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This paper argues that in practice, Recognition of Prior Learning (RPL) generally has been conceptualized as a one-dimensional model or continuum, primarily based around the notion of where the RPL assessment takes place. It is contended that such a model confuses and confounds administrative and educational factors and issues, and so fails to give clear meaning and overt emphasis to the processes and procedures necessary for effective RPL. The paper proposes that existing research in the area of RPL is more suggestive of a two-dimensional model, with the two major continua being mode of decision-making and focus of assessment. The nature and implications of such a model are discussed in the context of actual and ideal practice in Australia. This discussion leads to the proposition that the RPL assessment model actually may require a third crucial continuum – the reason for undertaking the RPL assessment. |
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