The Power of VPL - Validation of Prior Learning as a multi-targeted approach for access to learning opportunities for all
Learning is more than ever important and valuable, and people are encouraged to invest in their potential throughout their lives, taking into account their prior learning. According to policy papers all across the globe, this should concern all citizens, including the underrepresented groups and non-traditional learners with regard to higher education because everywhere the knowledge-economy needs more higher-educated participation from all. [This book is] an agenda for further exploring and paving the way for [validation of prior learning] VPL, not only in higher education but also in other qualification-levels and in contexts of work, volunteering, citizenship, inclusion-activities and leisure. With this book, the aim is to show that lifelong learning is possible in any context, country and culture, and that there are always shared elements that make it possible to make a manageable tool for lifelong learning out of the methodology of VPL. Why this is so relevant and of value to the citizens and their organisations across the globe is explained in the variety of approaches, practices and visions, presented in this book.
Edited excerpts from publication.
The chapters are as follows: Introduction: VPL is about empowerment, employability and lifelong learning / Ruud Duvekot, Benedicte Halba, Kirsten Aagaard, Sergij Gabrscek and Jane Murray; Breaking ground for validation of prior learning in lifelong learning strategies / Ruud Duvekot; Experience as the basis of eligibility for higher education / Per Andersson; [Recognition of prior learning] RPL/VPL practices in the academic credit bank system of South Korea / Hae Young Lee and Young Sang Ko; Integrated solutions for adult learning professionals to access master level / Simona Sava, Claudia Borca and Elena Danciu; The Nordic Network for Adult Learning (NVL) and the promotion of VPL: the role of networks in enhancing VPL as an access tool to learning opportunities and addressing challenges in the Nordic region / Antra Carlsen.
Validation for empowerment and participation in 'the learning society': the potential of the UNESCO guidelines for the recognition, validation and accreditation of the outcomes of non-formal and informal learning / Madhu Singh; A UK perspective on validated prior learning: validated prior learning as an instrument for access to higher education by two marginalised groups / Jane Murray; Multidimensional and multi-target approach to VPL in Switzerland: valuing learning and competences of qualified immigrant women: three case studies / Furio Bednarz and Giovanna Bednarz; From confusion to clarity: personal perspectives on validation of prior learning (VPL) in the context of Finnish higher education / Aino Lepanjuuri and Eila Burns.
Meeting points in the VPL process: a key challenge for VPL activities / Ellen Enggaard and Kirsten Aagaard; Supporting migrants in the process of validation of prior learning: a French perspective / Benedicte Halba; The case of VPL and industry focused programmes in Cork Institute of Technology / Deirdre Goggin, Irene Sheridan and Tim Horgan; Experiences with validation of prior learning in higher education in Norway: developing guidelines for VPL towards exemptions in higher education / Camilla Alfsen; Still hiding for the bottom-up approach: the Netherlands: a case of VPL in itself / Ruud Duvekot.
