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Vibe Aarkrog

Assessment of unskilled adults’ prior learning – fair to whom?

Publikation: KonferencebidragPaperForskningpeer review

As in many other countries, Danish adult education policy focuses on how to encourage adults for education; the most important and challenging group of adults being those with few or no formal qualifications. Assessment of prior learning (APL) is perceived as an important tool for motivating adults for education and training. The most important part of the adults’ prior learning has been obtained outside the formal school system, typically consisting of their work experiences.

This paper discusses research that examined the meeting between on the one hand the adults’ prior learning and on the other the school system and curricular standards. Applying a theoretical frame that includes concepts of communities of practice (Wenger), the development from novice to expert (Dreyfus & Dreyfus), and Bernstein’s distinction between horizontal and vertical learning, the paper gives an account of the students’ development in relation to assessment of their prior learning. The study includes a number of VET-programs. The paper focuses on one of them: Social and health care and clerical assistant. It addresses questions of what is a fair APL, perceived in relation to both the adults’ knowing in practice and the qualification standards, formulated in the learning outcome descriptions of the programs
Udgivelsesår1 maj 2014
Antal sider11
StatusUdgivet - 1 maj 2014


  • Realkompetencevurdering, ufaglært, praksisfællesskab, novice, ekspert

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