Educational paths in Chilean higher education: an approach to the recognition of prior learning

Abstract

This research analyzes the assessment practices in the context of the recognition of prior learning (RPL), comparing the discourse declared in the Chilean institutional regulations with the perceptions of key actors, in order to establish the level of depending co-existence between the public policy and the institutional framework. A study of six collective cases was carried out in both technical training centers and universities. The results show the lack of understanding of the RPL by higher education institutions (HEI), a lack that generates ignorance and distrust among the authorities and faculty of the institutions under study. What prevails is the significance of understanding, drawing up and developing flexible and articulated educational paths, which also implies the presence of specialized staff to materialize the declaration of principles.