A disciplinary-specific approach to the recognition of prior informal experience in adult pedagogy: 'rpl' as opposed to 'RPL'

dc.date.accessioned	2007-03-06	en
dc.date.accessioned	2022-08-17T22:09:07Z
dc.date.available	2022-08-17T22:09:07Z
dc.date.issued	2015-08-25	en
dc.identifier.uri	http://hdl.handle.net/20.500.11910/6198
dc.format.medium	Print	en
dc.publisher	National Institute of Adult Continuing Education	en
dc.subject	PEDAGOGY	en
dc.subject	ADULTS	en
dc.subject	INFORMAL EDUCATION	en
dc.title	A disciplinary-specific approach to the recognition of prior informal experience in adult pedagogy: 'rpl' as opposed to 'RPL'	en
dc.type	Chapter in Monograph	en
dc.BudgetYear	2006/07	en
dc.ResearchGroup	Education, Science and Skills Development	en
dc.SourceTitle	Re-theorising the recognition of prior learning	en
dc.SourceTitle.Editor	Andersson, P.	en
dc.SourceTitle.Editor	Harris, J.	en
dc.PlaceOfPublication	Leicester	en
dc.ArchiveNumber	4456	en
dc.PageNumber	77-96	en
dc.outputnumber	3003	en
dc.bibliographictitle	Breier, M. (2006) A disciplinary-specific approach to the recognition of prior informal experience in adult pedagogy: 'rpl' as opposed to 'RPL'. In: Andersson, P. & Harris, J. (eds).Re-theorising the recognition of prior learning. Leicester: National Institute of Adult Continuing Education. 77-96. http://hdl.handle.net/20.500.11910/6198	en
dc.publicationyear	2006	en
dc.contributor.author1	Breier, M.	en

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