The paradox of utilitarian recognition of prior learning: the cases of Portugal and Slovenia

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH European Journal for Research on the Education and Learning of Adults Pub Date : 2020-11-11 DOI:10.3384/rela.2000-7426.ojs1479

Paula Guimarães, Borut Mikulec

引用次数: 6

Abstract

In this article, we examine the vertical influence of the European Union (EU) policy on recognition of prior learning (RPL) in one Southern European country (Portugal) and in a Central European one (Slovenia). We stress the influence of the EU policy on adult education (AE) policies and the development of RPL granting professional qualification. Although not widely acknowledged in adult education theoretical discussions, we use the RPL models introduced by Judy Harris to debate the main aims of core official RPL national policy documents from 2000 to 2018 using documentary analysis. Comparative analysis of the two countries is made, and similarities and differences between the RPL provisions are debated. Our findings indicate the relevance of the utilitarian approach to RPL within national policies. Furthermore, these findings allow us to question why employers give little attention to adult learners’ qualification acquired through RPL.

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功利主义承认先验学习的悖论——以葡萄牙和斯洛文尼亚为例

在本文中，我们考察了欧盟（EU）政策对一个南欧国家（葡萄牙）和一个中欧国家（斯洛文尼亚）承认先前学习（RPL）的纵向影响。我们强调了欧盟政策对成人教育（AE）政策的影响以及RPL授予职业资格的发展。尽管在成人教育理论讨论中没有得到广泛认可，但我们使用Judy Harris介绍的RPL模型，通过文献分析，对2000年至2018年RPL国家政策核心官方文件的主要目标进行了辩论。对两国进行了比较分析，并对RPL条款的异同进行了讨论。我们的研究结果表明，在国家政策中，功利主义方法对RPL的相关性。此外，这些发现让我们质疑为什么雇主很少关注通过RPL获得的成人学习者资格。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).

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