Potentials and Pitfalls in a Partnership Approach to Recognition of Prior Learning

Autor/in	Klindt, Mads Peter
Titel	Potentials and Pitfalls in a Partnership Approach to Recognition of Prior Learning
Quelle	In: International Journal of Lifelong Education, 40 (2021) 1, S.91-104 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2021.1882595
Schlagwörter	Prior Learning; Recognition (Achievement); Transformative Learning; Employers; Unions; Institutional Cooperation; Foreign Countries; Employment Services; Disadvantaged; Unemployment; Scandinavia; Denmark + Suchen Sie Ihr Suchwort? Vorkenntnisse; Soziale Anerkennung; Pädagogische Transformation; Institute; Co-operation; Cooperation; Institut; Kooperation; Ausland; Employment service; Arbeitsvermittlung; Arbeitslosigkeit; Skandinavien; Dänemark
Abstract	This article analyses a partnership approach to 'recognition of prior learning' (RPL), testing its ability to facilitate reflective discourse and identity transformation among disadvantaged workers with negative learner identities. Hitherto, the transformative dimension of RPL has mainly been analysed within the context of educational institutions. Combining the theory of transformative learning with insights from the new public governance literature, we suggest that a partnership including the public employment service, employers, and unions as well has several advantages due to additional resources and a stronger embeddedness in the labour market. The claim is tested by means of an embedded case study of a Scandinavian RPL project called 'Yggdrasil'. The Danish part of Yggdrasil applied three different partnership setups with varying compositions of staff from the collaborating organisations. The data consisted of observations of the RPL process within each setup, including a series of interviews with the Yggdrasil partners. We found that staff from unions, labour market authorities, and employers provided perspectives to the RPL process that can help workers identify themselves as having acquired competencies throughout their working lives. However, the presence of the latter two also creates an asymmetrical power relationship that can be counter-productive to the transformative dimension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01