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Recognition of Prior Learning: Research from around the globe
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. (Vuxenpedagogik och folkbildning)ORCID iD: 0000-0003-1194-9708
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. (Vuxenpedagogik och folkbildning)
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. (Vuxenpedagogik och folkbildning)
2015 (English)Collection (editor) (Refereed)
Abstract [en]

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.

Place, publisher, year, edition, pages
London & New York: Routledge, 2015, 1. , 172 p.
Keyword [en]
recognition of prior learning, validation
National Category
Pedagogy Learning
Identifiers
URN: urn:nbn:se:liu:diva-122183ISBN: 978-11-3895-502-8OAI: oai:DiVA.org:liu-122183DiVA: diva2:862747
Note

Table of Contents

1. Introduction: Introducing research on recognition of prior learning Per Andersson, Andreas Fejes and Fredrik Sandberg

2. Developing professional learning and identity through the recognition of experiential learning at doctoral level Pauline Armsby

3. The Portuguese case of RPL new practices and new adult educators: some tensions and ambivalences in the framework of new public policies Rosanna Barros

4. Recognition of prior learning: exploring the ‘knowledge question’ Linda Cooper and Judy Harris

5. The politics of recognition: critical discourse analysis of recent PLAR policies for immigrant professionals in Canada Shibao Guo and Hongxia Shan

6. Love, rights and solidarity in the recognition of prior learning (RPL) Jen Hamer

7. Converting RPL into academic capital: lessons from Australian universities Tim Pitman and Lesley Vidovich

8. Portfolios and meaning-making in the assessment of prior learning Helen Pokorny

9. Agreement in assessment of prior learning related to higher education: an examination of interrater and intrarater reliability Tova Stenlund

10. Translating validation of prior learning in practice Andreas Diedrich

Available from: 2015-10-23 Created: 2015-10-23 Last updated: 2015-10-29

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Andersson, PerFejes, AndreasSandberg, Fredrik
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