The  paradox of utilitarian recognition of prior learning: the cases of Portugal and Slovenia

Paula Guimarães; Borut  Mikulec

doi:10.3384/rela.2000-7426.ojs1479

Authors

Paula Guimarães Instituto de Educação, Universidade de Lisboa
Borut Mikulec University of Ljubljana, Ljubljana

DOI:

https://doi.org/10.3384/rela.2000-7426.ojs1479

Keywords:

Adult education, European Union, Portugal, recognition of prior learning, Slovenia

Abstract

In this article, we examine the vertical influence of the European Union (EU) policy on recognition of prior learning (RPL) in one Southern European country (Portugal) and in a Central European one (Slovenia). We stress the influence of the EU policy on adult education (AE) policies and the development of RPL granting professional qualification. Although not widely acknowledged in adult education theoretical discussions, we use the RPL models introduced by Judy Harris to debate the main aims of core official RPL national policy documents from 2000 to 2018 using documentary analysis. Comparative analysis of the two countries is made, and similarities and differences between the RPL provisions are debated. Our findings indicate the relevance of the utilitarian approach to RPL within national policies. Furthermore, these findings allow us to question why employers give little attention to adult learners’ qualification acquired through RPL.

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