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Promoting, Assessing, Recognizing and Certifying Lifelong Learning

International Perspectives and Practices

  • Book
  • © 2014

Overview

Editors:
  1. Timo Halttunen

    1. Brahea Centre, University of Turku, Turku, Finland

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  2. Mari Koivisto

    1. Brahea Centre, University of Turku, Turku, Finland

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    You can also search for this editor in PubMed   Google Scholar

  3. Stephen Billett

    1. Education and Professional Studies, Griffith University, Brisbane, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • Contributes to the unexplored area of recognition of prior learning in higher education institutions
  • Presents a genuinely international perspective on modernization of higher education by researchers, developers and practitioners
  • Builds links to educational policies such as training university graduates with the 21st Century attributes and increasing the working life relevance of higher education
  • Includes supplementary material: sn.pub/extras

Part of the book series: Lifelong Learning Book Series (LLLB, volume 20)

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Table of contents (16 chapters)

  1. Front Matter

    Pages i-xiv
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  2. Promoting and Recognising Lifelong Learning: Key Concepts, Practices and Emerging and Perennial Problems

    1. Front Matter

      Pages 1-1
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    2. Promoting and Recognising Lifelong Learning: Introduction

      • Timo Halttunen, Mari Koivisto, Stephen Billett
      Pages 3-18

    3. Conceptualising Lifelong Learning in Contemporary Times

      • Stephen Billett
      Pages 19-35

    4. New Skills for New Jobs: Work Agency as a Necessary Condition for Successful Lifelong Learning

      • Christian Harteis, Michael Goller
      Pages 37-56

  3. Promoting Lifelong Learning for Economic, Social and Cultural Purposes

    1. Front Matter

      Pages 57-57
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    2. Evaluating Informal Learning in the Workplace

      • Karen E. Watkins, Victoria J. Marsick, Miren Fernández de Álava
      Pages 59-77

    3. Recognising Learning and Development in the Transaction of Personal Work Practices

      • Raymond Smith
      Pages 79-95

    4. Understanding Work-Related Learning: The Role of Job Characteristics and the Use of Different Sources of Learning

      • David Gijbels, Vincent Donche, Piet Van den Bossche, Ingrid Ilsbroux, Eva Sammels
      Pages 97-107

    5. Experiential Learning: A New Higher Education Requiring New Pedagogic Skills

      • Anita Walsh
      Pages 109-129

    6. How Expertise Is Created in Emerging Professional Fields

      • Tuire Palonen, Henny P. A. Boshuizen, Erno Lehtinen
      Pages 131-149

    7. Continuing Education and Training at Work

      • Sarojni Choy, Raymond Smith, Ann Kelly
      Pages 151-171

    8. Lifelong Learning Policies and Practices in Singapore: Tensions and Challenges

      • Helen Bound, Magdalene Lin, Peter Rushbrook
      Pages 173-187

  4. Recognising and Certifying Lifelong Learning: Policies and Practices

    1. Front Matter

      Pages 189-189
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    2. Professionalisation of Supervisors and RPL

      • Timo Halttunen, Mari Koivisto
      Pages 191-211

    3. Securing Assessors’ Professionalism: Meeting Assessor Requirements for the Purpose of Performing High-Quality (RPL) Assessments

      • Antoinette van Berkel
      Pages 213-234

    4. Problems and Possibilities in Recognition of Prior Learning: A Critical Social Theory Perspective

      • Fredrik Sandberg
      Pages 235-248

    5. Changing RPL and HRD Discourses: Practitioner Perspectives

      • Anne Murphy, Oran Doherty, Kate Collins
      Pages 249-264

    6. French Approaches to Accreditation of Prior Learning: Practices and Research

      • Vanessa Rémery, Vincent Merle
      Pages 265-280

    7. Recognising and Certifying Workers’ Knowledge: Policies, Frameworks and Practices in Prospect: Perspectives from Two Countries

      • Stephen Billett, Helen Bound, Magdalene Lin
      Pages 281-298
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Keywords

About this book

This book offers an international perspective on the growing interest worldwide in lifelong learning, particularly as it relates to learning beyond compulsory education and initial occupational preparation: across working life. Much of this interest is driven by key social and economic imperatives associated with the changing requirements of work and working life, the transformation of many occupations and lengthening working lives. The concerns in lifelong learning are also associated with individuals being able to engage in learning about cultural and social topics and practices that they had not so far. It is important to understand how this learning can be assessed, recognized and certified. Many in workforces across the world learn much of the knowledge that is required to maintain their employability through that work. Yet, that learning and that competency remains without recognition and certification while this could be particularly helpful for individuals seeking to sustain their employability or to extend their work into new occupations or workplaces. The first section of this book sets out the overall project and outlines the key concepts and issues. It illustrates why there is a need for promoting and recognizing lifelong learning and explains some of the terminology, concepts and key considerations. The second section informs about a range of policies and practices that are currently being deployed or have been deployed across a range of countries within Europe, Scandinavia and Asia. The last section comprises of contributions emphasizing the ways in which the assessment of workers learning takes place in different occupational contexts and different cultural contexts. The final chapter outlines how a systemic approach to recognizing lifelong learning might progress for a country which is promoting a continuing education and training system largely outside of tertiary education institutions.

Editors and Affiliations

  • Brahea Centre, University of Turku, Turku, Finland

    Timo Halttunen, Mari Koivisto

  • Education and Professional Studies, Griffith University, Brisbane, Australia

    Stephen Billett

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