The Significance of the Learner Profile in Recognition of Prior Learning

Autor/inn/en	Snyman, Marici; van den Berg, Geesje
Titel	The Significance of the Learner Profile in Recognition of Prior Learning
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 68 (2018) 1, S.24-40 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713617731809
Schlagwörter	Prior Learning; Recognition (Achievement); Profiles; Qualitative Research; Personal Narratives; Individual Characteristics; Educational Environment; Skills; Individual Development; Adult Learning; Learning Theories; Higher Education; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Vorkenntnisse; Soziale Anerkennung; Charakterisierung; Profilanalyse; Qualitative Forschung; Erlebniserzählung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Skill; Fertigkeit; Individuelle Entwicklung; Adulte education; Adult training; Erwachsenenbildung; Learning theory; Lerntheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Recognition of prior learning (RPL) is based on the principle that valuable learning, worthy of recognition, takes place outside formal education. In the context of higher education, legislation provides an enabling framework for the implementation of RPL. However, RPL will only gain its rightful position if it can ensure the RPL candidates' success. Hence, the purpose of this study is to describe the significance of the learner profile of candidates. In this study, empirical research was conducted, which entailed the analysis of RPL candidates' life stories as narratives. The findings illuminated specific characteristics of RPL candidates in terms of personal attributes, learning contexts, knowledge, and skills gained through a process of personal development. The conclusion is that this calls for an RPL approach that explicitly considers the significance of the profile at learner, practitioner, and institutional level. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01