasaPerangkatLunak/RPL) Programin Vocational High School 5 at Malang, East Java, Indonesia. This quasi-experimental research used factorial design of 2x2x2 pattern and applied the non-equivalent control group design. It involved 74 students who were divided into two groups; 37 students were in the experimental group and 37 students were in the control group. Tests were used to investigate the studentsâ€™ mechanical aptitude, prior knowledge and learning achievement. Data were analyzed by using three-way ANOVA. The results of the research showed that: 1) There was a significant difference in the learning achievement of the group taught by using media synchronization module and those who were taught by using the conventional method; 2) there was no significant difference in the learning achievement in the C++ Programming between students who had high and low mechanical aptitude; 3) there was a significant difference in the learning achievement in C++ Programming between students who had high and low prior knowledge; and 4) there was no significant interaction among media synchronization module, mechanical aptitude, and prior knowledge on the learning achievement with C++ Programming.

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Byoun, Suyoun. "UNESCO's 「Asia-Pacific Regional Convention on the Recognition of Qualifications in Higher Education」 and prior learning recognition (RPL)." Korea Society Of The Politics Of Education 28, no. 4 (December 31, 2021): 243–63. http://dx.doi.org/10.52183/kspe.2021.28.4.243.

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Harris, Judy. "Ways of seeing the Recognition of Prior Learning (RPL): What contribution can such practices make to social inclusion?" Studies in the Education of Adults 31, no. 2 (October 1999): 124–39. http://dx.doi.org/10.1080/02660830.1999.11661407.

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Conrad, Dianne. "The role of language in portfolio learning." International Review of Research in Open and Distributed Learning 12, no. 1 (January 31, 2011): 109. http://dx.doi.org/10.19173/irrodl.v12i1.1062.

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Within the practice of recognizing prior learning (RPL), language issues –writing, the act of capturing language – are critically important facets of portfolio development. Using data drawn from a study of several postsecondary institutions in three countries, this paper examines the role and impact of language in portfolio development processes. Specifically, it considers the dynamics that contribute to learners’ finding appropriate language and their response to that journey, noting that learners pass through several stages of language growth, beginning with learning the language of academic life and recognizing the importance of that “new” language. The paper also discusses the impact of assessors’ use of language and considers the notion of learners’ transformation as they pass through the portfolio learning process.

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Ions, Kevin John, and Norma Sutcliffe. "Barriers to constructing experiential learning claims through reflective narratives." Higher Education, Skills and Work-Based Learning 10, no. 1 (September 5, 2019): 126–40. http://dx.doi.org/10.1108/heswbl-04-2019-0053.

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Purpose The purpose of this paper is to identify the barriers that higher education (HE) work-based learners face when constructing experiential learning claims through reflective narratives. Design/methodology/approach A survey of 38 part-time, HE undergraduate work-based learners was conducted. A questionnaire was designed comprising Likert scale and open ended questions to capture students’ experiences of constructing experiential learning claims. Findings The study found that students experience several learning barriers including the diversity and complexity of reflective learning models, the solitary nature of reflective learning, problems articulating tacit knowledge in writing, emotional barriers to reflective learning, accurately recalling “historic” learning experiences and difficulties in developing the meta-competence of learning to learn. Practical implications Consideration should be given to assisting learners to develop the skills necessary to select and use reflective learning models that best fit particular experiential learning contexts. Learners should be encouraged to undertake group reflection in the classroom and in the workplace to enable them to write critical reflective narratives that have integrity. There should be less reliance on written reflective narratives to evidence tacit knowledge with consideration given to other methods such as practical demonstrations, videos presentations and interviews. Originality/value The study contributes to knowledge of the barriers that students face when constructing experiential learning claims through reflective narratives. It proposes an outline pedagogical scaffolding framework to assist learners to develop recognition of prior learning (RPL) claims to enable them to maximise opportunities for claiming credits through universities RPL processes.

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Zamtinah and E. Supriyadi. "Developing the Indonesian Qualifications Framework’s descriptors for Electrical Engineering as the basis of the Recognition of Prior Learning (RPL)." Journal of Physics: Conference Series 1140 (December 2018): 012025. http://dx.doi.org/10.1088/1742-6596/1140/1/012025.

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Maurer, Markus. "The challenges of expanding recognition of prior learning (RPL) in a collectively organised skill formation system: the case of Switzerland." Journal of Education and Work 32, no. 8 (November 17, 2019): 665–77. http://dx.doi.org/10.1080/13639080.2019.1694141.

