Abstract:
This research on the Recognition of Prior Learning (RPL) explores the questions:
How have tertiary institutions in North America, the United Kingdom and Australia dealt with the tension of implementing RPL models that satisfy the requirements of reasonable accessibility (including economic aspects) to candidates, on the one hand, and economic viability to the institutions, on the other?
How can the School of Management of The Open Polytechnic of New Zealand (TOPNZ) implement an RPL model that satisfies such requirements?
In the light of findings in relation to the first two questions, what policy and principles of a good practice model for TOPNZ's School of Management could be generalised to other tertiary institutions in New Zealand?
It draws upon a comprehensive review of the literature, advice from élite interviewees in the United States, United Kingdom and Australia, and upon the experience of implementation of RPL processes within The Open Polytechnic of New Zealand. It is suggested that RPL policy and principles rest easily within the concepts of flexible assessment and open learning. To help put the policy and principles into practice, a convenient way of categorising tertiary educational institutions in terms of both their accessibility to learners for RPL and their related economic viability is presented. 'Lo-Lo' (i.e., low in accessibility and low in economic viability, respectively), 'Hi-Lo', 'Lo-Hi', and 'Hi-Hi' organisations are identified and described. Overall, the researcher proposes a 'Flexible Assessment Model' involving partnerships among learners, education and training providers, industry, unions and governments. This model, from the perspective of education providers, incorporates a cyclical process of pre-entry counselling, referrals between institutions as appropriate, learner profiling, negotiation of learning and assessment options, assessment, granting of credit and consideration of new learning opportunities.
