Recognition of Prior Learning (RPL)

Aiemmin hankitun osaamisen tunnistamisen ja tunnustamisen (AHOT) kehittäminen niin korkeakouluissa kuin muualla koulutusjärjestelmässä on ollut tavoitteena 2000-luvun alkupuolelta. Euroopan unionin neuvosto on antanut vuonna 2012 suosituksen epävirallisen ja arkioppimisen validoinnista. Aiemmin hankitun osaamisen tunnistamisen ja tunnustamisen (AHOT) taustalla on ajatus siitä, että opiskelijan aiemmin hankkima osaaminen otetaan koulutuksessa huomioon riippumatta sen hankintamenetelmästä. Aikaisemmin hankitun osaamisen tunnistaminen ja tunnustaminen (AHOT) tarkoittaa menettelyprosessia, jossa opiskelijan osaaminen voidaan arvioida ja hyväksyä osana opintoja. Osaamisen tunnistamisella tarkoitetaan osaamisen arviointia. Osaamisen tunnustamisella tarkoitetaan menettelyä, jossa opiskelijalle kirjataan opintosuoritus tai sen osa osaamisen perusteella.

Pääministeri Sipilän hallitusohjelmassa (Ratkaisujen Suomi 2015) tavoitteeksi asetetaan työelämään siirtymisen nopeuttaminen. Hallituksen toimintasuunnitelman mukaan tähän sisältyy myös se, että parannetaan etenkin työelämässä hankitun osaamisen tunnistamista ja tunnustamista sekä opiskelun ohella tehtävän työn opinnollistamista ja hyväksilukua.

Selvityksessä on laadittu kirjallisuuteen perustuva analyysi aiemmin hankitun osaamisen tunnistamisesta ja tunnustamisesta suomalaisissa yliopistoissa ja ammattikorkeakouluissa. Analyysissa on pyritty kiinnittämään erityistä huomiota käytännön kokemuksiin siitä, mikä on olennaista AHOT-prosessin onnistumisessa. Toisaalta selvityksessä on perehdytty myönteisiin kokemuksiin ja haasteisiin sekä opetus- ja ohjaushenkilöstön kannalta samoin kuin myös opiskelijoiden kannalta. Vähäisessä määrin on saatu tietoa työnantajanäkökulmasta. Aineistona on käytetty lähinnä ammattikorkeakoulujen ja yliopistojen laatimia julkaisuja, joista osa on aihetta käsitteleviä opinnäytetöitä.

La UNAH en casi dos siglos de exclusión y reproducción de desigualdades, ha estudiado muy poco o nada sobre el análisis crítico del discurso del aprendizaje a lo largo de toda la vida, especialmente sobre los componentes no formal e informal. El propósito de la investigación fue identificar mecanismos inclusivos para integrar dichos components en el modelo educativo de la UNAH. Se partió de una revisión estructurada de literatura, en los campos del Reconocimiento de los aprendizajes previos, y del Desarrollo Humano Sostenible. Luego una deconstrucción del discurso es desarrollada a todos los niveles de concreción ( mega, macro, meso y micro ), identificando constructos, elementos, y mecanismos que probablemente conducirían a mayor inclusión y / o exclusión. La investigación contribuye a entender como se ha construido el concepto del aprendizaje a lo largo de la vida, ofreciendo categorías integradoras y un marco conceptual que podría direccionar investigaciones futuras, simultáneamente provee conocimientos para diseñar políticas públicas conducentes a inclusión optima y justicia social redistributiva.

It is crucial to understand the university management processes in a multilevel context (mega, macro, meso, micro), on the mechanisms and/or elements that influence Honduran higher education as a public good. Especially when educational policies are impregnated with various discourses (dominant and alternative), even more when they are mixed and double, which respond to different interests and in order to interpret them it is required a critical analysis, to differentiate what actually
leads or not to inclusive sustainable human development. In many cases, the same mechanism (isolated) leads to different impacts and several (articulated) mechanisms could lead to the same purpose. The analysis should consider a systematic focus that would deconstruct this discourse and, at the same time, facilitate the definition of inclusive public policies aimed at redistributive social justice in the Honduran sub-systems of higher education.

Wong (2014: 189) argues that the recognition of prior experiences and learning (VPL, RPL, acronyms in English) can offer a significant contribution to social justice and higher education through the practice of assessing and recognizing non-formal and informal learning, aligned with the concept of social justice of the Human Development Capabilities Approach-HDCA.

To Identify the key elements and/or mechanisms that could contribute to the construction of a public policy of optimal integral inclusion in the Honduran subsystem of higher education, and particularly in the curriculum development of the educational model of the National Autonomous University of Honduras (UNAH), as

head of the sector, is significantly important. However, it must also reach all the other actors (public and private) of the sub-system of the higher level, as well as every other subsystems that make up the national educational system, within a framework of education and learning throughout life. With implications, both for each individual who values and defines being and making part of their lives a process of capacity development, as well as for Honduran society in general, and that transcends in contributing to reduce the levels of historical exclusion and inequality, reversing them gradually over time. Therefore, a doctoral thesis like the one developed and proposed in the present study becomes essential.

