Accès à un diplôme en formation professionnelle par la reconnaissance des acquis : un levier pour plus de justice sociale?
Abstract
Devices for the recognition of prior learning are promoted as a means of contributing to social justice towards disadvantaged populations, including adults without a diploma. This article aims to examine, from a social justice perspective, the pathway of recognition of prior learning in vocational educational training (RPL-VET), of adults without a diploma, from entry into the process to obtaining a diploma of vocational studies. The capability approach is used. Using administrative data, the results of comparative analyses show that RPL has the potential to contribute to more social justice under certain conditions.
Fields of Study & Subjects
Higher Education Learning Practices
Education
sociology
and vocational training
Education Systems and Policy
Publication details
- Journal / source
- Canadian Journal for the Study of Adult Education
- Volume
- 37
- Issue
- 02
- Publication date
- 11 February 2026
- Language
- EN