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Recent developments in OER and MOOCs (open educational resources and massive open online courses) have raised questions as to how learners engaging with these courses and components might be assessed or credentialed. This descriptive and exploratory paper examines PLAR (prior learning assessment and recognition) as a possible answer to these questions. It highlights three possible connections between PLAR and open education which hold the greatest promise for credentialing open learning experiences: (1) PLAR may be used to assess and credential open educational activities through the use of exam banks such as CLEP (College Level Examination Program); (2) learning occurring in MOOCs (MOOCs based on already credentialed courses) and in other open contexts resembling 'courses' may be assessed in PLAR through course-based portfolios; and (3) PLAR may also be enabled through the specification of 'gap learning' facilitated through OER of many different kinds. After describing these options, the paper concludes that although the connections leading from open educational contexts to PLAR credentialing are currently disparate and ad hoc, they may become more widespread and also more readily recognised in the PLAR and OER communities.

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The formal recognition of prior learning (RPL) has long been lauded and even, one might suggest, doggedly pursued as a tool of social justice and equity within education sectors across the world (Harris, 1999; Wheelahan, Miller and Newton, 2002; Castle and Attwood, 2001; Cleary et al., 2002). It can accredit skills and knowledges that have evolved from diverse, informal learning experiences and cultural locations and is thought to be 'a powerful tool for bringing people into the learning system' who have otherwise become disengaged (Hargreaves, 2006:2). Many strategies have been identified to increase access to RPL in Australia, including targeted promotion, reduction of bureaucratic procedures, and creative evidence-gathering and assessment techniques. But the fruits of these efforts are not sufficiently realised in increased social inclusion. The data indicate that, while RPL is on the increase in some quarters, there is still limited uptake by traditionally marginalised learners, such that more RPL overall does not necessarily lead to better outcomes for equity groups (Misko, Beddie and Smith, 2007). After more than a decade of focused attention, I believe this situation demands broader, less instrumental thinking, in favour of a more relational analysis of the meaning of recognition assessment and a different conception of RPL overall.

In this paper I draw on qualitative research in progress to explore the meaning of RPL to candidates and the significance of the candidate-assessor relationship as a site of negotiated meaning and identity construction (Hamer, 2010). Looking through the lens of a philosophy of recognition (Honneth, 1995) and postmodern understandings of the discursive production of the self (Chappell et al., 2003; Benhabib, 1992), I ask questions about the nature and effects of the assessment relationship. I invite considerations of this relationship as an intersubjective exchange within a wider, more fundamental 'struggle for recognition' as part of human self-actualisation (Honneth, 1995). I will use emerging data to illustrate the meaning and effects of RPL within this theoretical framework and propose a reconceptualisation of recognition assessment that aims to enhance our efforts towards access and equity goals.

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This article focuses on reliability in assessment of prior learning (APL) related to higher education. APL refers to a process where adults' prior learning, formal as well as informal, is assessed and acknowledged. In higher education, APL is used for the purpose of gaining admission, advanced standing or credits. In this article, studies investigating reliability in APL are presented. The studies provide data of inter- and intrarater reliability among assessors in a specific APL scheme used in higher education. Percentage of agreement and Cohen's kappa were used to estimate reliability, and the results show that the agreement between assessors, i.e. interrater reliability, is poorer compared to the agreement on repeated assessment by the same assessor, i.e. intrarater reliability. Further, the results reveal that there are differences in agreement between different aspects of prior learning. A conclusion is that reliability in this type of assessment ought to be further investigated.

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Tocal College, as part of New South Wales Department of Primary Industries (DPI), provides training in agriculture and related disciplines across NSW and Australia. Tocal College delivers a wide range of full time, short course, and distance education courses, along with publications and study support materials. The rural and related industries in Australia operate in a very complex environment and have many features which make training delivery unique and challenging. A particular challenge is servicing a clientele who are thinly dispersed over a very large part of Australia and providing relevant skills to clients who have high levels of skills and knowledge acquired on the job through informal learning. As a consequence of these needs, external delivery of training and skills recognition (i.e. recognition of prior learning [RPL]) have emerged as key services delivered by the college. This paper outlines the development of the Tocal College skills recognition system from a paper-based to fully electronic system while maintaining a commitment to assessment by personal interview, client support, empowerment and respect, and active case management. The process of 'going electronic' is evaluated from both the client and college perspective. The e-portfolio approach is proving to be a better way of delivering services, but it does still present some challenges to clients in regional and remote areas of Australia. Show less

This article considers the underachievement of [recognition of prior learning] RPL in the Australian vocational education and training (VET) system, in terms of its apparent failure to reach and achieve outcomes for marginalised groups. It notes a range of analyses that are currently used to address this concern and draws on doctoral research in progress to highlight ontological questions that are brought to the process by RPL candidates. Axel Honneth's theory of recognition is then introduced as a means to shed light on these issues. Viewing RPL through the lens of a philosophy of recognition and the concept of ontological security the article asks questions about the nature and effects of the assessor-candidate relationship, inviting consideration of this relationship as an intersubjective exchange within a wider, more fundamental 'struggle for recognition'. It is argued that a more ontological perspective could provide a framework for increasing access to and successful completion of RPL by non-traditional learners.

