A developmental approach to recognition of prior learning in social work field education

Bruce Valentine; Wendy Bowles; Jennifer McKinnon

doi:10.1080/0312407X.2016.1168462

A developmental approach to recognition of prior learning in social work field education

Bruce Valentine, Wendy Bowles, Jennifer McKinnon

Research output: Contribution to journal › Article › peer-review

4 Citations (Scopus)

Abstract

This paper comments on the policy issue of recognition of prior learning (RPL) in social work education. Contrasting approaches to RPL are explored through a case study of Charles Sturt University's experiences with RPL in its professional entry social work programs. RPL for field education in Australian social work education has been a contested issue within the profession and for social work education providers since its introduction in 2008. Notwithstanding the Australian Association of Social Workers' credentialist approach to RPL, Charles Sturt University's experience is that a developmental approach is preferable and can be a transformative professional education strategy.

Original language	English
Pages (from-to)	495-502
Number of pages	8
Journal	Australian Social Work
Volume	69
Issue number	4
DOIs	https://doi.org/10.1080/0312407X.2016.1168462
Publication status	Published - 2016

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10.1080/0312407X.2016.1168462

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title = "A developmental approach to recognition of prior learning in social work field education",

abstract = "This paper comments on the policy issue of recognition of prior learning (RPL) in social work education. Contrasting approaches to RPL are explored through a case study of Charles Sturt University's experiences with RPL in its professional entry social work programs. RPL for field education in Australian social work education has been a contested issue within the profession and for social work education providers since its introduction in 2008. Notwithstanding the Australian Association of Social Workers' credentialist approach to RPL, Charles Sturt University's experience is that a developmental approach is preferable and can be a transformative professional education strategy.",

keywords = "Field education, Social work education, Recognition of Prior Learning, Prior learning assessment, Accreditation of Prior (Experiential) Learning",

author = "Bruce Valentine and Wendy Bowles and Jennifer McKinnon",

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doi = "10.1080/0312407X.2016.1168462",

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AU - Valentine, Bruce

AU - Bowles, Wendy

AU - McKinnon, Jennifer

N1 - Includes bibliographical references.

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Y1 - 2016

N2 - This paper comments on the policy issue of recognition of prior learning (RPL) in social work education. Contrasting approaches to RPL are explored through a case study of Charles Sturt University's experiences with RPL in its professional entry social work programs. RPL for field education in Australian social work education has been a contested issue within the profession and for social work education providers since its introduction in 2008. Notwithstanding the Australian Association of Social Workers' credentialist approach to RPL, Charles Sturt University's experience is that a developmental approach is preferable and can be a transformative professional education strategy.

AB - This paper comments on the policy issue of recognition of prior learning (RPL) in social work education. Contrasting approaches to RPL are explored through a case study of Charles Sturt University's experiences with RPL in its professional entry social work programs. RPL for field education in Australian social work education has been a contested issue within the profession and for social work education providers since its introduction in 2008. Notwithstanding the Australian Association of Social Workers' credentialist approach to RPL, Charles Sturt University's experience is that a developmental approach is preferable and can be a transformative professional education strategy.

KW - Field education

KW - Social work education

KW - Recognition of Prior Learning

KW - Prior learning assessment

KW - Accreditation of Prior (Experiential) Learning

U2 - 10.1080/0312407X.2016.1168462

DO - 10.1080/0312407X.2016.1168462

M3 - Article

SN - 0312-407X

VL - 69

SP - 495

EP - 502

JO - Australian Social Work

JF - Australian Social Work

IS - 4

ER -

A developmental approach to recognition of prior learning in social work field education

Abstract

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