Recognition of Prior Learning (RPL) as pedagogical pragmatism. (15th November 2017)

• Record Type: Journal Article
• Authors: Pokorny, Helen; Fox, Stephen; Griffiths, Dave
• Is Part Of: Widening participation and lifelong learning. Volume 19:Number 3(2017)
• Page Start: 18
• Page End: 30
• Publication Date: 2017-11-15
• Subjects: Adult education -- Great Britain -- Periodicals; Adult education -- Periodicals; Continuing education -- Great Britain -- Periodicals; Continuing education -- Periodicals; 374.005
• DOI: 10.5456/WPLL.19.3.18
• Languages: English
• ISSNs: 1466-6529

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 underrepresented 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.