Accreditation orvalidationof prior experiential learning: knowledge andsavoirsin France—a different perspective?1

Recognition of prior learning as a technique for fabricating the adult learner: a genealogical analysis on Swedish adult education policy

“…Recent initiatives have been taken in recognition/validation of prior vocational learning in Sweden, which place the focus on the influence of the school tradition of grading, and the important role of the Swedish language in assessing competence (Andersson et al 2004). The French history of validation seems to include a broader and more holistic approach than the British tradition, which also leads to a discussion about the universalistic claim of a somewhat Western individualistic approach (Pouget and Osborne 2004). This is related to the argument in favour of a more radical perspective in experiential learning and RPL, where situatedness and the collective dimension are taken seriously and knowledge is valued on its own premises (Michelson 1996(Michelson , 1997.…”

“…Pouget and Osborne (2004) have done this extensively in relation to validation. We will, instead, like Edwards and Usher (1994), 'foreground its significance as a key component of a powerknowledge formation, a set of discursive and material practices, which regulate and "form" adults through a process of self-regulation'.…”

Recognition of Prior Learning as a Practice for Differential Inclusion and Exclusion of Immigrants in Sweden

“…According to Pouget and Osborne (2004) Validation (recognition of prior learning) in South Africa is, compared to both the UK and France, conceived of or construed as a practice that could contribute to social inclusion of historically marginalized groups, but this is a practice that has been discussed and questioned by Michelson (1997), and Harris (1999). There is an argument in favor of a more radical RPL as a practice for inclusion/exclusion of immigrants 9 perspective on experiential learning and validation, where the situatedness and the collective dimension of learning and knowledge are taken seriously, and knowledge is valued on its own terms (see Michelson, 1996Michelson, , 1997.…”

Indigenous Knowledges, Graduate Attributes and Recognition of Prior Learning for Advanced Standing: Tensions Within the Academy

“…RPLAS should be both a bridge (de Graaff 2014) and a development tool (Armsby 2013) that spans the workplace and the academy and provides an opportunity for self-development and space for knowledge claims. Although RPLAS remains a challenge to institutions to recognise the diversity of people's opportunities for learning (Pouget and Osborne 2004), Pitman (2011, p. 237) contends that 'RPL policies are evidence that informal learning is not only accepted, but attains the same status, or rank, as learning achieved in a more traditional, formal environment.' RPLAS should widen access to education through validating informal and non-formal learning (Pitman and Vidovich 2013).…”