The ECTS Users’ Guide offers guidelines for implementing ECTS and links to useful supporting documents. Following the request from Bologna Ministers in Bucharest (Bucharest Communiqué, 2012), the ECTS Users’ Guide of 2009 has been revised, in order to strengthen the ‘meaningful implementation of learning outcomes’ in the EHEA. The Guide takes forward the objective of Ministers to ‘call on institutions to further link study credits with both learning outcomes and student workload and to include the attainment of learning outcomes in assessment procedures’.

It is crucial to understand the university management processes in a multilevel context (mega, macro, meso, micro), on the mechanisms and/or elements that influence Honduran higher education as a public good. Especially when educational policies are impregnated with various discourses (dominant and alternative), even more when they are mixed and double, which respond to different interests and in order to interpret them it is required a critical analysis, to differentiate what actually leads or not to inclusive sustainable human development. In many cases, the same mechanism (isolated) leads to different impacts and several (articulated) mechanisms could lead to the same purpose. The analysis should consider a systematic focus that would deconstruct this discourse and, at the same time, facilitate the definition of inclusive public policies aimed at redistributive social justice in the Honduran sub-systems of higher education.
Wong (2014: 189) argues that the recognition of prior experiences and learning (VPL, RPL, acronyms in English) can offer a significant contribution to social justice and higher education through the practice of assessing and recognizing non-formal and informal learning, aligned with the concept of social justice of the Human Development Capabilities Approach-HDCA.

To Identify the key elements and/or mechanisms that could contribute to the construction of a public policy of optimal integral inclusion in the Honduran subsystem of higher education, and particularly in the curriculum development of the educational model of the National Autonomous University of Honduras (UNAH), as head of the sector, is significantly important. However, it must also reach all the other actors (public and private) of the sub-system of the higher level, as well as every other subsystems that make up the national educational system, within a framework of education and learning throughout life. With implications, both for each individual who values and defines being and making part of their lives a process of capacity development, as well as for Honduran society in general, and that transcends in contributing to reduce the levels of historical exclusion and inequality, reversing them gradually over time. Therefore, a doctoral thesis like the one developed and proposed in the present study becomes essential.

It is crucial to understand the university management processes in a multilevel context (mega, macro, meso, micro), on the mechanisms and/or elements that influence Honduran higher education as a public good. Especially when educational policies are impregnated with various discourses (dominant and alternative), even more when they are mixed and double, which respond to different interests and in order to interpret them it is required a critical analysis, to differentiate what actually
leads or not to inclusive sustainable human development. In many cases, the same mechanism (isolated) leads to different impacts and several (articulated) mechanisms could lead to the same purpose. The analysis should consider a systematic focus that would deconstruct this discourse and, at the same time, facilitate the definition of inclusive public policies aimed at redistributive social justice in the Honduran sub-systems of higher education.
Wong (2014: 189) argues that the recognition of prior experiences and learning (VPL, RPL, acronyms in English) can offer a significant contribution to social justice and higher education through the practice of assessing and recognizing non-formal and informal learning, aligned with the concept of social justice of the Human Development Capabilities Approach-HDCA.
To Identify the key elements and/or mechanisms that could contribute to the construction of a public policy of optimal integral inclusion in the Honduran subsystem of higher education, and particularly in the curriculum development of the educational model of the National Autonomous University of Honduras (UNAH), as head of the sector, is significantly important. However, it must also reach all the other actors (public and private) of the sub-system of the higher level, as well as
every other subsystems that make up the national educational system, within a framework of education and learning throughout life. With implications, both for each individual who values and defines being and making part of their lives a process of capacity development, as well as for Honduran society in general, and that transcends in contributing to reduce the levels of historical exclusion and inequality, reversing them gradually over time. Therefore, a doctoral thesis like the one
developed and proposed in the present study becomes essential.

Work Integrated Learning (WIL) experiences are most effective when situated in a framework of learning outcomes, either a
framework associated with a specific WIL experience or a framework that underpins the curriculum of their degree program.
At a basic level, such a framework enables students to plan, prepare for and then reflect on their work experiences. At a higher level, a framework enables students to plan, manage and identify their learning while they are at university. Using the Masters of Engineering Practice (MEP) program case study as an example, this paper describes how the Define your Discipline (DYD) process has been used to gather critical information about a discipline’s expectations and how the resulting Graduate Capability Framework can be used to inform the development of new programs or to enhance existing programs.

