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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...