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Hamer, Jen. "An ontology of RPL: improving non-traditional learners' access to the recognition of prior learning through a philosophy of recognition." Studies in Continuing Education 34, no. 2 (July 2012): 113–27. http://dx.doi.org/10.1080/0158037x.2011.613376.

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Castle, Jane, and Gillian Attwood. "Recognition of Prior Learning (RPL) for access or credit? Problematic issues in a university adult education department in South Africa." Studies in the Education of Adults 33, no. 1 (April 2001): 60–72. http://dx.doi.org/10.1080/02660830.2001.11661441.

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Harris, Judy, and Christine Wihak. "To what extent do discipline, knowledge domain and curriculum affect the feasibility of the Recognition of Prior Learning (RPL) in higher education?" International Journal of Lifelong Education 36, no. 6 (September 27, 2017): 696–712. http://dx.doi.org/10.1080/02601370.2017.1379564.

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Hwang, Yoojin, and Jaebok Seo. "A study on operation the Recognition for Prior Experiential Learning(RPL) system in LiFE Project College: Focusing on the Case of J University." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 6 (March 30, 2022): 277–87. http://dx.doi.org/10.22251/jlcci.2022.22.6.277.

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Muller, Jose, Pascal Beckers, and Roos Pijpers. "Recognising the Skills and Competencies of Non-EU Foreign Nationals: A Case Study of the Healthcare Sector in the Netherlands." Social Policy and Society 16, no. 4 (July 6, 2017): 681–91. http://dx.doi.org/10.1017/s1474746417000264.

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This article examines the institutional arrangements, practices and outcomes related to the recognition of skills, knowledge and competencies (SKC) of non-EU foreign nationals in the Netherlands (commonly referred to as Third Country Nationals (TCNs)) with specific reference to the Dutch healthcare sector. Although the national infrastructure for foreign recognition of educational and professional qualifications is well-developed by international standards, the system has a number of flaws as interviews with TCNs and experts in the field reveal. TCNs often discover that their qualifications are not considered equivalent to the relevant Dutch qualifications. Given the limitations of formally recognising the educational qualifications or work experience of TCNs, Dutch policies have supported other measures, including the accreditation and recognition of prior learning (RPL). However, expert interviews show that it remains a challenge to commit education providers and employers actually to validate these learning experiences. We consider various implications for policy-making and theory from this research.

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Crawford, John C. "‘A not unedifying field for some local antiquary of the future’: new evidence on library activity and mutual improvement. The experience of the north-east of Scotland." Library and Information History 36, no. 1 (April 2020): 18–31. http://dx.doi.org/10.3366/lih.2020.0004.

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Mutual improvement, an early form of lifelong learning, was widespread among the nineteenth-century working classes and has been portrayed as a variable and relatively unstructured phenomenon. This essay challenges this view by examining the movement in north-east Scotland in the nineteenth century and its symbiotic relationship with library activity as libraries provided information to facilitate debate. The movement originated in the 1830s and flourished until the end of the century. Mutual improvement activity was fuelled by religious division and a relationship with the Liberal Party. The principal ideologue of the movement, which peaked in the 1850s, was Robert Harvie Smith, who articulated a sophisticated lifelong learning ideology supported by specific learning objectives, prioritised in order. A notable feature was the involvement of women in the movement. Most of the participants were tradesmen or small tenant farmers, and the subjects of their debates reflected their preoccupations: modern farming, religious controversy, and the ‘farm servant problem’. The movement anticipated the university extension movement by about thirty years. Because the north-east had its own university and was a self-contained learning culture, mutual improvers might proceed to university, thus anticipating modern ideas about received prior learning (RPL) and articulation. Mutual improvement activity demonstrates the continuing intellectual vitality in rural Scotland in the late nineteenth century.

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Alexander, Gregory, Michael M. van Wyk, T. Bereng, and Ivan November. "The Legitimation of Recognition of Prior Learning (RPL) As Redress Mechanism for Work Spaces in Post-Apartheid South Africa: Narrative of a Black Master Builder." Journal of Social Sciences 26, no. 2 (February 2011): 153–62. http://dx.doi.org/10.1080/09718923.2011.11892892.

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Sim, Mikyung. "A Case Study of the Liberal Arts Curriculum at a College of Lifelong Education for Adult Learners." Korean Association of General Education 16, no. 2 (April 30, 2022): 339–56. http://dx.doi.org/10.46392/kjge.2022.16.2.339.

