Handbook of the recognition of prior learning: research into practice

Recognition of prior learning (RPL) is emerging as a distinct area of academic research with a growing body of scholarly literature. This handbook, organised thematically, consolidates the major research findings of experienced RPL researchers from around the world, identifying future research directions and drawing together evidence-based implications for policy and practice.

Excerpt from publication.

The contents are: Section one, 'Overview', contains: Introduction and overview of chapters / Judy Harris and Christine Wihak; Researching the recognition of prior learning: the emergence of a field / Christine Wihak; Advances in theorising RPL / Judy Harris; Section two, 'Policy', contains: Lifelong learning policy and RPL in the learning society: the promise of Faure? / Ruud Duvekot; RPL, labour markets and national qualifications frameworks: a policy perspective / Patrick Werquin; Section three, 'Issues', contains: RPL and workforce development / Roslyn Cameron; Treading a fine line: expectations and ambivalences in trade union engagement with RPL / Linda Cooper; Recognition of prior learning and social justice in higher education / Angelina Wong; Quality in PLAR / Joy Van Kleef; Trends and issues in the professional development of RPL practitioners / Nan Travers and Judy Harris; Exploring the learner experience of RPL / Helen Pokorny and Ruth Whittaker; Technology and RPL / Roslyn Cameron, Nan Travers and Christine Wihak; Section four, 'Contexts', contains: RPL in higher education: past, present, and potential / Dianne Conrad; RPL in further and vocational education and training / Per Andersson; Life after PLAR: the post-assessment success of candidates / Joy Van Kleef; Prior learning assessment for immigrants in regulated professions / Leah Moss; Endword: research into practice? / Per Andersson. Show less