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Considerations of Self in Recognising Prior Learning and Credentialing

Considerations of Self in Recognising Prior Learning and Credentialing

Lloyd Hawkeye Robertson, Dianne Conrad
Copyright: © 2016 |Pages: 18
ISBN13: 9781466688568|ISBN10: 1466688564|EISBN13: 9781466688575
DOI: 10.4018/978-1-4666-8856-8.ch010
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MLA

Robertson, Lloyd Hawkeye, and Dianne Conrad. "Considerations of Self in Recognising Prior Learning and Credentialing." Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies, edited by Shirley Reushle, et al., IGI Global, 2016, pp. 187-204. https://doi.org/10.4018/978-1-4666-8856-8.ch010

APA

Robertson, L. H. & Conrad, D. (2016). Considerations of Self in Recognising Prior Learning and Credentialing. In S. Reushle, A. Antonio, & M. Keppell (Eds.), Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies (pp. 187-204). IGI Global. https://doi.org/10.4018/978-1-4666-8856-8.ch010

Chicago

Robertson, Lloyd Hawkeye, and Dianne Conrad. "Considerations of Self in Recognising Prior Learning and Credentialing." In Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies, edited by Shirley Reushle, Amy Antonio, and Mike Keppell, 187-204. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-8856-8.ch010

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Abstract

Discussions about recognition of prior learning (RPL) and credentialing frequently focus on issues of equivalency and rigour, rather than the effects of assessment on self-structure. Yet, such processes invite reflexive self-assessment that results in either a conformational or destabilising effect on self-identity. Those interested in RPL therefore need to understand how the process impacts on self and how learner needs associated with those impacts may be met. This chapter explores the self as a sub-text within the RPL process and argues that learners should be viewed as holistic and complex beings and that educational strategies can meet multiple objectives that extend beyond the educational domain, potentially creating an overlap with learners' mental health. The authors encourage policies and practices that validate the individual and enhance the possibility of developmental self-growth. A learner-centred ethic that meets the dual needs of learners to obtain credit and achieve self-development is proposed.

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