A UK perspective on validated prior learning: validated prior learning as an instrument for access to higher education by two marginalised groups

Research output: Contribution to Book/ReportChapterpeer-review

Abstract

This chapter focuses on a UK perspective regarding validated prior learning (VPL) as an instrument for access to Higher Education by two target groups identified as marginalised within European and UK discourses. The selected groups are (i) people with Special Educational Needs and Disabilities (SEND) and (ii) people aged 50-plus. Drawing on data compiled and analysed as part of the ALLinHE EU Lifelong Learning Project, the chapter opens with a consideration of the European and UK contexts in regard to VPL. Discussion then turns to characteristics of the two selected groups before moving to focus on VPL processes at macro-, meso- and micro-levels in the UK. The conclusion draws together the UK findings in regard to the two selected groups to posit that a varied picture of VPL supporting Access to HE in the UK exists, influenced by an asymmetric power relationship between HEIs and individual citizens, with HEIs the hegemonic partner.
Original languageEnglish
Title of host publicationThe Power of VPL: Validation of Prior Learning as a Multi-Targeted Approach for Access to Learning Opportunities for All
EditorsRuud Duvekot, Benedicte Halba, Kirstin Aagaard, Sergij Gabrscek, Jane Murray
Place of PublicationVught, The Netherlands
PublisherInholland University AS and European Centre Valuation Prior Learning
Chapter7
Pages129-158
Number of pages30
ISBN (Print)9789081254908
Publication statusPublished - 1 Apr 2014

Keywords

  • APCL
  • APEL
  • APL
  • RPL
  • VPL
  • Validated prior learning

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