Recognition of prior learning and the problem of ‘graduateness’1

This paper considers one obstacle to implementing recognition of prior learning (RPL), which arises from the problem of defining ‘graduateness’. It cites research in which many respondents expressed reluctance to grant RPL for a whole or substantial part of a qualification, because they felt students lacked ‘something ’ that other graduates had. In trying to give a voice to these respondents, and consider what this ‘something ’ was, we used the notion of ‘graduateness’, despite the fact that this is a contested concept, means different things to different people, and has yet to be fully developed. Presenting the paper at this conference is an opportunity to explore further the concept of ‘graduateness ’ and its relevance to RPL in discussion and debate with colleagues, recognising that it is through engaging with the VET research community of practice that the utility of such concepts is improved. In discussing these issues, the paper relates graduateness to communities of practice, and to Biggs ’ model of constructive alignment. It questions whether all VET qualifications, should in theory, be able to be ‘RPLed’