How can we, in the best possible way, bring out both the linguistic resources and the previously acquired competence of adults who are applying to the healthcare worker programme?
This research project examines practices in upper secondary education for adults in Akershus. The challenges are linked to the fact that participants must learn both subject content and language in parallel, within a limited period of time. At the same time, participants in upper secondary education for adults are more diverse today than before, especially in terms of language.
The study places particular emphasis on the period of Recognition of Prior Learning (RPL), during which participants may have limited proficiency in the Norwegian language. RPL is highly relevant in relation to the Completion Reform, which aims to ensure that more young people and adults complete upper secondary education.
Problem statement
What characterizes best practice in the use of linguistic resources and resources related to previously acquired competence in upper secondary education for adults in Akershus County?
Research questions
- What do teachers do when meeting adult participants to make the participants’ linguistic resources visible?
- What characterizes the practice of professionals in RPL that takes a resource-oriented perspective?
- How do participants describe their experiences in RPL—have they been able to demonstrate both their linguistic resources and their previously acquired competence?
