Recognition of prior learning: the participants’ perspective

References

• Amorim, J. P. 2006. O impacto da educação e formação de adultos no desenvolvimento vocacional e da cidadania – A metamorfose das borboletas [The Impact of Adult Education and Training in Vocational and Citizenship Development – The Metamorphosis of Butterflies]. Cadernos de Emprego e Relações de Trabalho, 5. Lisboa: MTSS/DGERT.
   Google Scholar
• Andersson, P., and A. Fejes. 2005. “Recognition of Prior Learning as a Technique for Fabricating the Adult Learner: A Genealogical Analysis on Swedish Adult Education Policy.” Journal of Education Policy 20 (5): 595–613. doi:10.1080/02680930500222436.
   Web of Science ®Google Scholar
• Andersson, P., and A. Fejes. 2012. “Effects of Prior Learning as Perceived by Different Stakeholders.” PLAIO 1 (2). http://www.plaio.org.
   Google Scholar
• Andersson, P., A. Fejes, and F. Sandberg. 2013. “Introducing Research on Recognition of Prior Learning.” International Journal of Lifelong Education 32 (4): 405–411. doi:10.1080/02601370.2013.778069.
   Google Scholar
• Ávila, P. 2008. “Os contextos da literacia: percursos de vida, aprendizagem e competências chave dos adultos pouco escolarizados [The Contexts of Literacy: Pathways of Life, Learning and key Skills of Adults with Little Schooling].” Sociologia 17/18: 307–337.
   Google Scholar
• Bourque, L. B., and E. P. Fielder. 2003. How to Conduct Self-Administered and Mail Surveys. 2nd ed. Newbury Park, CA: Sage Publications.
   Google Scholar
• Brown, J. O. 2002. “Know Thyself: The Impact of Portfolio Development on Adult Learning.” Adult Education Quarterly 52 (3): 228–245. doi:10.1177/0741713602052003005.
   Web of Science ®Google Scholar
• Cameron, R. 2014. “RPL and Workforce Development.” In Handbook of the Recognition of Prior Learning, edited by J. Harris, C. Wihak, and J. Van Kleef, 115–149. Leicester: NIACE.
   Google Scholar
• Colardyn, D., and J. Bjornavold. 2004. “Validation of Formal, Non-formal and Informal Learning: Policy and Practices in EU Member States.” European Journal of Education 39 (1): 69–89. doi:10.1111/j.0141-8211.2004.00167.x.
   Google Scholar
• Conrad, D. 2008. “Revisiting the Recognition of Prior Learning (RPL): A Reflective Inquiry into RPL Practices in Canada.” Canadian Journal of University Continuing Education 34 (2): 89–110.
   Google Scholar
• Conrad, D. 2011. “The Role of Language in Portfolio Learning.” The International Review of Research in Open and Distance Learning 12 (1): 109–123. http://www.irrodl.org/.
   Google Scholar
• Council Recommendation of 20 December. 2012. http://eur-lex.europa.eu/legal-content/PT/TXT/PDF/?uri=OJ:C:2012:398:FULL&from=EN.
   Google Scholar
• Costa, J. A. P. F. 2005. Competências adquiridas ao longo da vida: Processos, trajectos e efeitos [Skills Acquired Throughout Life: Processes, Tracks and Effects]. Unpublished MA thesis. Institute of Education and Psychology, University of Minho, Braga.
   Google Scholar
• Duvekot, R. 2014. “Lifelong Learning Policy and RPL in the Learning Society.” In Handbook of the Recognition of Prior Learning, edited by J. Harris, C. Wihak, and J. Van Kleef, 65–85. Leicester: NIACE.
   Google Scholar
• Fejes, A. 2006. “The Planetspeak Discourse of Lifelong Learning in Sweden: What is a Educable Adult?” Journal of Education Policy 21 (6): 697–716. doi:10.1080/02680930600969266.
   Web of Science ®Google Scholar
• Fejes, A., and P. Andersson. 2009. “Recognizing Prior Learning: Understanding the Relations Among Experience, Learning and Recognition From a Constructivist Perspective.” Vocations and Learning 2 (1): 37–55. doi:10.1007/s12186-008-9017-y.
