Reading and writing in the recognition of prior learning at the level of secondary education.

Notice bibliographique

Bélisle, R. et Rioux, I. (2016). Reading and writing in the recognition of prior learning at the level of secondary education. Canadian journal for the study of adult education, 28(1), 15-27.

Résumé

Studies show that the use of writing in recognition of prior learning (RPL) measures can repel some adults, especially those without a diploma. For those who are moving forward, how is the use of reading and writing experienced? Is it a lever or a barrier? This article presents results from a research led in Quebec including semi-structured interviews and data from archival records. It describes the use of reading and writing in two RPL measures at the secondary education level. The first one is offered in adult general education and is called Spheres of generic competencies. The second one is the recognition of prior learning and competencies in vocational training. The article also identifies reading and writing’s levers and barriers. A discussion draws attention to the challenges faced by adults when they have to read and write in RPL process.

Fichier

belisle-rioux_writing-in-recognition-of-prior-learning_2016.pdf

Hyperlien

http://cjsae.library.dal.ca/index.php/cjsae/article/view/5359/pdf_59

Membres du CÉRTA impliqués

Rachel Bélisle
Isabelle Rioux

Centre d’études et de recherches sur
les transitions et l’apprentissage
Université de Sherbrooke
Faculté d’éducation
2500, boul. de l’Université, local A1-238
Sherbrooke (Québec) CANADA J1K 2R1

Téléphone : (819) 821-8000 #62424
Télécopieur : (819) 821-7962