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    Australian universities' RPL policies and practices: What knowledge counts?

    Access Status
    Fulltext not available
    Authors
    Pitman, Tim
    Vidovich, L.
    Date
    2016
    Type
    Book Chapter
    
    Metadata
    Show full item record
    Source Title
    Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies
    DOI
    10.4018/978-1-4666-8856-8.ch002
    ISBN
    1466688564
    9781466688568
    Faculty
    Faculty of Humanities
    School
    Humanities Research and Graduate Studies
    URI
    http://hdl.handle.net/20.500.11937/81658
    Collection
    • Curtin Research Publications
    Abstract

    © 2016, IGI Global. All rights reserved. This chapter explores the difficulties surrounding the credentialing of open learning through an analysis of policies and practices relating to recognition of prior learning (RPL) in the Australian higher education sector. Here, credentialing encompasses both RPL for credit, where we ask to what extent there is a hierarchy of value placed on prior learning; and RPL for access where the notion of 'meritocracy' is foregrounded. The main argument is that, in the context of the Australian higher education sector, and possibly well beyond, RPL is more likely to be operationalised for strategic reasons relating to competitive university positioning within the sector, than for pedagogic motivations. As a result, equity considerations-especially for the most disadvantaged students-are further marginalised. It is one thing to develop processes through which open learning facilitates the production of knowledge, but another for this knowledge to be recognised by the Academy.

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