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This study aimed to explore the operation case of the liberal arts curriculum found at ‘A’ university, a long term participating university of the ‘Lifelong Education at Universities for the Future Education Project.’ For this study, qualitative research methodology was used and the data collection for this study was conducted for five months. As a result of the study, we found that ‘A’ university, like other universities involved in this project, has been trying to establish a flexible academic system, such as a RPL (Recognition of Prior Learning Experience), on-line education, night and weekend classes, and blended education. Moreover, ‘A’ university recently made a progress in preparing a liberal arts curriculum, tailored to adult learners as it took into account the age of adult learners and the level of their basic academic ability. However, several problems were also found in the process of introducing this type of liberal arts curriculum. The first problem was the university’s top down operation with administrative practices. And The second problem involved issues pertaining to quality in the management of the liberal arts curriculum. These findings were consistent with the recent concerns raised in previous studies. The results of this study suggest that universities participating in the ‘Lifelong Education at Universities for the Future Education Project’ need to consider the gap between the ideal goals found in the project and the realistic needs of adult learners enrolled in a liberal arts curriculum.

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Lillis, Finbar, and Darryll Bravenboer. "The best practice in work-integrated pedagogy for degree apprenticeships in a post-viral future." Higher Education, Skills and Work-Based Learning 10, no. 5 (November 5, 2020): 727–39. http://dx.doi.org/10.1108/heswbl-04-2020-0071.

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PurposeThis article draws on a study of best practices in work-integrated learning (WIL) identified in the Middlesex University Degree Apprenticeships Development Fund (DADF) Project, which examined their application for four public sector degree apprenticeships (DAs). The authors suggest that WIL pedagogical practices deployed to deliver DAs can bridge traditional pedagogical and occupational divisions while building institutional resilience in a post-viral world. The paper is intended to contribute to both practitioner and policy-level discourse regarding the best practice in WIL for DAs.Design/methodology/approachA literature review of key texts was used to identify “success characteristics” in WIL “signature” pedagogies, with potential applicability for DA design and delivery. These characteristics were used to frame interrogation of best pedagogical practices, using the best practice matrix developed. Semi-structured interviews were conducted with selected expert practitioners to examine their matrix responses and to discuss the researcher's initial “read-across” analysis of best practices and possible implications for pedagogical practice in WIL for DAs across other sectors. This paper also draws on feedback from employer groups who were consulted on the project report recommendations and further feedback from a national project dissemination conference in 2018. The findings from the research project have also been re-evaluated with reference to further literature in the context of the challenges presented by coronavirus disease 2019 (COVID-19).FindingsThe findings from the study indicate that pedagogical best practices were to a significant degree transferable across professions and sectors; success characteristics in one pedagogical area (for example, mentoring/practice education) underpin success in another (recognition of prior learning [RPL] and practice-based assessment of achievement); success characteristics in WIL can also be applied and operated across professions and sectors to demonstrate how the best practice in WIL should be applied in the design of DAs more generally.Research limitations/implicationsThe original project research study focussed on WIL pedagogical practices in four specified professions across four public sectors within one institution. This approach, though limited, enabled the research study to focus on in-depth qualitative interactions with practitioners from different sectors rather than institutional differences. As a consequence, the research study was able to focus on in-depth and dynamic interrelationships in pedagogical practice from the perspective of the professions, which facilitated productive examination of similarities and differences across these professions.Originality/valueThe research study provided evidence of the potential value of a more explicit recognition of WIL practice in the higher education sector and how consistent approaches to WIL should inform programme design. This has potential to improve the quality of curriculum design and pedagogy across DA programmes and provide a valuable reference point for quality assuring this provision.

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Katz, Vikki S., Amy B. Jordan, and Katherine Ognyanova. "Digital inequality, faculty communication, and remote learning experiences during the COVID-19 pandemic: A survey of U.S. undergraduates." PLOS ONE 16, no. 2 (February 10, 2021): e0246641. http://dx.doi.org/10.1371/journal.pone.0246641.

