National policy and the implementation of recognition of prior learning in a Swedish municipality

Andersson, Per

doi:10.1080/02680930802209727

Cited by 12 publications

(10 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The concept of prior learning assessment (PLA) was introduced in the USA during the late 1960s and early 1970s to broaden access to higher education (Fejes and Andersson 2009), while the concept APEL (Accreditation of prior experiential learning) was adopted in the UK. In Sweden, RPL became known as Validation ('Validering' in Swedish) in 1996 (Andersson 2008). Validation was developed as a part of the reconstruction of adult education in Sweden following the national adult education initiative, carried out between 1997 and 2002 (Andersson 2008).…”

Section: Recognition Of Prior Learningmentioning

confidence: 99%

“…In Sweden, RPL became known as Validation ('Validering' in Swedish) in 1996 (Andersson 2008). Validation was developed as a part of the reconstruction of adult education in Sweden following the national adult education initiative, carried out between 1997 and 2002 (Andersson 2008). An initial imperative, here as in other countries (e.g.…”

Section: Recognition Of Prior Learningmentioning

confidence: 99%

See 1 more Smart Citation

Recognising Health Care Assistants’ Prior Learning Through a Caring Ideology

Sandberg

2010

Vocations and Learning

View full text Add to dashboard Cite

This article critically appraises a process of recognising prior learning (RPL) using analytical tools from Habermas' theory of communicative action. The RPL process is part of an in-service training program for health care assistants where the goal is to become a licensed practical nurse. Data about the RPL process were collected using interviews and observations. Through appraising RPL as a social practice, it is held that the process progresses through a 'caring ideology'. The caring ideology is the foundation that makes it possible to build up health care assistants' trust in teachers' authority. In this process, the teachers, by means of strategic actions, become the possessors of (the validity claim) truth. From this starting point, the assistants' prior experiences are strategically acknowledged in two ways: by affective comments 'recognising' their identity/personality and by generating a grade in the courses for which their prior learning is being accredited. The findings show that the lifeworld of these workers is assimilated and colonised through the RPL process and important issues such as power, gender and class are not accounted for. These matters should not be left out in research on caring practices performed by women from low socio-economic groups. These issues must be included if RPL processes are not merely assumed to systematically and uncritically reproduce an existing normative discourse. Based on the RPL practice analysed here, it is proposed that a more reflexive, emancipatory and communicative RPL process could play a central role in the development and enlightenment of health care assistants.

show abstract

Section: Recognition Of Prior Learningmentioning

confidence: 99%

Section: Recognition Of Prior Learningmentioning

confidence: 99%

Recognising Health Care Assistants’ Prior Learning Through a Caring Ideology

Sandberg

2010

Vocations and Learning

View full text Add to dashboard Cite

show abstract

“…Sweden lacks a National Vocational Qualification framework (NVQ), which distinguishes it from other countries, such as the UK. In Sweden, RPL became known as Validation in 1996 (Andersson, ) and was closely linked to developmental processes in adult education and learning. Between 1997 and 2002, a major reconstruction of adult education in Sweden developed, when the national adult education initiative was implemented.…”

Section: Introductionmentioning

confidence: 99%

A reconstructive analysis of the potential for critical learning and change in recognition of prior learning: a Habermasian analysis

Sandberg

2013

British Educational Res J

View full text Add to dashboard Cite

This paper analyses a recognition of prior learning (RPL) placement process where health care assistants' prior learning is recognised through dialogue with and observation by tutors. This process is part of a procedure that uses RPL for accreditation through the administration of an in-service training program in the health care sector. The aim of the reconstructive analysis in this paper is to examine the potential for critical learning and change in the RPL placement process by analysing this procedure using Habermas's theory of communicative action. Although prior research has justifiably been critical of the use of RPL for accreditation, these critiques are not always helpful. Rather than simply rejecting this form of RPL, this paper argues for a balance between the social environment (i.e., lifeworld) in the workplace and the education system. Viewed and analysed from the angle of communicative action, the paper argues that when RPL for accreditation is founded within worthwhile learning experiences and conducted through mutual understanding, critical learning and change can be achieved. RPL for accreditation can then be something more than a process of instrumental assessment.

show abstract

“…One of this positions championed by authors such as Andersson (Anderson & Fejes, 2005;Andersson & Osman, 2008;Andersson, 2008) sees RPL as a technique for governing and fabricating the adult subject that nowadays is focused on evaluating the subject' s experience through the concept of competence (Anderson & Fejes, 2005). Therefore, the adult is constructed by the means of the experiences that have to be evaluated (Andersson & Osman, 2008).…”

Section: Rpl Professional Certificates and Social Justicementioning

confidence: 99%

“…Therefore, the adult is constructed by the means of the experiences that have to be evaluated (Andersson & Osman, 2008). At a systemic level, adult education is governed and organised following the "salvation narrative" of the RPL (Andersson, 2008). Another approach is that of Sandberg (2012), who applies the theory of communicative action of Habermas to RPL, and he argues that 'RPL process could probably be enhanced if it focused on mutual understanding between teacher and student' (Sandberg, 2012, p. 366), where the student does not understand the process of transformation from experience to credits and do not know how to present it.…”

Section: Rpl Professional Certificates and Social Justicementioning

confidence: 99%