ABSTRACT

This article contributes to a better theoretical understanding of the social processes underlying the development and implementation of schemes to improve the recognition of prior learning (RPL) in vocational education and training (VET). It traces the global diffusion of RPL, and then analyses the formulation of RPL policies and design and implementation of RPL schemes in four case study countries (Bangladesh, North-Macedonia, Sweden and Switzerland). The article draws on historical institutionalism and Margaret Archer's work on educational change to argue that the design and implementation of RPL schemes are strongly dependent on the status of VET qualifications in education systems and labour markets.

摘要

本文有助于更好地从理论上理解制定和实施计划的社会过程，以提高职业教育和培训 (VET) 中对先前学习 (RPL) 的认可。它追溯了 RPL 的全球传播，然后分析了四个案例研究国家（孟加拉国、北马其顿、瑞典和瑞士）的 RPL 政策制定以及 RPL 计划的设计和实施。这篇文章借鉴了历史制度主义和玛格丽特阿彻关于教育变革的工作，认为 RPL 计划的设计和实施在很大程度上取决于教育系统和劳动力市场中 VET 资格的地位。