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Recognition of prior learning at the centre of a national strategy: tensions between professional gains and personal development
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Autores
Orientador(es)
Resumo(s)
This paper focuses on recognition of prior learning as part of a national policy based on
European Union guidelines for lifelong learning, and it explains how recognition of prior
learning has been perceived since it was implemented in Portugal in 2000. Data discussed
are the result of a mixed method research project that surveyed adult learners,
some of whom were interviewed, who successfully completed the recognition of prior
learning process from 2007 to 2011 in a new opportunities centre. Adult educators, and
workplace representatives from the companies in which these adults in the recognition
of prior learning process were working, were also part of the survey. A theme-based
content analysis was done on the resulting data. Findings revealed tension between the
goals of economic and human resource management and the change experienced by
these adult learners in their professional status. Based on these results, the closing
remarks to this article highlight the tensions caused by the failure of the goals of the
policy to which recognition of prior learning was central, and the personal and social
changes referred to by learners. Important educational changes were achieved although
they were undermined by the adult education policy and European Union guidelines.
Descrição
Palavras-chave
Recognition of prior learning European Union guidelines for lifelong learning Adult education policy Portugal
Contexto Educativo
Citação
Lima, L. C., & Guimarães, P. (2016). Recognition of prior learning at the centre of a national strategy: Tensions between professional gains and personal development. Journal of Adult and Continuing Education, 22(1), 29-45. doi: 10.1177/1477971416630127
Editora
SAGE Publications