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

Bruce Valentine, Wendy Bowles, Jennifer McKinnon

Research output: Contribution to journalArticle

1 Citation (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 languageEnglish
Pages (from-to)495-502
Number of pages8
JournalAustralian Social Work
Volume69
Issue number4
DOIs
Publication statusPublished - 2016

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Social Work
social work
Learning
Education
learning
education
Professional Education
social worker
experience
profession
Recognition (Psychology)

Cite this

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A developmental approach to recognition of prior learning in social work field education. / Valentine, Bruce; Bowles, Wendy; McKinnon, Jennifer.

In: Australian Social Work, Vol. 69, No. 4, 2016, p. 495-502.

Research output: Contribution to journalArticle

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