This article investigates how higher education (HE) experts and training stakeholders perceive the use and value of recognition of prior learning (RPL) in responding to changing learner profiles in the context of increasing economic difficulties globally and their resulting impact on employment, the labour market and education and training systems. The data were gathered as an element of the author’s doctoral research. The immediate research context was shaped by a rich policy discourse on social inclusion, mobility, organisational development, personal development, up-skilling and re-skilling in the labour market, and economic regeneration.





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