Przekazujemy Państwu monografię pt. „Uczenie się przez całe życie w szkołach wyższych. Potwierdzanie efektów uczenia się uzyskanych w drodze edukacji pozaformalnej i uczenia się nieformalnego jako przykład realizacji idei lifelong learning”. Zaprezentowano w niej stosunkowo nowe rozwiązanie, jakim jest potwierdzanie efektów uczenia się (dalej: PEUs) spoza edukacji formalnej w polskich szkołach wyższych. Podjęto również próbę wskazania działań, które warto i należy podejmować w tym obszarze, by potwierdzanie efektów uczenia się stało się bardziej powszechne i skuteczniejsze. Prace nad przygotowaniem rekomendacji przeprowadzono w zespole ekspertów Instytutu Badań Edukacyjnych (IBE).
Wypracowane wnioski opierają się na analizie danych uzyskanych w badaniu jakościowym (omówionym w dalszej części opracowania), danych zastanych, raportów z badań, ekspertyz dotyczących funkcjonowania systemów doradztwa za granicą oraz tekstów naukowych poświęconych m.in.: zagadnieniom uczenia się przez całe życie, walidacji efektów uczenia się, uczenia się dorosłych, systemowi szkolnictwa wyższego i zmianie społecznej.
Publikacja porusza problematykę zmian zachodzących w szkolnictwie wyższym, obejmującą raport z przeprowadzonego badania jakościowego i opartą na analizie tekstów refleksję na temat roli szkół wyższych w realizowaniu idei uczenia się przez całe życie. Zawarte w niej rekomendacje, będące rezultatem pracy nad uzyskanym materiałem badawczym, mogą służyć władzom uczelni, które przeprowadzają lub planują wprowadzić proces potwierdzania efektów uczenia się, pracownikom uczelni odpowiedzialnym za ten obszar, władzom ministerialnym. Mamy również nadzieję, że będą stanowić inspirację do badań i dyskusji dla badaczy i badaczek zainteresowanych problematyką szkolnictwa
wyższego i jego zmian instytucjonalnych.

U ovom radu su predstavljeni rezultati početnog istraživanja čiji je cilj identificirati motivaciju i zadovoljstvo polaznika Posebnog programa obrazovanja pomoraca koji se izvodi na Sveučilištu u Zadru. Program se izvodi u šest modula po mjesec dana, zbog očekivanja da će takva organizacija nastave omogućiti pomorcima da pohađaju nastavu u razdobljima dok nisu na plovidbi. Rezultati ispitivanja motivacije pokazali su da se 33% pomoraca upisalo na zahtjev poslodavca, dok kod ostalih za upis na program prevladavaju motivi želje i novih mogućnosti (želja za većom plaćom, napredovanjem i/ili stručnim usavršavanjem, ostvarenje novih mogućnosti). Rezultati ispitivanja zadovoljstva ukazali su na visoku razinu zadovoljstva  uvjetima izvođenja i organizacijom nastave u šest modula po mjesec dana. Sudionici istraživanja predlažu moderniziranje nastavnih sadržaja, kako bi se približili aktualnim potrebama pomorske profesije. Posebni program obrazovanja pomoraca primjer je priznavanja prethodnog učenja. Po mišljenju 62,5% ispitanika, njegovi sadržaji uspješno se nadograđuju na znanja stečena radnim iskustvom. / This paper presents the result of an initial research aimed at identifying motivation and satisfaction of the Special education program for seafarers attendants which is held at the University of Zadar. The program has six modules which last a month because of the expectation that that kind of educational system will enable seafarers to attend classes in the period when they are not sailing. Testing their motivation showed that 33% of seafarers enrolled on employer’s demand, while by the rest of them dominated the motives of personal wishes and new possibilities (wish for a bigger pay, promotion and/or in-service training, achieving new opportunities). The results of the research showed a high level of satisfaction by course's performance and educational system with six modules which last a month each. The participants of this research suggested modernizing course’s content in order to stay on track with current needs of seafarers profession. Special education program for seafarers is an example of recognition of prior learning. In the opinion of 62,5% of the participants, its contents successfully upgrade to the knowledge acquired by work experience.

Tourism, as a form of tourism industry has grown and developed dramatically.
However, the development in the practical sphere has not yet balanced with the growth of human resources qualities in the tourism sector. In Indonesia specifically, the human resources qualities are still below Singapore, Thailand, Malaysia and Philippines. As the ASEAN Economic Community (AEC) enactment in 2016, government, stakeholders and academics has done various efforts to continue upgrade the human resources qualities in the tourism sector. One of the strategies that has taken place in several education institutes are by establishing innovation in the vocational education effectuate system through various approach or paradigm, through Recognition Prior Learning for example, also Online Distance Learning and Work Based Learning. This study identifies the development of the three examples mentioned before and elaborate the strength, weakness, opportunities and also the challenges that education institute face in implementing the said approach. This research found some strengths of those educational paradigms, particularly to tourism’s institution and industry. This approach can be very useful to the institution to prepare the students to be what the industry expects.
Keyword: Educational paradigm, Recognition Prior Learning, Online Distance
Learning and Work Based Learning

In recent years, scholars and university administrators have contemplated making higher education more open, accessible and inclusive, particularly for those whom the college environment has historically excluded and/or marginalized. Arguably, one solution for rapid degree completion is the adoption of more culturally-inclusive prior learning assessment (PLA) methods (referred to internationally as recognition of prior learning). Recently, researchers have argued that the use of PLA can be helpful to the learning process and increase student degree completion and retention; however, the rate at which marginalized populations successfully use and complete PLAs varies greatly. This is especially true in educational or workplace settings, where diverse learners or workers’ skills and knowledge are measured against often invisible rules set forth by dominant culture(s). In this paper, we will offer a few practical examples for how this discrepancy could be addressed and/or resolved. Key...