Some lessons for practice from the international VPL research and scholarly literature
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Transcript of Some lessons for practice from the international VPL research and scholarly literature
Some lessons for practice from the international
VPL research and scholarly literature
Dr Judy HarrisThompson Rivers University
Companion volumes
Geographical boundariesTheoretical orientations
Prior Learning International Research Centre (PLIRC) http://www.tru.ca/distance/plar-ol/plirc.html
Aim of the Handbook
To encourage new RPL practices to build on the existing research base rather than reinvent the wheel
As RPL practices develop and change around the world, there is a need to keep sight of research that has taken place over the last few decades, as well as to capture new research and new scholarly activity
What do we mean by ‘research’ and ‘practice’
• RESEARCH: systematic empirical research and non-empirical scholarly literature
• PRACTICE: research, policy and actual practice
‘Research into practice’: what does this mean?
PracticeResearch
INSPIRES illuminatesSUPPORTS INVESTIGATESEXPLORES CATALYSES
INFLUENCES INFORMS IMPACTS REDEFINESCHALLENGESCONFIRMS
REFUTES STIMULATES
Organised by themes or sub-fields: literature reviewed, analysed, synthesised – and directed towardsimplications for practice
Overview chapters (2) Policy-oriented chapters (2) Issues-based chapters (7) Context-based chapters (4)
Overview chapters
Researching the Recognition of Prior Learning: The emergence of a field (Christine Wihak)
Advances in Theorising RPL (Judy Harris)
Policy-oriented chapters Lifelong Learning Policy and RPL in the
Learning Society (Ruud Duvekot)
RPL, Labour Markets and National Qualifications Framework (Patrick Werquin)
Issues-based chapters RPL and Workforce Development (Ros Cameron) Treading a Fine Line: Expectations and ambivalences in
trade union engagement with RPL (Linda Cooper) RPL and Social Justice in Higher Education (Angie Wong) Quality in Prior Learning Assessment and Recognition
(Joy van Kleef) Trends and Issues in the Professional Development of
RPL Practitioners (Nan Travers and Judy Harris) Exploring the Learner Experience of RPL (Helen Pokorny
and Ruth Whittaker) Technology and RPL (Ros Cameron, Nan Travers and
Christine Wihak)
Context-based chapters RPL in Higher Education: Past, present
and potential (Dianne Conrad) RPL in Further and Vocational
Education and Training (Per Andersson) Life after PLAR: The post-assessment
success of candidates (Joy Van Kleef) Prior Learning Assessment for
Immigrants in Regulated Professions (Leah Moss)
So what have we got inthis book?
Compendium of research and scholarly literature, organised thematically, in one text
Extension of that literature in terms of its implications for ‘practice’
Resource for academic researchers, postgraduate students, policymakers and practitioners interested in researching and developing RPL
Resource for practitioner training Huge reference lists: references, abstracts and some
full-texts will be entered into the PLIRC database A useful and timely resources as RPL continues to
develop around the world
How does this tie into the theme of the biennale?
There will be no social and economic ‘promise’ unless we heed lessons from the past
Research and practice need to work together to address this ‘promise’ – and as a ‘prerequisite’ for ‘systematic knowledge production’
‘The professional development of RPL requires both experiential learning and research-based learning and knowledge’
Encourage research and researchers!!!
Other PLIRC-related resources
PLIRC database: http://ideasketch.tru.ca/
Knowledge exchange via online journal Prior Learning Assessment: Inside out PLAIO: http://www.plaio.org/index.php/home
THANK YOU