Recognition of prior vocational learning in Sweden
Bibliographic Data
| ID | 11477041 |
|---|---|
| Authors | Paula Andersson (0000-0003-1194-9708, Linköping University, corresponding author), Per Andersson (0000-0002-1752-6469), Andreas Fejes (0000-0002-9916-8705, Linköping University), Song-Ee Ahn (0000-0002-8871-8097, Linköping University) |
| Year | 2004 |
| Volume | 36 |
| Issue | 1 |
| Pages | 57-71 |
| Publication date | 2004-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in the Education of Adults (JOURNAL) |
| Journal identifiers | ISSN: 0266-0830 • E-ISSN: 1478-9833 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02660830.2004.11661487 |
| OpenAlex | W2112346164 |
| Language | EN |
| Citations received | 19 |
| References cited | 9 |
Initiatives in the recognition of prior learning (RPL) have been taken in Sweden in recent years, mainly focusing on prior vocational learning among immigrants. The government started different projects to find methods for recognising a person's prior learning in the field of vocational competence. This article presents a study of how these projects were organised and their starting points. Differences are identified concerning whether they were integrated with, or parallel to, the school system, and whether the starting point was a few vocations or a number of different vocations (depending on the background of the participants). The article then looks at some problems that arise when trying to recognise prior learning. We find that knowledge of the Swedish language is essential in this process, but that the demands are flexible and the criteria informal. The article also discusses the relationship between RPL and the educational system, where most of the projects had problems in not being too influenced by the school tradition where the main documentation of competence is grades. Finally, the article discusses conditions for the development of trust in RPL
Competence (human resources · Documentation · Government (linguistics · Immigration · Mathematics education · Pedagogy · Political science · Sociology · Vocational education · Computer Science · Higher Education Learning Practices · Psychology · Social Psychology
Translations and Participation
Paradox of Utilitarian Recognition of Prior Learning
The limits of reforming access to vocational qualifications
Assessment of prior learning in higher education
Wild Pansies, Trojan Horses, and Others
Prior Learning Assessment of Immigrants Competences—a Systematic Review
Sorting people out
Promoting the recognition of prior learning in the context of development cooperation
Recognizing prior learning in vocational education and training
Recognition of prior learning as a technique for fabricating the adult learner
National policy and the implementation of recognition of prior learning in a Swedish municipality
Addressing spontaneous controversial issues in adult education
Translating validation of prior learning in practice
Towards a postcolonial politics of appearance
Mobility of knowledge as a recognition challenge
Governing through non/recognition
Who’s giving us the answers?’ Interpreters and the validation of prior foreign learning
New wine in old skins
The signs of frenetic standstill
Study leave in Sweden
A new learning culture? Possibilities and contradictions in accreditation
Recognition of Prior Learning (RPL) for access or credit? Problematic issues in a university adult education department in South Africa
Ways of seeing the Recognition of Prior Learning (RPL)
Boundaries of Adult Learning
Situated Learning
| Unique citing works | 19 |
|---|---|
| Citations per year | 0.9 |
| Citation span | 2005 - 2025 (21) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 18 |