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Journals / Yükseköğretim Dergisi / 2024 / Cilt: 14 Sayı: 3

The Concept of “Recognition of Prior Learning” in the Context of Turkish Higher Education

Türkiye ve Belirgin Uygulamalarla Öne Çıkan Ülkeler Bağlamında “Önceki Öğrenmenin Tanınması”

İsmail Güleç(ISTANBUL MEDENIYET UNIVERSITY)0000-0002-0174-148X
Seda Demir(SAKARYA ÜNİVERSİTESİ EĞİTİM BİLİMLERİ ENSTİTÜSÜ)0000-0002-3044-8530
Pages
79–89
Publication Date
2024-12-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It is expected that the results of the study will provide insight and raise awareness on the relevant issues for the education policy regulators and authorized decision makers, in particular in terms of testing and evaluation in higher education.

📌 3 Key Takeaways

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Objective & Hypothesis:Recognition of Prior Learning (RPL) in higher education is to convert students' practical/theoretical education, achievements obtained in formal/informal environments before they reach the level of education they are in, into credits regardless of their systematic or guided acquisition, or to substitute them for another relevant learning within the education period.
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Key Findings & Data:Especially in the European Higher Education Area and around the world in countries like the U.S.A, Canada, the U.K., and Australia which have been able to implement the lifelong learning principle in higher education institutions more effectively, the practices related to RPL have been carried out with comprehensive content and through acceptance tools in favor of the learner.
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Conclusion & Impact:It is expected that the results of the study will provide insight and raise awareness on the relevant issues for the education policy regulators and authorized decision makers, in particular in terms of testing and evaluation in higher education.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Önceki Öğrenmenin Tanınması · Akreditasyon · Yaşam Boyu Öğrenme

Abstract

Recognition of Prior Learning (RPL) in higher education is to convert students' practical/theoretical education, achievements obtained in formal/informal environments before they reach the level of education they are in, into credits regardless of their systematic or guided acquisition, or to substitute them for another relevant learning within the education period. Especially in the European Higher Education Area and around the world in countries like the U.S.A, Canada, the U.K., and Australia which have been able to implement the lifelong learning principle in higher education institutions more effectively, the practices related to RPL have been carried out with comprehensive content and through acceptance tools in favor of the learner. As for Türkiye, it will be seen that even most of the fully accredited universities do not go beyond crediting the previously taken courses, seminars, and courses, and do not fill the concept of RPL. Moreover, as of the general picture, the tools used for RPL consist of course substitution, file preparation, standard proficiency exams or interviews. In the study, the relative practices of countries mentioned above were emphasized in general and in the conclusion determinations were made about how some remedial arrangements could be made regarding the relevant practices in Türkiye. It is expected that the results of the study will provide insight and raise awareness on the relevant issues for the education policy regulators and authorized decision makers, in particular in terms of testing and evaluation in higher education.

Özet

Yüksek öğretim alanında Önceki Öğrenmenin Tanınması (ÖÖT), öğrencilerin bulundukları eğitim seviyesine gelmeden önceki formel/enformel ortamlarda aldıkları uygulamalı/kuramsal eğitimleri, kazanımları, sistematik veya güdümlü olarak kazanılmasından bağımsız olarak krediye dönüştürmek veya bunlarla öğretim dönemi içinde ilgili başka bir öğrenmeyi ikame etmektir. Geleceğe bakıldığında kavramla ilgili politika ve ilkelerinin esnek değerlendirme ve açık öğrenme kavramları içerisinde kolayca yer alacağı görünmektedir. Dünyada Avrupa Yüksek öğretim Alanı’nda, Amerika Birleşik Devletleri, Kanada, Birleşik Krallık, Avusturalya’daki uygulamalar gibi yaşam boyu öğrenme ilkesini yüksek öğretim kurumlarında daha etkin bir şekilde uygulamaya geçirebilmiş ülkelerde ÖÖT’ye ilişkin uygulamalar oldukça geniş ve öğrenici lehine olacak şekilde kapsamlı içerik ve kabul araçları ile gerçekleştirilmektedir. Türkiye’de ise tam akredite olmuş üniversitelerin çoğunun dahi önceden alınan ders, seminer, kurs gibi kazanımları kredilendirmeden öte gitmeyerek ÖÖT kavramının içini doldurmakta zorluk çektiği görülmektedir. Üstelik genel tablo itibari ile ÖÖT için kullanılan araçlar ders saydırma, dosya hazırlama, standart yeterlilik sınavları veya mülakatlardan oluşmaktadır. Çalışmada ÖÖT konusunda yukarıda bahsi geçen ülkelerin ilgili alandaki uygulamaları üzerinde durulmuş ve sonuç kısmında Türkiye’de ilgili uygulamalara ilişkin bazı iyileştirici düzenlemelerin nasıl yapılabileceği yönünde saptamalarda bulunulmuştur. Çalışmanın sonuçlarının yüksek öğretim açısından programların yürütülmesi başlığı altında ölçme-değerlendirme özelinde eğitim politikası düzenleyicileri ve yetkili karar mercilerine ilgili konularda öngörü sağlaması ve farkındalık uyandırması beklenmektedir.

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Cite This Article

Güleç, İ., Demir, S. (2024). The Concept of “Recognition of Prior Learning” in the Context of Turkish Higher Education. Yükseköğretim Dergisi, Cilt: 14 Sayı: 3, 79–89. https://doi.org/10.53478/yuksekogretim.1304786

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