Recognising Prior Experiential Learning: Challenges and Opportunities for Advancing Employability and Accrediting Lifelong Learning

Golding, Tyrrell and Dunn, Clare (2020). Recognising Prior Experiential Learning: Challenges and Opportunities for Advancing Employability and Accrediting Lifelong Learning. In: Employability Conference 2020: expanding the narrative for a rapidly changing world, 11 Mar 2020, The Open University, Milton Keynes.

URL: https://www.open.ac.uk/employability-conference/

Abstract

Recognition of Prior Experiential Learning (RPEL) can widen access to higher education (HE) for individuals “who might otherwise be excluded by a lack of formal qualifications” (Garnett and Caveye, 2015, p. 29).
By valuing the learning gained through experience, RPEL  acknowledges that higher level learning takes place in many settings and through this could create a more holistic education system that meets the needs of a wider audience (Marr and Bravenboer, 2017).
Through reflection, the RPEL process can make learning more meaningful and context specific, which could also enhance an individuals' motivation to engage.  This paper will critically review  the key challenges and opportunities for RPEL within Open and Distance Education and will focus specifically on those relevant to the development of a module that recognises and accredits prior experiential learning.
It will draw on research exploring the learning that occurs for adults when they volunteer with young people and will seek to consider how RPEL can be mapped to the employability framework to further enhance these outcomes for students.
This paper will critically review  the key challenges and opportunities for RPEL within Open and Distance Education and will focus specifically on those relevant to the development of a module that recognises and accredits prior experiential learning.

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