What Are the Underlying Forces in RPL? What Values, Beliefs, and Assumptions Are Significant?

Abstract

Recognition of Prior Learning (RPL) acknowledges learning acquired through life, work, and voluntary activities, and is a crucial component of lifelong learning offerings (CEDEFOP, 2023). Despite comprehensive policy development in recent years RPL is still a field ripe for further research particularly on the significance of organizational cultural context, and the philosophical positions within (Friesen, 2011; Hamer, 2016). This paper reports on a recent research study which seeks to improve on this current gap in knowledge by exploring the fundamental values, beliefs, and assumptions of RPL in higher education (HE) in Ireland. It employs a critical constructivist grounded theory and an interpretive methodology, integrating Schein’s model of organizational culture and VanKleef’s RPL model into its theoretical framework (Schein, 2004; Van Kleef, 2007). 

Conducting 82 semi-structured interviews with mentors, assessors, and former RPL candidates, the research findings reveal that honesty, fairness, openness, and equity are fundamental values underpinning RPL and lifelong learning. The study also uncovers positive beliefs about RPL and lifelong learning, though these are rooted in the assumption that academic standards must be upheld. Additionally, the findings highlight challenges within RPL and indicate the necessity for support to ensure its effective implementation. The study concludes by stressing the importance of incorporating these values, beliefs, and assumptions in the delivery of RPL at policy and practice level.