Recognition of prior learning (RPL): can intersubjectivity and philosophy of recognition support better equity outcomes?

Author/s: Jen Hamer

Edition: Volume 51, Special edition, December 2011

Summary: The formal recognition of prior learning (RPL) has long been lauded and even, one might suggest, doggedly pursued as a tool of social justice and equity within education sectors across the world Continue reading “Recognition of prior learning (RPL): can intersubjectivity and philosophy of recognition support better equity outcomes?”