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Aims The COVID-19 pandemic forced closure of most U.S. university campuses in March 2020, obliging millions of students to finish their semesters via remote learning. This study examines whether and how students’ prior and current experiences of digital inequality—defined as constrained access to the internet and internet-connecting devices—were associated with their remote learning experiences. Method An anonymous, online survey of 2,913 undergraduate college students from 30 U.S. universities completing their spring term remotely was conducted between April and May 2020. Hypothesis testing utilized a structural equation model with cluster-bootstrapped standard errors and p-values, to account for students being clustered by university. Results Findings revealed that students’ challenges with internet connectivity and digital devices during remote learning were associated with lower remote learning proficiency (RLP). Difficulty communicating with professors and teaching assistants was also associated with lower RLP. Prior experience with online coursework was associated with higher RLP, and digital inequality challenges during the year prior to the pandemic with lower RLP. Moreover, students who reported greater financial hardship since the start of the pandemic experienced significantly more connectivity, device, and faculty communication challenges during remote learning, and had significantly lower RLP. Conclusions Many students will continue to learn remotely in some form until the pandemic recedes. We identify key factors associated with students’ remote learning proficiency: (1) consistent, high-speed internet connectivity and functioning devices to connect to it, and (2) the ability to relate to and communicate easily with professors and teaching assistants. This study identifies potential barriers to effective remote learning, as well as possible opportunities to improve students’ experiences.

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Zhao, Zelin, Chuang Gan, Jiajun Wu, Xiaoxiao Guo, and Joshua B. Tenenbaum. "Augmenting Policy Learning with Routines Discovered from a Single Demonstration." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 12 (May 18, 2021): 11024–32. http://dx.doi.org/10.1609/aaai.v35i12.17316.

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Humans can abstract prior knowledge from very little data and use it to boost skill learning. In this paper, we propose routine-augmented policy learning (RAPL), which discovers routines composed of primitive actions from a single demonstration and uses discovered routines to augment policy learning. To discover routines from the demonstration, we first abstract routine candidates by identifying grammar over the demonstrated action trajectory. Then, the best routines measured by length and frequency are selected to form a routine library. We propose to learn policy simultaneously at primitive-level and routine-level with discovered routines, leveraging the temporal structure of routines. Our approach enables imitating expert behavior at multiple temporal scales for imitation learning and promotes reinforcement learning exploration. Extensive experiments on Atari games demonstrate that RAPL improves the state-of-the-art imitation learning method SQIL and reinforcement learning method A2C. Further, we show that discovered routines can generalize to unseen levels and difficulties on the CoinRun benchmark.

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Dernova, Maiya. "Experiential Learning Theory As One Of The Foundations Of Adult Learning Practice Worldwide." Comparative Professional Pedagogy 5, no. 2 (June 1, 2015): 52–57. http://dx.doi.org/10.1515/rpp-2015-0040.

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AbstractThe paper presents the analysis of existing theory, assumptions, and models of adult experiential learning.The experiential learning is a learning based on a learning cycle guided by the dual dialectics of action-reflection and experience-abstraction. It defines learning as a process of knowledge creation through experience transformation, so knowledge becomes the result of experience understanding and transformation. Experience understanding is information taking, and experience transformation is information and action based on this information interpreting. The experiential learning is a cycle and requires a learner’s focus, his reflection on the experience, generalizations development, and generalizations verification.In the center of experiential learning models is a learning process, but the subject matter is also important. So educators characterize experiential learning from two aspects. The first group of researchers focuses on the process of learning from experience; the second one focuses on the context of the experiential learning. This learning is designed to engage students in direct experiences tied to real-world problems and situations. In this learning the instructor facilitates and does not direct student progress. Another benefit of experiential learning is a strong motivation to learn, which is provided with students engagement in learning experiences and feedback. The experiential learning makes possible for students to face unknown situations and problems in a real-world context. To make the decision, students need to analyze what they know, what they do not know, and how to learn it. This motivates students to reflect on their existing knowledge and make it deeper through reflection; transfer their prior learning experience to new context; acquire new ideas, principles, and skills; improve communication skills since they help students to become self-directed life-long learners.

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Mukan, Nataliya, Olena Barabash, and Maria Busko. "The Analysis Of Adult Immigrants’ Learning System In Canada." Comparative Professional Pedagogy 5, no. 2 (June 1, 2015): 20–24. http://dx.doi.org/10.1515/rpp-2015-0035.

