• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Conference outputs
    • View Item
    • Home
    • Griffith Research Online
    • Conference outputs
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Recognition of prior learning: Why is it so difficult to accredit learning that has occurred outside the academy towards the award of a qualification? A report from Australia

    Author(s)
    Wheelahan, Leesa
    Miller, Peter
    Newton, Diane
    Griffith University Author(s)
    Wheelahan, Leesa M.
    Year published
    2003
    Metadata
    Show full item record
    Abstract
    One of the key drivers for RPL is its perceived capacity to act as a mechanism for social inclusion within the context of lifelong learning policy frameworks that seek to "encourage formal learning, to promote links between it and informal learning and to improve opportunities for people to use their informal learning to gain recognised qualifications" (Young, 2001: 4). However, it has not acted as a mechanism for social inclusion in Australia or internationally. This paper seeks to answer the question: why is it so difficult to accredit learning that has occurred outside formal education and training towards the award of a ...
    View more >
    One of the key drivers for RPL is its perceived capacity to act as a mechanism for social inclusion within the context of lifelong learning policy frameworks that seek to "encourage formal learning, to promote links between it and informal learning and to improve opportunities for people to use their informal learning to gain recognised qualifications" (Young, 2001: 4). However, it has not acted as a mechanism for social inclusion in Australia or internationally. This paper seeks to answer the question: why is it so difficult to accredit learning that has occurred outside formal education and training towards the award of a qualification, particularly for people from disadvantaged backgrounds? The paper draws on research that the authors were commissioned to undertake in 2002 for the Australian Qualifications Framework Advisory Board. In this paper we consider two factors that inhibit the extent to which RPL is implemented: the focus on RPL as an outcome, with insufficient attention paid to RPL as a process; and, the extent to which RPL is mediated by, and mediates, exclusionary processes in formal education and training. Formal education and training is contextualised by the discourse of lifelong learning, which can increase opportunities on the one hand, but on the other, can act to "increase tendencies towards greater inequality, and [which] may [help to] entrench existing ones" (Field, 2002: 104).
    View less >
    Conference Title
    Experiential, Community, Workbased: Researching Learning Outside the Academy
    Publisher URI
    http://crll.gcal.ac.uk/
    Publication URI
    http://hdl.handle.net/10072/32419
    Collection
    • Conference outputs

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander