A Developmental Approach to Recognition of Prior Learning in Social Work Field Education

ABSTRACT

This paper comments on the policy issue of recognition of prior learning (RPL) in social work education. Contrasting approaches to RPL are explored through a case study of Charles Sturt University’s experiences with RPL in its professional entry social work programs. RPL for field education in Australian social work education has been a contested issue within the profession and for social work education providers since its introduction in 2008. Notwithstanding the Australian Association of Social Workers’ credentialist approach to RPL, Charles Sturt University’s experience is that a developmental approach is preferable and can be a transformative professional education strategy.

本文研究了有关业余学习评定的政策问题。作者通过查尔斯德特大学的职业资格社工项目，对业余学习评定的不同路径做了考察。针对澳大利亚社会工作实地教育的业余学习评定，自2008年引进以来一直是个有争议的话题。澳大利亚社会工作者协会采取的是一种文凭主义，而查尔斯德特大学则着眼于发展，强调发展可以成为提升人的职业教育战略。

KEYWORDS:

• Field Education
• Social Work Education
• Recognition of Prior Learning
• Accreditation of Prior (Experiential) Learning
• Prior Learning Assessment