The paradox of utilitarian recognition of prior learning. The cases of Portugal and Slovenia.

Autor/inn/en	Guimarães, Paula; Mikulec, Borut
Titel	The paradox of utilitarian recognition of prior learning. The cases of Portugal and Slovenia.
Quelle	In: European journal for Research on the Education and Learning of Adults, 12 (2021) 1, S. 109-122Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.3384/rela.2000-7426.ojs1479
URN	urn:nbn:de:0111-pedocs-219667
Schlagwörter	Bildungspolitik; Vorbildung; Qualifikation; Erwachsenenbildung; Internationaler Vergleich; Anerkennung; Europäische Union; Portugal; Slowenien
Abstract	In this article, we examine the vertical influence of the European Union (EU) policy on recognition of prior learning (RPL) in one Southern European country (Portugal) and in a Central European one (Slovenia). We stress the influence of the EU policy on adult education (AE) policies and the development of RPL granting professional qualification. Although not widely acknowledged in adult education theoretical discussions, we use the RPL models introduced by Judy Harris to debate the main aims of core official RPL national policy documents from 2000 to 2018 using documentary analysis. Comparative analysis of the two countries is made, and similarities and differences between the RPL provisions are debated. Our findings indicate the relevance of the utilitarian approach to RPL within national policies. Furthermore, these findings allow us to question why employers give little attention to adult learners' qualification acquired through RPL. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/3