Browsing by Subject "osaamisen tunnistaminen ja tunnustaminen"

The current research has proven that recognition of prior learning in Vocational Education and Training (VET) is based on lifelong learning. Also, that recognition of prior learning means making competence visible and giving formal status for evaluated competence. According to earlier studies, implementations of recognition of prior learning have been for example interviews, tests, personal learning plans and documents. It has also found that these implementations have an influence for example on documentation, showing proficiency or evaluation of own competence. In addition, it has been shown there are also some benefits of recognition of prior learning, such as students’ increasing motivation and productivity of VET organizations, and on the other hand some challenges like lack of resources and national insufficient instructions. The aim of this study was to increase understanding about implementations of recognition of prior learning and also the motivations behind these implementations. The study examines what kind of implementations of recognition of prior learning exist in VET. Furthermore, the study looks into reasons, benefits and improvement expressed for the implementations. The qualitative study involved persons who have participated in the recognition of prior learning in VET: four of these were part of personnel, and two of these students. The data was collected through semi-structured theme interviews. The interviewees were gathered through the contacts of Finnish National Agency of Education. The interviews were conducted as individual interviews with remote access. The data was transcribed and analyzed by using content analysis. More specific analysis was applied by Mayring’s model of inductive category development and reflectively discussed with theorical bases. This study showed that recognition of prior learning is a uniform process. Prior learning was recognized through discussions, interviews, sorting out, documentation, diplomas and other documents, tests and proof in sectors of vocational education and yet centralizing work to specific persons. The reasons expressed for implementations were portability and usability of competence data, organizing, examination of timeliness of competence, mandatory by law, organization financing, answering to students’ personal needs and personal studying paths or common teaching frame. Improvement suggested for implementations of prior learning recognition were functionality of systems, trust in competence in working life, having academic curriculums, recognition of informal learning, time and human resources, increasing the information of studying and making work easier. The last three of these were mentioned also as benefits. The results verified general meanings and challenges in recognition of prior learning.