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.

chapter 4|17 pages

Recognition of prior learning: exploring the ‘knowledge question’

LINDA COOPER and JUDY HARRIS University of Cape Town, South Africa; Thompson Rivers University, British Columbia, Canada

chapter 5|17 pages

The politics of recognition: critical discourse analysis of recent PLAR policies for immigrant professionals in Canada

SHIBAO GUO and HONGXIA SHAN* University of Calgary, Canada; University of British Columbia, Canada

chapter 6|20 pages

Love, rights and solidarity in the recognition of prior learning (RPL)

University of New South Wales, Sydney, Australia

chapter 7|17 pages

Converting RPL into academic capital: lessons from Australian universities

cation, The University of Western Australia,

chapter 8|17 pages

Portfolios and meaning-making in the assessment of prior learning

HELEN POKORNY Westminster Exchange, University of Westminster, UK

chapter 10|23 pages

Translating validation of prior learning in practice

ANDREAS DIEDRICH Gothenburg Research Institute, Gothenburg, Sweden