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Recognition of Prior Learning

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adult education
adult education policy
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education policy
educational practices
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experiential learning assessment
Foreign Credential Recognition
formal assessment
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higher education pathways
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Inter-and Intrarater Reliability
International Journal of Lifelong Education
international validation of learning
Intrarater Agreement
Intrarater Reliability
Non-formal Learning
Non-traditional Learners
Occupational Assessment
Pedagogic Agency
portfolio evaluation methods
Prior Learning
Prior Learning Assessment
professional development
professional identity development
Recognition of prior learning
Recognitive Justice
Reflective Practice
RPL
RPL Assessment
RPL Policy
RPL Practice
RPL Process
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Product details

  • ISBN 9781138106741
  • Weight: 330g
  • Dimensions: 174 x 246mm
  • Publication Date: 11 Aug 2017
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

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.

About
Per Andersson is Professor of Education in Linköping University, Sweden. His main research interests are recognition of prior learning, and the professional development of adult and vocational teachers. He is co-editor (with Judy Harris) of the book Re-theorising the Recognition of Prior Learning (2006). Andreas Fejes is Professor and Chair of Adult Education Research as well as Pro-Dean for Research and Doctoral Studies at the Faculty of Educational Sciences, Linköping University, Sweden. He has published extensively on issues pertaining to adult education, and is one of the founding editors of the European Journal for Research on the Education and Learning of Adults. Fredrik Sandberg is Senior Lecturer at Linköping University, Sweden. His main research interests are in adult learning and recognition of prior learning. He has published several papers on recognition of prior learning in journals such as British Educational Research Journal and Adult Education Quarterly.