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

Jane Murray

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

Centre for Education and Research

Research output: Contribution to Book/Report › Chapter › peer-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 language	English
Title of host publication	The Power of VPL: Validation of Prior Learning as a Multi-Targeted Approach for Access to Learning Opportunities for All
Editors	Ruud Duvekot, Benedicte Halba, Kirstin Aagaard, Sergij Gabrscek, Jane Murray
Place of Publication	Vught, The Netherlands
Publisher	Inholland University AS and European Centre Valuation Prior Learning
Chapter	7
Pages	129-158
Number of pages	30
ISBN (Print)	9789081254908
Publication status	Published - 1 Apr 2014

Keywords

APCL
APEL
APL
RPL
VPL
Validated prior learning

Access to Document

Murray_Jane_ECVPL_2014_A_UK_perspective_on_validated_prior_learning_validated_prior_learning_as_an_instrument_for_access_to_higher_education_by_two_marginalised_groupsFinal published version, 467 KB

https://ec-vpl.nl/downloads/book-2014-english-vplbiennale-the-power-of-vpl.pdf

2 Workshop

Support and barriers in validated prior learning
Jane Murray (Speaker) & Paul Bramble (Speaker)
10 Apr 2014
Activity: Academic Talks or Presentations › Workshop › Research
Strengthening the impact of case studies through the use of a digital medium
Paul Bramble (Speaker) & Jane Murray (Speaker)
10 Apr 2014
Activity: Academic Talks or Presentations › Workshop › Research

Cite this

Murray, J. (2014). A UK perspective on validated prior learning: validated prior learning as an instrument for access to higher education by two marginalised groups. In R. Duvekot, B. Halba, K. Aagaard, S. Gabrscek, & J. Murray (Eds.), The Power of VPL: Validation of Prior Learning as a Multi-Targeted Approach for Access to Learning Opportunities for All (pp. 129-158). Inholland University AS and European Centre Valuation Prior Learning. https://ec-vpl.nl/downloads/book-2014-english-vplbiennale-the-power-of-vpl.pdf

Murray, Jane. / A UK perspective on validated prior learning: validated prior learning as an instrument for access to higher education by two marginalised groups. The Power of VPL: Validation of Prior Learning as a Multi-Targeted Approach for Access to Learning Opportunities for All. editor / Ruud Duvekot ; Benedicte Halba ; Kirstin Aagaard ; Sergij Gabrscek ; Jane Murray. Vught, The Netherlands : Inholland University AS and European Centre Valuation Prior Learning, 2014. pp. 129-158

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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.",

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Murray, J 2014, A UK perspective on validated prior learning: validated prior learning as an instrument for access to higher education by two marginalised groups. in R Duvekot, B Halba, K Aagaard, S Gabrscek & J Murray (eds), The Power of VPL: Validation of Prior Learning as a Multi-Targeted Approach for Access to Learning Opportunities for All. Inholland University AS and European Centre Valuation Prior Learning, Vught, The Netherlands, pp. 129-158. <https://ec-vpl.nl/downloads/book-2014-english-vplbiennale-the-power-of-vpl.pdf>

A UK perspective on validated prior learning: validated prior learning as an instrument for access to higher education by two marginalised groups. / Murray, Jane.
The Power of VPL: Validation of Prior Learning as a Multi-Targeted Approach for Access to Learning Opportunities for All. ed. / Ruud Duvekot; Benedicte Halba; Kirstin Aagaard; Sergij Gabrscek; Jane Murray. Vught, The Netherlands: Inholland University AS and European Centre Valuation Prior Learning, 2014. p. 129-158.

Research output: Contribution to Book/Report › Chapter › peer-review

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AB - 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.

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Murray J. A UK perspective on validated prior learning: validated prior learning as an instrument for access to higher education by two marginalised groups. In Duvekot R, Halba B, Aagaard K, Gabrscek S, Murray J, editors, The Power of VPL: Validation of Prior Learning as a Multi-Targeted Approach for Access to Learning Opportunities for All. Vught, The Netherlands: Inholland University AS and European Centre Valuation Prior Learning. 2014. p. 129-158

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

Abstract

Keywords

Access to Document

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Activities

Support and barriers in validated prior learning

Strengthening the impact of case studies through the use of a digital medium

Cite this