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	<title>candidate &#8211; Australian Journal of Adult Learning</title>
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		<title>Recognition of prior learning (RPL): can intersubjectivity and philosophy of recognition support better equity outcomes?</title>
		<link>https://ajal.net.au/recognition-of-prior-learning-rpl-can-intersubjectivity-and-philosophy-of-recognition-support-better-equity-outcomes/</link>
		
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		<pubDate>Wed, 27 Feb 2013 06:35:21 +0000</pubDate>
				<category><![CDATA[VET]]></category>
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		<category><![CDATA[candidate]]></category>
		<category><![CDATA[informal learning]]></category>
		<category><![CDATA[relationship]]></category>
		<category><![CDATA[RPL]]></category>
		<category><![CDATA[social inclusion]]></category>
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					<description><![CDATA[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 (Harris, 1999; Wheelahan, Miller &#38; Newton, 2002; Castle &#38; Attwood, 2001; Cleary &#8230; <p class="link-more"><a href="https://ajal.net.au/recognition-of-prior-learning-rpl-can-intersubjectivity-and-philosophy-of-recognition-support-better-equity-outcomes/" class="more-link">Continue reading<span class="screen-reader-text"> "Recognition of prior learning (RPL): can intersubjectivity and philosophy of recognition support better equity outcomes?"</span></a></p>]]></description>
		
		
		
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