Access to a professional training diploma through recognition of prior learning: a lever for more social justice?
DOI:
https://doi.org/10.56105/cjsae.v37i02.5756Keywords:
recognition of prior learning, Social Justice, Adult Education, vocational educationAbstract
Devices for the recognition of prior learning are promoted as a means of contributing to social justice towards disadvantaged populations, including adults without a diploma. This article aims to examine, from a social justice perspective, the pathway of recognition of prior learning in vocational educational training (RPL-VET), of adults without a diploma, from entry into the process to obtaining a diploma of vocational studies. The capability approach is used. Using administrative data, the results of comparative analyses show that RPL has the potential to contribute to more social justice under certain conditions.
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