Enabling and disabling discourses in promoting RPLO policy and practice in Higher Education

Hdl Handle:
http://hdl.handle.net/10034/206509
Title:
Enabling and disabling discourses in promoting RPLO policy and practice in Higher Education
Authors:
Wall, Tony
Abstract:
This paper captures and presents some of the powerful and sometimes contradictory discourses, which limit the diffusion and uptake of the recognition of prior learning outcomes (RPLO) in higher education: quality, funding, capacity, and student experience. Each of these is analysed and ‘opened up’ (Derrida, 1978; Bhabha, 1994). In doing so, it aims to ‘open up’ some of those discourses for practitioners and/or leaders to initiate or develop policy and practice in institutions further afield (Kemmis, 2008). The data that forms the basis of this paper was generated through various action research projects in a UK University and multiple development events in the UK.
Affiliation:
University of Chester
Citation:
Outcome from the Leonardo da Vinci RPLO project piloting national and Euroean guidelines designed to encourage the take-up of the recognition of prior learning outcomes (RPLO). It appears in the Education-Line database.
Issue Date:
2010
URI:
http://hdl.handle.net/10034/206509
Additional Links:
http://www.leeds.ac.uk/educol/elinfo.htm
Type:
Article
Language:
en
Description:
This paper is not available through ChesterRep. It can be accessed at http://www.leeds.ac.uk/educol/documents/194344.pdf
Sponsors:
Leonardo da Vinci RPLO project
Appears in Collections:
Centre for Work Related Studies

Full metadata record

DC FieldValueLanguage
dc.contributor.authorWall, Tonyen
dc.date.accessioned2012-01-31T13:59:13Z-
dc.date.available2012-01-31T13:59:13Z-
dc.date.issued2010-
dc.identifier.citationOutcome from the Leonardo da Vinci RPLO project piloting national and Euroean guidelines designed to encourage the take-up of the recognition of prior learning outcomes (RPLO). It appears in the Education-Line database.en
dc.identifier.urihttp://hdl.handle.net/10034/206509-
dc.descriptionThis paper is not available through ChesterRep. It can be accessed at http://www.leeds.ac.uk/educol/documents/194344.pdfen
dc.description.abstractThis paper captures and presents some of the powerful and sometimes contradictory discourses, which limit the diffusion and uptake of the recognition of prior learning outcomes (RPLO) in higher education: quality, funding, capacity, and student experience. Each of these is analysed and ‘opened up’ (Derrida, 1978; Bhabha, 1994). In doing so, it aims to ‘open up’ some of those discourses for practitioners and/or leaders to initiate or develop policy and practice in institutions further afield (Kemmis, 2008). The data that forms the basis of this paper was generated through various action research projects in a UK University and multiple development events in the UK.en
dc.description.sponsorshipLeonardo da Vinci RPLO projecten
dc.language.isoenen
dc.relation.urlhttp://www.leeds.ac.uk/educol/elinfo.htmen
dc.subjectrecognition of prior learning outcomesen
dc.subjecthigher educationen
dc.subjectquality assuranceen
dc.subjectaction researchen
dc.titleEnabling and disabling discourses in promoting RPLO policy and practice in Higher Educationen
dc.typeArticleen
dc.contributor.departmentUniversity of Chesteren
This item is licensed under a Creative Commons License
Creative Commons
All Items in ChesterRep are protected by copyright, with all rights reserved, unless otherwise indicated.