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2017

VPLBIENNALE

Book

English

The Validation of Prior Learning (VPL) is more and more embedded in the primary processes of learning and working. VPL is a stimulus and ‘guide’ for sustainable personal development, in both processes. Moreover, it is aiming at creating shared ownership of citizens and organisations concerning their competency-based development.

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2017

ESRALE

Book

English

"Researches in Adult Learning" is a book about the growing importance of adult lifelong learning. This book represents several European contributions that guide the reader in the comprehension of the paradigm shift towards adult (lifelong) learning.

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2016

ALLMEET

Book

English

‘Affording the Desire to Learn’ aims at filling in the need to articulate and ground the features of personalised learning in higher education. Special attention is given to strengthening the dialogue between the adult learner and her/his learning history with the teacher or trainer in higher education on the design, implementation and validation of the learning that is needed to reach out to the individual learning objectives.
This is the second book on personalising learning for the ALLMEET-project. The project ALLMEET - agreement number – 2013 – 5032/001 – 001 - is carried out with the financial support of the TEMPUS programme of the European Commission.

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2014

VPLBIENNALE

Book

English

The book ‘The Power of VPL’ is both result of the project ALLinHE as well as an agenda for further exploring and paving the way for VPL, not only in higher education but also in other qualification-levels and – even better – in contexts of work, volunteering, citizenship, inclusion-activities and leisure.

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2014

VPLBIENNALE

Book

English

The book ‘Linkages of VPL’ is both a result of the project ALLinHE as well as an agenda for further exploring and paving the way for VPL, not only in higher education but also in other qualification-levels and – even better – 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.

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2013

RVA-BE

Book

English

If learning involves all of one’s life, in the sense of both time-span and diversity, and all of society, including its social and economic as well as its educational resources, then we must go even further than the necessary overhaul of educational systems until we reach the stage of a learning society. For these are the challenges education will be facing in the future. (Faure et al., 1972)

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2007

VPL2

Book

English

More than 200 case studies were analysed in 11 European countries representing the main European learning cultures: Czech Republic, Cyprus, France, Germany, Ireland, Italy, Lithuania, The Netherlands, Norway, Switzerland and the United Kingdom. The analysis showed that this goal was served by working both top-down as well as bottom-up. The bottom-up approach made the specific needs for lifelong learning on the labour market in different sectors visible. The ‘top-down’ data showed the various services national and sectoral learning systems are already offering to or designing for the potential users, for example the modern, lifelong learning workers.

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2005

VPL1

Book

English

With this book we hope to show the existence of a strong foundation for establishing a more customer-oriented approach in learning and working; the goal is to empower individuals by offering learning made to measure, using a VPL-approach. In other words, a personal strategy for lifelong learning. This book tries to catch a glimpse of this nearby future.

Therefore, implementation of VPL is still an unfinished story!

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2005

VPL1

Workbook

English

In this booklet, a general process model in 10 steps is proposed for the use of VPL by individuals, in spite of their characteristics or objectives. It is the intention to initiate a discussion and develop a consciousness at the level of the individual. It is crucial to understand that this model indicates a way to adapt the VPL-process to the goals and needs of the individual, in spite of the area (private life, voluntary work, paid work, education) where the competences have been developed or will be applied and irrespectively the way the learning and the recognition takes place (formal, non-formal and informal).