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https://hdl.handle.net/1959.11/739
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DC Field | Value | Language |
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dc.contributor.author | Smith, L | en |
local.source.editor | Editor(s): Jean Searle, Charlie McKavanagh and Dick Roebuck | en |
dc.date.accessioned | 2008-07-31T10:55:00Z | - |
dc.date.issued | 2004 | - |
dc.identifier.citation | Doing. Thinking. Activity. Learning: Proceedings of the 12th Annual International Conference on Post-compulsory Education and Training, v.2, p. 160-165 | en |
dc.identifier.isbn | 1875378545 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/739 | - |
dc.description.abstract | Recognising the prior learning of students undertaking vocational education and training [VET] can make a significant contribution to providing the sort of responsive, relevant and integrated learning frameworks necessary for the present and ongoing maintenance of a quality Australian workforce. This paper asserts that to date, [recognition of prior learning] RPL in the VET sector generally has been conceptualised by practitioners and policy makers in Australia as a one-dimensional model or continuum based around the notion of where the RPL assessment takes place. It is argued that under a one-dimensional conceptualisation, administrative and educational factors relating to RPL become confused and confounded and that as a consequence, it is difficult for practitioners and policy makers alike to give clear meaning and overt emphasis to the processes and procedures necessary for effective RPL. This paper explores the use of a two-dimensional model for RPL assessments that defines the interaction between mode of decision-making and focus of assessment in terms of the co-existence, rather than separation, of the resulting permutations within a holistic framework for RPL. | en |
dc.language | en | en |
dc.publisher | Griffith University, Centre for Learning Research | en |
dc.relation.ispartof | Doing. Thinking. Activity. Learning: Proceedings of the 12th Annual International Conference on Post-compulsory Education and Training | en |
dc.title | Valuing the Process: Towards a Two-Dimensional Conceptualisation of RPL Assessment | en |
dc.type | Conference Publication | en |
dc.relation.conference | 12th Annual International Conference on Post-compulsory Education and Training | en |
dc.subject.keywords | Specialist Studies in Education | en |
local.contributor.firstname | L | en |
local.subject.for2008 | 130399 Specialist Studies in Education not elsewhere classified | en |
local.subject.seo | 749906 Education policy | en |
local.profile.school | UNE Business School | en |
local.profile.email | lsmith35@une.edu.au | en |
local.output.category | E1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | pes:1405 | en |
local.date.conference | 6th - 8th December, 2004 | en |
local.conference.place | Surfers Paradise, Australia | en |
local.publisher.place | Brisbane, Australia | en |
local.format.startpage | 160 | en |
local.format.endpage | 165 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 2 | en |
local.title.subtitle | Towards a Two-Dimensional Conceptualisation of RPL Assessment | en |
local.contributor.lastname | Smith | en |
dc.identifier.staff | une-id:lsmith35 | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:752 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Valuing the Process | en |
local.output.categorydescription | E1 Refereed Scholarly Conference Publication | en |
local.relation.url | http://trove.nla.gov.au/work/14810919 | en |
local.relation.url | http://www.voced.edu.au/td/tnc_90.202 | en |
local.conference.details | 12th Annual International Conference on Post-compulsory Education and Training, Surfers Paradise, 6-8 December, 2004 | en |
local.search.author | Smith, L | en |
local.uneassociation | Unknown | en |
local.year.published | 2004 | en |
local.date.start | 2004-12-06 | - |
local.date.end | 2004-12-08 | - |
Appears in Collections: | Conference Publication UNE Business School |
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