Overview
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.
Full Product Details
Author: Per Andersson (Linköping University, Sweden) ,
Andreas Fejes (Linköping University, Sweden) ,
Fredrik Sandberg (Linköping University, Sweden)
Publisher: Taylor & Francis Ltd
Imprint: Routledge
Weight: 0.498kg
ISBN: 9781138955028
ISBN 10: 1138955027
Pages: 172
Publication Date: 21 September 2015
Audience:
College/higher education
,
Professional and scholarly
,
Postgraduate, Research & Scholarly
,
Professional & Vocational
Format: Hardback
Publisher's Status: Active
Availability: In Print
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Reviews
The book title is captivating and raises expectations of exhaustive discussion of Recognition of Prior Learning (RPL), a practice aimed at enhancing lifelong learning through recognition of credits or granting advanced standing, and accreditation/validation of knowledge and skills acquired through informal and non-formal settings for personal development, social justice and economic development...to a greater extent this has been achieved through case studies from Australia, Canada, Portugal, South Africa, Sweden and the UK . - Fred Gennings Wanyavinkhumbo Msiska, Centre for Open and Distance Learning, Mzuzu University, Private Bag 201, Luwinga, Mzuzu, Malawi, UNESCO Institute for Lifelong Learning
The book title is captivating and raises expectations of exhaustive discussion of Recognition of Prior Learning (RPL), a practice aimed at enhancing lifelong learning through recognition of credits or granting advanced standing, and accreditation/validation of knowledge and skills acquired through informal and non-formal settings for personal development, social justice and economic development...to a greater extent this has been achieved through case studies from Australia, Canada, Portugal, South Africa, Sweden and the UK .- Fred Gennings Wanyavinkhumbo Msiska, Centre for Open and Distance Learning, Mzuzu University, Private Bag 201, Luwinga, Mzuzu, Malawi, UNESCO Institute for Lifelong Learning
Author Information
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.
