Recipes for recognition and lifelong learning: community based approaches to fostering learning transitions

This paper will examine three related concepts: access, RPL & pathways. The purpose of the paper is to expand and broadened perspectives in relation to these three concepts with the view to encouraging innovative practice in promoting lifelong learning and pathways. The concept of access will be discussed with reference to the spectrum of access models as outlined by Harrison (1993). Secondly, recent research into the up take and occurrence of RPL in Australia will be presented along with differing models of RPL from international literature. Lastly, the concept of pathways and progression routes will be explored. The discussion will conclude with the presentation of a holistic and multidisciplinary approach to promoting lifelong learning. The model was originally developed as a result of current doctoral and Adult Learning Australia (ALA) funded research focused specifically on jobseekers, however the model and its four integrated components has much wider applications. For example, it can be used with those groups with little or no post compulsory education and training, groups that are under-represented in tertiary education and those in transitional phases of their life course (re-enter, redundancy, career change). The model draws upon several bodies of knowledge, which includes theories of self and identity, social cognitive theory, models of adult learning, educational and cognitive psychology and new literacies studies. The paper offers insights into innovative ways to promote pathways and lifelong learning with ramifications and applications across all sectors and within a variety of learning communities.