   Web of Science ®Google Scholar
• Feutrie, M. 2014. “Preface.” In Handbook of the Recognition of Prior Learning, edited by J. Harris, C. Wihak, and J. Van Kleef, 1–3. Leicester: NIACE.
   Google Scholar
• Field, J. 2006. Lifelong Learning and the New Educational Order. Stoke on Trent: Trentham Books.
   Google Scholar
• Field, J. 2012. “Is Lifelong Learning Making a Difference? Research Based Evidence on the Impact of Adult Learning.” In Second International Handbook of Lifelong Learning, edited by D. Aspin, J. Chapman, K. Evans, and R. Bagnall, 887–897. Dordrecht: Springer.
   Google Scholar
• Friesen, N., and C. Wihak. 2013. “From OER to PLAR: Credentialing for Open Education.” Open Praxis 5 (1): 49–58. doi:10.5044/openpraxis.5.1.22.
   Google Scholar
• Gomes, I. P., J. L. Coimbra, and I. Menezes. 2008. “Educação e formação de adultos: A caminho do empowerment comunitário.” [Adult Education and Training: In Path to Community Empowerment] In Complexidade: um novo paradigma para investigar e intervir em educação? Actas do XV Colóquio da Secção Portuguesa da AFIRSE, edited by J. Ferreira and A. R. Simões (Org.), Lisboa: AFIRS, s.p. http://sigarra.up.pt/fpceup/pt/publs_pesquisa.FormView?P_ID=72469.
   Google Scholar
• Harris, J., and C. Wihak. 2014. “Introduction and Overview of Chapters.” In Handbook of the Recognition of Prior Learning, edited by J. Harris, C. Wihak, and J. Van Kleef, 13–24. Leicester: NIACE.
   Google Scholar
• Hinchliffe, G. 2006. “Re-thinking Lifelong Learning.” Studies in Philosophy and Education 25: 93–109. doi:10.1007/s11217-006-0004-1.
   Google Scholar
• Jackson, S. L. 2009. Research Methods and Statistics: A Critical Thinking Approach. 3rd ed. Belmont, CA: Wadsworth, Cengage Learning.
   Google Scholar
• Joosten-Ten Brinke, D., D. M. A. Sluijsmans, S. Brand-Gruwel, and W. M. G. Jochems. 2008. “The Quality of Procedures to Assess and Credit Prior Learning: Implications for Design.” Educational Research Review 3: 51–65. doi:10.1016/j.edurev.2007.08.001.
   Web of Science ®Google Scholar
• Krueger, R. A. 2006. “Analysing Focus Groups Interviews.” Journal of Wound, Ostomy and Continence Nursing 33 (5): 478–481. doi: 10.1097/00152192-200609000-00004
   PubMed Web of Science ®Google Scholar
• Lamoreaux, A. 2005. Adult Learners’ Experience of Change Related to Prior Learning Assessment. Doctoral dissertation, Walden University.
   Google Scholar
• Leitão, J. A. 2002. Centros de reconhecimento, validação e certificação de competências: Roteiro Estruturante [Centers of Recognition, Validation and Certification of Competencies: Structuring Screenplay]. Lisboa: ANEFA.
   Google Scholar
• Levine, M., D. D. Perkins, and V. D. Perkins. 2005. Principles of Community Psychology: Perspectives and Applications. New York: Oxford University Press.
   Google Scholar
• Lima, F. 2012. Os processos de reconhecimento, validação e certificação de competências e o desempenho no mercado de trabalho [The Processes of Recognition, Validation and Certification of Competencies and the Performance in the Labor Market]. Lisboa: IST-UNT/CEG-IST. http://www.portugal.gov.pt/media/599104/2012_avaliacao_rvcc.pdf.
   Google Scholar
• Maton, K. I. 2008. “Empowering Community Settings: Agents of Individual Development, Community Betterment, and Positive Social Change.” American Journal of Community Psychology 41: 4–21. doi:10.1007/s10464-007-9148-6.
   PubMed Web of Science ®Google Scholar
• Minich, L., S. Howe, D. Langmeyer, and K. Corcoran. 2006. “Can Community Change be Measured for an Outcomes-based Initiative? A Comparative Case Study of the Success by 6® Initiative.” American Journal of Community Psychology 38 (3–4): 183–190. doi:10.1007/s10464-006-9078-8.
