Is Workplace Learning Higher Education?

Authors

  • Spencer Bruce Athabasca University
  • Kelly Jennifer University of Alberta

DOI:

https://doi.org/10.56105/cjsae.v19i2.2586

Abstract

This paper explores the issues involved in granting college and university credits for prior learning, particularly informal workplace learning and workplace training. It argues for the recognition of the differences (but not the superiority of one over the other) between workbased knowledge and academic knowledge when granting recognition of prior learning. It criticizes exaggerated claims for, and processes used in the recognition of prior learning but defends a role for judicious use of prior learning assessment and recognition (PLAR) within the academy. It further argues that traditional institutions of higher learning do need to change to accommodate adults within the academy and that PLAR has a role to play in that process.

Résumé

Cet article explore les questions entourant les crédits universitaires et collégiaux associés à la reconnaissance des acquis, particulièrement à l'apprentissage informel et la formation en milieu de travail. Il veut démontrer les différences (en non la supériorité de l'un sur l'autre) entre le savoir acquis au travail et le savoir universitaire dans la reconnaissance des acquis. Il critique les prétentions excessives et les processus utilisés en reconnaissances des acquis, mais défend l'utilisation judicieuse de l'ÉRA (Évaluation et reconnaissance des acquis) par les institutions postsecondaires. Il va plus loin en soutenant que les institutions de haul savoir devaient changer leurs exigences d'admission pour permettre aux adultes d'avoir accès à leurs programme et que l'ÉRA devait avoir un rôle à jouer.

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Published

2005-11-01

How to Cite

Bruce, S., & Jennifer, K. (2005). Is Workplace Learning Higher Education?. Canadian Journal for the Study of Adult Education, 19(2). https://doi.org/10.56105/cjsae.v19i2.2586

Issue

Vol. 19 No. 2 (2005)

Section

Articles

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