Role of recognition of prior learning (RPL) in access, persistence and academic achievement of adults without a qualifying diploma.

Notice bibliographique

Bélisle, R., Fernandez, N. et Mottais, É. (2018). Role of recognition of prior learning (RPL) in access, persistence and academic achievement of adults without a qualifying diploma. Dans R. McGray et V. Voloshyn (dir.), (p. 21-26). Proceedings of the 37th CASAE/ACÉÉA Annual Conference, University of Regina.

Résumé

In spite of the introduction of Recognition of Prior Learning (RPL) services in Quebec, in the 1980s, the number of adults that make use of them remains low. As RPL processes are promoted to increase the number of adults with a first qualifying diploma, itseems pertinent to explore, by systematic review,how RPL services contribute to access, persistence and academic achievement of adults without a qualifying diploma (general or vocational). A central finding is the relatively low participation rates in RPL across almost all OECD countries of adults without a first diploma (Bélisle & Fernandez, 2018).