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AbstractIn the article the problem of adult immigrants’ learning in Canada has been studied. The main objectives of the article are defined as: analysis of scientific and pedagogical literature which highlights different aspects of the research problem; analysis of the adult immigrants’ learning system in Canada; and the perspectives for creative implementation of Canadian experience in Ukraine.Adult education and learning throughout the world have been studied by foreign and domestic scientists: fundamentals of lifelong education (O. Martirosyan), theory and practice of adult education (V. Horshkova); peculiarities of adult learning (L. Mazurenko); andragogical (M. Knowles), structural and functional, systemic approaches (N. Alboim); personality-oriented (S. Lisova); axiological (T. Brazhe) approaches; psychological, pedagogical, andragogical, sociological researches of adult education (T. Kuchay, L. Tymchuk) etc. Adult education in Canada has been studied by M. Borysova, N. Mukan, O. Ohiyenko, but the learning system of adult immigrants has not been studied yet. Among research methods we have used comparative and logical methods, induction and deduction, content analysis, prognostic method etc. The following research results have been presented: the adult immigrants’ learning has been described as a system which consists of such components as the aim and objectives, fields of study, functions, principles, legal framework, environment and stages of learning, content and operational components, monitoring and assessment. Among the perspectives of further research we can define the analysis of Canadian “Prior Learning Assessment and Recognition” system.

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Marín, Victoria I. "Using concept maps to structure a small-scale literature review: an approach to research-based learning in pre-service teacher education." Research in Education and Learning Innovation Archives, no. 27 (July 15, 2021): 1. http://dx.doi.org/10.7203/realia.27.20492.

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Research-based learning (RBL) is a useful tool for combining theory and practice in teacher education. However, pre-service teachers struggle with the idea of teacher as researcher. One popular (meta)methodology considered in educational research (and that is well suited to school research) is design-based research (DBR). Incorporating this approach into RBL as a method for developing teaching innovation in schools could be one way to include RBL in teacher education and place pre-service teachers in the position of teacher as researcher. This study explores the potential of using digital concept maps to support the conceptualization phase (during the literature review) of an RBL process based on DBR in a pre-service teacher-education course prior to the design of a teaching innovation strategy for schools. Quantitative and qualitative data were obtained from a questionnaire administered to pre-service teachers and from the semantic evaluation of the concept maps of these teachers. Our results show an overall consensus among pre-service teachers that concept maps are useful for structuring small-scale literature reviews. Pre-service teachers also believe there is a strong possibility that they will use concept maps when they become teachers. We use our findings to make recommendations for university lecturers to use digital concept maps to design RBL activities based on literature reviews and with emphasis on teacher education.

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Trifilo, Matthew J., Manuel Sanchez-Alavez, Laura Solforosi, Joie Bernard-Trifilo, Stefan Kunz, Dorian McGavern, and Michael B. A. Oldstone. "Scrapie-Induced Defects in Learning and Memory of Transgenic Mice Expressing Anchorless Prion Protein Are Associated with Alterations in the Gamma Aminobutyric Acid-Ergic Pathway." Journal of Virology 82, no. 20 (July 30, 2008): 9890–99. http://dx.doi.org/10.1128/jvi.00486-08.

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ABSTRACT After infection with RML murine scrapie agent, transgenic (tg) mice expressing prion protein (PrP) without its glycophosphatidylinositol (GPI) membrane anchor (GPI−/− PrP tg mice) continue to make abundant amounts of the abnormally folded disease-associated PrPres but have a normal life span. In contrast, all age-, sex-, and genetically matched mice with a GPI-anchored PrP become moribund and die due to a chronic progressive neurodegenerative disease by 160 days after RML scrapie agent infection. We report here that infected GPI−/− PrP tg mice, although free from progressive neurodegenerative disease of the cerebellum and extrapyramidal and pyramidal systems, nevertheless suffer defects in learning and memory, long-term potentiation, and neuronal excitability. Such dysfunction increases over time and is associated with an increase in gamma aminobutyric acid (GABA) inhibition but not loss of excitatory glutamate/N-methyl-d-aspartic acid. Enhanced deposition of abnormally folded infectious PrP (PrPsc or PrPres) in the central nervous system (CNS) localizes with GABAA receptors. This occurs with minimal evidence of CNS spongiosis or apoptosis of neurons. The use of monoclonal antibodies reveals an association of PrPres with GABAA receptors. Thus, the clinical defects of learning and memory loss in vivo in GPI−/− PrP tg mice infected with scrapie agent may likely involve the GABAergic pathway.

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O'Mahony, Alison, Jacob Raber, Mauricio Montano, Erik Foehr, Victor Han, Shao-ming Lu, Hakju Kwon, Anthony LeFevour, Shikha Chakraborty-Sett, and Warner C. Greene. "NF-κB/Rel Regulates Inhibitory and Excitatory Neuronal Function and Synaptic Plasticity." Molecular and Cellular Biology 26, no. 19 (October 1, 2006): 7283–98. http://dx.doi.org/10.1128/mcb.00510-06.

