Recognition of prior learning (RPL) has emerged in recent decades
as an important policy area and policy concept. It is a phenomenon
with a certain variation in practices as well as contexts, concepts
and conceptions. However, there is a basic idea about giving
recognition to prior learning wherever and whenever learning has
taken place. Such ideas can be 'materialised' in formal assessment
systems providing the basis for recognition, as well as in informal
processes where prior learning is made visible and gets
recognition. This book provides a range of empirically and
theoretically based contributions from different parts of the world
where RPL, or an equivalent, is mobilised as part of educational
practices for adults. Discussion in this area often takes place
locally. This volume compiles different kinds of contributions to
create a broader dialogue among scholars and practitioners, not
only on the specific topic of RPL, but also on more general issues
faced in educational research. It was originally published as a
special issue of the International Journal of Lifelong Education.
General
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