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Purpose: Relying on a design science paradigm, the purpose of this paper is to describe the development and evaluation of items for an ICT artefact that supports the assessment of transversal professional competences within the validation of prior learning (VPL). To do so, the authors build a conceptual bridge between the Occupational Information Network (O*NET) and the European Qualifications Framework (EQF). Design/methodology/approach: Design science research paradigm, in particular the participatory development of candidate items and their evaluation in a multi-stakeholder approach. Findings: The authors find that a self-assessment of professional competences should be comprised of 160 items in order to cover the breadth and depth of the O*NET in the hierarchical taxonomy. Such quantity of items sufficiently builds a conceptual bridge between the O*NET and the; EQF. Practical implications: When designing procedures for the VPL, it is imperative to bear in mind the purpose of the validation procedure, in order to determine relevant stakeholders and their needs in advance as well as the; required language proficiency of the assessment instrument. Social implications: The innovative value of this approach lies in the combination of an underlying hierarchical taxonomy with assessment items that are developed based on the qualification standards of different Austrian professions. Together with specific verbs that were adapted for each particular item, an innovative self-assessment is proposed. Thereby the authors aim to account for some of the mentioned shortcomings of the EQF. Originality/value: This paper applies a design science paradigm to develop an ICT artefact that should support the VPL. By reflecting on the design process, the authors introduce a theoretical bridge between the O*NET and the EQF. Thereby the authors aim to account for some of the mentioned shortcomings of the EQF.

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As in many other countries, Danish adult education policy focuses on how to encourage adults for education; the most important and challenging group of adults being those with few or no formal qualifications. Assessment of prior learning (APL) is perceived as an important tool for motivating adults for education and training. The most important part of the adults' prior learning has been obtained outside the formal school system, typically consisting of their work experiences.

This paper discusses research that examined the meeting between on the one hand the adults' prior learning and on the other the school system and curricular standards. Applying a theoretical frame that includes concepts of communities of practice (Lave and Wenger, 1991), the development from novice to expert (Dreyfus and Dreyfus, 1986), and Bernstein's distinction between horizontal and vertical learning, the paper gives an account of the students' development in relation to assessment of their prior learning. The study includes a number of [vocational education and training] VET programs. The paper focuses on two of them: social and health care and childcare assistant. It addresses questions of what is a fair APL, perceived in relation to both the adults' knowing in practice and the formal qualification standards, formulated in the learning outcome descriptions of the programs.

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Recent research by Hallam, Harper et al (2008) identifies the need to develop standards and pedagogy to effectively integrate e-portfolios into teaching practice. However, there continues to be wide discussion about the role for, place, use and management of, and standards needed for e-portfolios. Investigation into issues such as interoperability, user and assessor training, support, access and privacy remain ongoing (Curyer, Leeson et al, 2007). This paper will provide an overview of a year-long journey with Desart, the Association of Central Australian Aboriginal Art and Craft Centres and an initial cohort of 12 Aboriginal Artworkers in investigating the potential for using electronic tools for skills recognition with Aboriginal Artworkers in Central Australia. This opportunity comes as a Northern Territory Flexible Learning Innovations Project funded by the Australian Flexible Learning Framework. With the Federal and Territory governments' focus on creating sustainable Aboriginal employment and economic futures, Art Centres are an important part of the agenda. A significant outcome of this project has been the industrywide adoption of these tools from what has traditionally been the domain of training providers and some individual employers. This paper will present a review of the key determinants for such an outcome and provide some insights into working with recognition of prior learning, recognition of current competency, employability skills and e-portfolio software and the practical issues this project has raised for their use. Project outcomes have suggested ways an e-portfolio approach to skills recognition and evidence/artefact collection can contribute to improved industry engagement in gap-analysis and training negotiation. Show less

The use of recognition of prior learning (RPL) in higher education to assess RPL candidates for admission into programs of study met with a lot of criticism from faculty academics. Lecturers viewed the possibility of admitting large numbers of under-qualified adult learners as a threat to the institution’s reputation, or an erosion of academic standards. Although RPL rests on the assumption that some equivalency between prior learning and academic learning is possible, RPL assessment and validation demands special expertise, which few faculty academics and administrators possess. An evaluation of the RPL assessment practice in the Faculty of Education at a South African university is used to substantiate the arguments raised in this article. Findings from interviews with assessors, observations of the assessment process, questionnaires administered to RPL candidates and documents analysed indicate that there is a credible process of RPL assessment in this faculty, with a few areas of concern.

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This theoretical paper examines current practice in work-based studies where recognition of prior unaccredited work is normally limited to around 50% of the total programme. The basis of this limiting concept is challenged and consideration is given to a number of factors that have contributed to it. Comparison is made with the current practice of awarding PhDs by previously published work and a model is proposed to facilitate the creation of a postgraduate work-based award completely by previously completed practice in the workplace. A number of key points are examined in relation to evaluating the model and to illuminating assessment and measurement of the previous work for 100% recognition within a work-based programme.

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