Mature women and the New Zealand qualifications framework : realising the potential of recognising prior learning

Kamp, Annelies 2003, Mature women and the New Zealand qualifications framework : realising the potential of recognising prior learning, International education journal, vol. 4, no. 1, pp. 17-23.

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Title Mature women and the New Zealand qualifications framework : realising the potential of recognising prior learning
Author(s) Kamp, Annelies
Journal name International education journal
Volume number 4
Issue number 1
Start page 17
End page 23
Publisher Shannon Research Press
Place of publication Adelaide, S. Aust.
Publication date 2003
ISSN 1443-1475
Keyword(s) competency
women
recognition
education
assessment
prior Learning
Summary Against a background of 'second-wave' lifelong learning in Aotearoa New Zealand a new framework for post-compulsory national qualifications was introduced. The resulting competency-based system was argued to present a number of benefits for mature women including flexibility in curriculum and delivery and portability across educational sectors. Competency-based education was to include provision for recognition of prior skills and knowledge gained in formal learning environments and the workplace as well as informal learning environments such as the home and the community. Such recognition was a significant factor in gaining support from women’s groups given the potential to recognize and value the domestic labour of women and the skills and knowledge that flow from it. This article explores the rhetoric around recognition of prior learning and discusses approaches to realise its potential. It then draws on research undertaken in Aotearoa New Zealand to suggest that the potential of recognition of prior learning is yet to be realised.
Language eng
Field of Research 130399 Specialist Studies in Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2003, International education journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30001863

Document type: Journal Article
Collection: School of Social and Cultural Studies in Education
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