Literaturnachweis - Detailanzeige
| Autor/in | Osman, Ruksana |
|---|---|
| Titel | Access, Equity and Justice: Three Perspectives on Recognition of Prior Learning (RPL) in Higher Education |
| Quelle | In: Perspectives in Education, 22 (2004) 4, S.139-146 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0258-2236 |
| Schlagwörter | Prior Learning; Human Capital; Constructivism (Learning); Higher Education; Equal Education; Justice; Access to Education |
| Abstract | This article outlines three theoretical perspectives that have emerged in the literature on RPL and that are useful in understanding the complexities around prior learning, the human capital perspective, the liberal humanist perspective and the social constructivist perspective. Although each approach has its own blind spots and its own critics, it is argued that conversations between and within these perspectives are valuable for educators who in the final analysis are the ones who have to design and implement RPL practices that are educationally defensible and socially just. (Author). |
| Anmerkungen | University of Pretoria, Pretoria 0002, South Africa. Tel: +27 (0)12 420 4732; Fax: +27 (0)12 362 5122; e-mail: perspect@postino.up.ac.za. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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