Exploring the transformative potential of recognition of prior informal learning for learners: a case study in Scotland


Permanent URL for this page: http://hdl.voced.edu.au/10707/418665.

Author: Brown, Julie


This article presents an overview of the findings of a recently completed study exploring the potentially transformative impact upon learners of recognition of prior informal learning (RPL). The specific transformative dimension being reported is learner identity. In addition to providing a starting point for an evidence base within Scotland, the research findings have the potential to enhance future development within the recognition of prior informal learning area, in particular in higher education institutions (HEIs) and across the sector. A qualitative case study using a...  [+] Show more

Subjects: Pathways; Students; Higher education; Research; Teaching and learning

Keywords: Recognition of prior learning; Case study; Qualitative research; Learning experience

Geographic subjects: Scotland; Great Britain; Europe

Published: Abingdon, England: Routledge, Taylor and Francis, 2017

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Journal volume: 41

Journal number: 1

Journal date: January 2017

Pages: pp. 60-78

ISSN: 0309-877X, 1469-9486 (online)

Resource type: Article

Peer reviewed: Yes

Document number: TD/TNC 127.116

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