Recognition of Prior Learning (RPL) as pedagogical pragmatism

Pokorny, H., Fox, S. and Griffiths, D. 2017. Recognition of Prior Learning (RPL) as pedagogical pragmatism. Widening Participation and Lifelong Learning. 19 (3), pp. 18-30. doi:10.5456/WPLL.19.3.18

TitleRecognition of Prior Learning (RPL) as pedagogical pragmatism
AuthorsPokorny, H., Fox, S. and Griffiths, D.
Abstract

This case study is located within a joint venture between a University and a College of Further Education, with an explicit mission to bring into Higher Education under-represented groups, including mature learners and to promote part-time education. Our case study provides a review and evaluation of the successful development of an undergraduate programme in leadership and professional development for experienced learners, two-thirds of which is awarded through the Recognition of Prior Learning (RPL). The case study demonstrates how the research-informed RPL design has enabled the recognition of prior learning in a way that is both true to the students’ experience and works within the parameters of quality assurance frameworks. The term used is pedagogical pragmatism i.e. a process that rests on particular combinations of both technical rationality (e.g adherence to a Learning Outcome focused output which is static and a "given") and professional artistry (differential judgements made about the efficacy of approaches to RPL). The practices are contextual, however we would argue that sharing the conditions that underpin RPL as a specialised pedagogic practice is an important part of moving this agenda forward in the sector.

KeywordsRecognition of Prior Learning, part-time, mature learners, professional artistry, specialised practice
JournalWidening Participation and Lifelong Learning
Journal citation19 (3), pp. 18-30
ISSN1466-6529
Year2017
PublisherOpen University
Digital Object Identifier (DOI)doi:10.5456/WPLL.19.3.18
Publication dates
Published01 Nov 2017

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