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ABSTRACT Changes in synaptic plasticity required for memory formation are dynamically regulated through opposing excitatory and inhibitory neurotransmissions. To explore the potential contribution of NF-κB/Rel to these processes, we generated transgenic mice conditionally expressing a potent NF-κB/Rel inhibitor termed IκBα superrepressor (IκBα-SR). Using the prion promoter-enhancer, IκBα-SR is robustly expressed in inhibitory GABAergic interneurons and, at lower levels, in excitatory neurons but not in glia. This neuronal pattern of IκBα-SR expression leads to decreased expression of glutamate decarboxylase 65 (GAD65), the enzyme required for synthesis of the major inhibitory neurotransmitter, γ-aminobutyric acid (GABA) in GABAergic interneurons. IκBα-SR expression also results in diminished basal GluR1 levels and impaired synaptic strength (input/output function), both of which are fully restored following activity-based task learning. Consistent with diminished GAD65-derived inhibitory tone and enhanced excitatory firing, IκBα-SR+ mice exhibit increased late-phase long-term potentiation, hyperactivity, seizures, increased exploratory activity, and enhanced spatial learning and memory. IκBα-SR+ neurons also express higher levels of the activity-regulated, cytoskeleton-associated (Arc) protein, consistent with neuronal hyperexcitability. These findings suggest that NF-κB/Rel transcription factors act as pivotal regulators of activity-dependent inhibitory and excitatory neuronal function regulating synaptic plasticity and memory.

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Wang, Jingkun, Xiaofang Chen, Ziqing Deng, Hongliang Zhang, and Jing Zeng. "Distributed Robust Dictionary Pair Learning and Its Application to Aluminum Electrolysis Industrial Process." Processes 10, no. 9 (September 14, 2022): 1850. http://dx.doi.org/10.3390/pr10091850.

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In modern industrial systems, high-dimensional process data provide rich information for process monitoring. To make full use of local information of industrial process, a distributed robust dictionary pair learning (DRDPL) is proposed for refined process monitoring. Firstly, the global system is divided into several sub-blocks based on the reliable prior knowledge of industrial processes, which achieves dimensionality reduction and reduces process complexity. Secondly, a robust dictionary pair learning (RDPL) method is developed to build a local monitoring model for each sub-block. The sparse constraint with l2,1 norm is added to the analytical dictionary, and a low rank constraint is applied to the synthetical dictionary, so as to obtain robust dictionary pairs. Then, Bayesian inference method is introduced to fuse local monitoring information to global anomaly detection, and the block contribution index and variable contribution index are used to realize anomaly isolation. Finally, the effectiveness of the proposed method is verified by a numerical simulation experiment and Tennessee Eastman benchmark tests, and the proposed method is then successfully applied to a real-world aluminum electrolysis process.

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Feltsan, Inna. "Development of Adult Education in Europe and in the Context of Knowles′ Study." Comparative Professional Pedagogy 7, no. 2 (June 27, 2017): 69–75. http://dx.doi.org/10.1515/rpp-2017-0025.

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Abstract The presented article touches upon the idea of adult education history in Europe. It highlights the main programmes and events, which were a great contribution to the development of lifelong learning. At ancient times, adult students considered to be the prominent audience at philosophical lectures of immortal minds. After the period of industrialization and social equality, primary and secondary education became the priority topics of governmental policies. Only after WWII there appeared a need for reviewing or upgrading the already existed knowledge, nothing to say about the late 2000s with the immigration realia and population aging, adult learning takes over the prior importance in Europe. Malcolm S. Knowles was one of the scholars who had been investigating the domain in the mid 1960s and created the theoretical background for further researches. His attitude and vision of adult education process were the predictors of a new adragogical age in Europe, where student took a new central role in the education process, was encouraged to hold responsibility for the most suitable methods, that would match up with their goals, possibilities, intentions and timing. In modern society, there exists an urgent need for changes in the approaches to teaching adults, for individual work that is more appropriate for age and ensures usage of personal experience. The maturity dimension scheme presented by M. Knowles brings understanding of adult psychological inclinations, behaviour and goals that might help an andragogue to decide on methods chosen for achieving educational results. Clear determination of notions should explain and help to avoid misunderstandings on “whom should we consider an adult?” Historical approach will help to create a complex adult education development picture and motivate a researcher for further investigations.

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Journal articles on the topic 'Prior Learning (RPL)'

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