   PubMed Web of Science ®Google Scholar
• Nussbaum, M. C. 2000. Women and Human Development: The Capabilities Approach. Cambridge: Cambridge University Press.
   Google Scholar
• Ornelas, J. 2008. Psicologia Comunitária [Community Psychology]. Lisboa: Fim de Século.
   Google Scholar
• Pires, A. 2001. “Introdução à Grounded Theory [Introduction to Grounded Theory].” In Crianças (e pais) em risco, edited by A. Pires, 39–63. Lisboa: ISPA.
   Google Scholar
• Pokorny, H. 2013. “Portfolios and Meaning-Making in the Assessment of Prior Learning.” International Journal of Lifelong Education 32 (4): 518–534. doi:10.1080/02601370.2013.778076.
   Google Scholar
• Pokorny, H., and R. Whittaker. 2014. “Exploring the Learner Experience of RPL.” In Handbook of the Recognition of Prior Learning, edited by J. Harris, C. Wihak, and J. Van Kleef, 259–283. Leicester: NIACE.
   Google Scholar
• Robertson, L. H. 2011. “An Application of PLAR in the Development of the Aboriginal Self: One College's Experience.” The International Review of Research in Open and Distance Learning 12 (1): 96–108. http://www.irrodl.org.
   Google Scholar
• Sen, A. 1999. Development as Freedom. New York: Anchor Books.
   Google Scholar
• Smith, L., and B. Clayton. 2009. Recognising Non-Formal and Informal Learning: Participant Insights and Perspectives. Adelaide: NCVER. http://vuir.vu.edu.au/1968/1/Recognising_non-formal_and_informal_learning.pdf.
   Google Scholar
• Starr-Glass, D. 2012. “PLA and Transformational Potential: Reflections Through the Prism of Appreciative Inquiry.” PLAIO 1 (1). http://www.plaio.org.
   Google Scholar
• Stevens, K., D. Gerber, and R. Hendra. 2010. “Transformational Learning Through Prior Learning Assessment.” Adult Education Quarterly 60 (4): 377–404. doi:10.1177/0741713609358451.
   Web of Science ®Google Scholar
• Stewart, E. 2000. “Thinking Through Others: Qualitative Research and Community Psychology.” In Handbook of Community Psychology, edited by J. Rappaport, and E. Seidman, 725–736. New York: Kluwer Academic/Plenum Publishers.
   Google Scholar
• Valente, A. C., L. X. Carvalho, and A. X. Carvalho. 2011. “Bringing Lifelong Learning to Low-Skilled Adults: The New Opportunities Initiative.” In Accreditation of Prior Learning as a Lever for Lifelong Learning: Lessons Learnt from the New Opportunities Initiative, Portugal, edited by Roberto Carneiro, 145–182. Lisboa: UNESCO, MENON Network, CEPCEP-Universidade Católica Portuguesa.
   Google Scholar
• Van Kleef, J. 2014. “Life after PLAR – The Post-assessment Success of Candidates.” In Handbook of the Recognition of Prior Learning, edited by J. Harris, C. Wihak, and J. Van Kleef, 356–383. Leicester: NIACE.
   Google Scholar
• Whittaker, R., and J. Brown. 2012. “Challenging Practices: Streamlining Recognition of Prior Informal Learning in Scottish Higher Education.” PLAIO 1 (2). http://www.plaio.org.
   Google Scholar
• Wihak, C. 2011. “Prior Learning Assessment and Recognition: Emergence of a Canadian Community of Scholars.” The International Review of Research in Open and Distance Learning 12 (1): 144–150. http://www.irrodl.org/.
   Google Scholar
• Wong, A. 2014. “Recognition of Prior Learning and Social Justice in Higher Education.” In Handbook of the Recognition of Prior Learning, edited by J. Harris, C. Wihak, and J. Van Kleef, 178–205. Leicester: NIACE.
   Google Scholar
• Worthington, R. L., and T. A. Whittaker. 2006. “Scale Development Research: A Content Analysis and Recommendations for Best Practices.” The Counseling Psychologist 34 (6): 806–838. doi:10.1177/0011000006288127.
   Web of Science ®Google Scholar