|Title||Recognition of Prior Learning (RPL) as pedagogical pragmatism|
|Authors||Pokorny, H., Fox, S. and Griffiths, D.|
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.
|Keywords||Recognition of Prior Learning, part-time, mature learners, professional artistry, specialised practice|
|Journal||Widening Participation and Lifelong Learning|
|Journal citation||19 (3), pp. 18-30|
|Digital Object Identifier (DOI)||doi:10.5456/WPLL.19.3.18|
|Published||01 Nov 2017|