Fastighetsskötares erfarenheter av validering
[Caretakers experiences of validation]
DOI:
https://doi.org/10.3384/njvet.2242-458X.2010329Keywords:
recognition of prior learning, validation, vocational competence, phenomenography, contextual analysisAbstract
Validation, or recognition of prior learning, involves an idea of ‘making learning visible’ – of valuing knowledge irrespective of how, when and where it is learnt. This chapter presents a phenomenographic analysis of how a group of caretakers from a Swedish property management company experience participation in a validation initiative focusing on their vocational competence.
The findings show how validation is experienced in various ways by the caretakers – as an opportunity for personal development, as a matter of assessment and control, or as ‘only scratching the surface’. The process is also experienced in different ways in terms of learning – with a focus on prior learning or new learning, or even no learning. Other benefits of validation are described in terms of exchange value or personal development. Through a contextual analysis, the findings are integrated in a model where the relationship between the individual and the validation process is described as a developmental, a credit-exchange or a critical relation.
The conclusions put focus on the relevance of validation for groups like caretakers. This is a group where the vocational learning to a high extent is informal, which means a potential for recognition of their prior learning in terms of formal credentials.
References
Aagaard, K. & Dahler, A.M. (Red.) (2011). Anerkendelse af realkompetencer - en antologi. Århus: Viasystime.
Abrandt Dahlgren, M. (2001). Portraits of PBL: A cross-faculty comparision of students' experiences of problem-based learning (Linköping Studies in Education and Psychology No. 80). Linköping: Linköpings universitet.
Andersson, P. (2006). Caretakers' experiences of RPL. Journal of Vocational Education and Training, 58(2), 115-133. https://doi.org/10.1080/13636820600799502
Andersson, P. (2007). Recognition of informal ICT competence. Nordic Journal of Digital Literacy [Digital Kompetanse], 2(3), 173-188.
Andersson, P. & Fejes A. (2011). Sweden: The developing field of validation research. I J. Harris, M. Breier & C. Wihak (Red.), Researching the Recognition of Prior Learning: International Perspectives (s. 228-247). Leicester: NIACE.
Andersson, P. & Fejes, A. (2014). Svensk forskning om validering av vuxnas lärande - trender och tendenser. Pedagogisk Forskning i Sverige, Tema: Bedömning och dokumentation, 19(4-5), 324-344.
Andersson, P. & Harris, J. (Red.) (2006). Re-theorising the Recognition of Prior Learning. Leicester: NIACE.
Andersson, P., Hult, Å. & Fejes, A. (2002). Validering av utländsk yrkeskompetens - en studie av den utökade försöksverksamheten. I Validering av utländsk yrkeskompetens, Redovisning av regeringsuppdrag, Dnr: 01-2001:03631, Bilaga 1. Stockholm: Skolverket.
Andersson, P., Sjösten, N-Å. & Ahn, S-e. (2003). Att värdera kunskap, erfarenhet och kompetens: Perspektiv på validering (Forskning i fokus nr. 9). Stockholm: Myndigheten för skolutveckling,
Bjørnåvold, J. (2000). Making learning visible: Identification, assessment and recognition of non-formal learning in Europe. Tessaloniki: Cedefop - European Centre for the Development of Vocational Training.
Bowden, J.A. & Walsh, E. (Red.) (1994). Phenomenographic research: Variations in method. The Warburton symposium. Melbourne: Royal Melbourne Institute of Technology.
Breier, M. (2005). A disciplinary-specific approach to the recognition of prior informal experience in adult pedagogy: 'rpl' as opposed to 'RPL'. Studies in Continuing Education, 27(1), 51-65. https://doi.org/10.1080/01580370500056448
Butterworth, C. (1992). More than one bite at the APEL: Contrasting models of accrediting prior learning. Journal of Further and Higher Education, 16(3), 39-51. https://doi.org/10.1080/0309877920160305
Halttunen, T., Koivisto, M. & Billett, S. (Red.) (2014). Promoting, assessing, recognizing and certifying lifelong learning: International perspectives and practices. Dordrecht: Springer. https://doi.org/10.1007/978-94-017-8694-2
Harris, J., Breier, M. & Wihak, C. (Red.) (2011). Researching the Recognition of Prior Learning: International perspectives. Leicester: NIACE.
Harris, J., Wihak, C. & Van Kleef, J. (Red.) (2014). Handbook of the Recognition of Prior Learning: Research into practice. Leicester: NIACE.
Hult, Å. & Andersson, P. (2008). Validering i de nordiska länderna: policy och praktik. Kristianstad: fiora förlag / Nordiskt nätverk för vuxnas lärande (NVL).
Marton, F. (1981). Phenomenography - describing conceptions of the world around us. Instructional Science, 10(2), 177-200. https://doi.org/10.1007/BF00132516
Marton, F. (1988). Phenomenography: A research approach to investigating different understandings of reality. I R.R. Sherman & R.B. Webb (Red.) Qualitative research in education: Focus and methods (s. 141-161). London, New York, Philadelphia: The Falmer Press.
Marton, F. & Booth, S. (1997). Learning and Awareness. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
SOU 1996:27. En strategi för kunskapslyft och livslångt lärande. Stockholm: Regeringskansliet, Utbildningsdepartementet.
Svensson, L. (1976). Study Skill and Learning (Göteborg Studies in Educational Sciences 19). Göteborg: Acta Universitatis Gothoburgensis.
Torrance, H. & Pryor, J. (1998). Investigating formative assessment. Buckingham: Open University Press.
Walsh, E. (1994). Phenomenographic analysis of interview transcripts. I J.A. Bowden & E. Walsh (Red.) Phenomenographic research: Variations in method. The Warburton symposium (s. 17-30). Melbourne: Royal Melbourne Institute of Technology.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Per Andersson
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
From 2021 NJVET publishes all articles under the Creative Commons License CC BY 4.0.
