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Transformative Learning: Immigrant Learners Who Participated in Recognition of Acquired Competencies (RAC)

Transformative Learning: Immigrant Learners Who Participated in Recognition of Acquired Competencies (RAC)

Leah Moss, Andy Brown
Copyright: © 2014 |Volume: 5 |Issue: 1 |Pages: 10
ISSN: 1947-8607|EISSN: 1947-878X|EISBN13: 9781466652859|DOI: 10.4018/ijavet.2014010106
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MLA

Moss, Leah, and Andy Brown. "Transformative Learning: Immigrant Learners Who Participated in Recognition of Acquired Competencies (RAC)." IJAVET vol.5, no.1 2014: pp.57-66. https://doi.org/10.4018/ijavet.2014010106

APA

Moss, L. & Brown, A. (2014). Transformative Learning: Immigrant Learners Who Participated in Recognition of Acquired Competencies (RAC). International Journal of Adult Vocational Education and Technology (IJAVET), 5(1), 57-66. https://doi.org/10.4018/ijavet.2014010106

Chicago

Moss, Leah, and Andy Brown. "Transformative Learning: Immigrant Learners Who Participated in Recognition of Acquired Competencies (RAC)," International Journal of Adult Vocational Education and Technology (IJAVET) 5, no.1: 57-66. https://doi.org/10.4018/ijavet.2014010106

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Abstract

Recognition of Acquired Competencies (RAC) as it is known in Quebec, Canada or Prior Learning Assessment (PLA), requires a learner to engage in retrospective thought about their learning path, their learning style and their experiential knowledge. This process of critical self-reflection and rigorous analysis by the learner of their prior learning is often the first exposure to the examination of their own knowledge. This article provides case studies of immigrant learners from the Montreal, Quebec area in a Recognition of Acquired Competencies process in vocational education. Through the analysis of interviews with learners, the authors suggest transformative learning is a by-product of the Recognition of Acquired Competencies process.

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