The Recognition of Prior Learning Power, Pedagogy and Possibility
Conceptual and Implementation Guides
2000
HSRC Press (Verlag)
978-0-7969-1965-6 (ISBN)
HSRC Press (Verlag)
978-0-7969-1965-6 (ISBN)
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A guide for academics, planners, policy-makers and practitioners who deal with the Recognition of Prior Learning (RPL). It presents the theoretical perspectives developed to illuminate the complex relationships between context and RPL practice.
RPL: Power, Pedagogy and Possibility is a useful guide for academics, planners, policy-makers and practitioners who deal with the Recognition of Prior Learning (RPL). Its theme of 'knowledgeable practice' marks a departure from much international literature in that it understands RPL as a social practice situated in context, rather than as a set of neutral technical procedures. The conceptual guide presents the theoretical perspectives developed to illuminate the complex relationships between context and RPL practice. These are put to work in three distinctive international contexts chosen to draw out epistemological and pedagogical issues and possibilities. These analyses provide the basis for an understanding of what is and a consideration of what could be. The implementation guide is structured around questions often asked by those interested in implementing RPL for the first time. The focus is practical, on researching and analysing particular institutional and curricular contexts to provide a local picture of what is, what could be and why. On that basis, the detail of how to implement an RPL procedure is also addressed.
RPL: Power, Pedagogy and Possibility is a useful guide for academics, planners, policy-makers and practitioners who deal with the Recognition of Prior Learning (RPL). Its theme of 'knowledgeable practice' marks a departure from much international literature in that it understands RPL as a social practice situated in context, rather than as a set of neutral technical procedures. The conceptual guide presents the theoretical perspectives developed to illuminate the complex relationships between context and RPL practice. These are put to work in three distinctive international contexts chosen to draw out epistemological and pedagogical issues and possibilities. These analyses provide the basis for an understanding of what is and a consideration of what could be. The implementation guide is structured around questions often asked by those interested in implementing RPL for the first time. The focus is practical, on researching and analysing particular institutional and curricular contexts to provide a local picture of what is, what could be and why. On that basis, the detail of how to implement an RPL procedure is also addressed.
Judy Harris Helm assists schools and early childhood programs through her consulting and training company, Best Practices, Inc. Amanda Helm is an assistant professor of marketing at the University of Wisconsin-Whitewater.
| Erscheint lt. Verlag | 31.12.2000 |
|---|---|
| Zusatzinfo | illustrations |
| Verlagsort | Cape Town |
| Sprache | englisch |
| Maße | 184 x 249 mm |
| Gewicht | 349 g |
| Themenwelt | Betriebswirtschaft / Management ► Spezielle Betriebswirtschaftslehre ► Bankbetriebslehre |
| ISBN-10 | 0-7969-1965-8 / 0796919658 |
| ISBN-13 | 978-0-7969-1965-6 / 9780796919656 |
| Zustand | Neuware |
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