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Recognition of prior learning (RPL) has emerged in recent decades as an important policy area and policy concept. This volume 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. It 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. This book was originally published as a special issue of the International Journal of Lifelong Education.
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