Third-Year Class: Dialogical Validation in Dutch Teacher Training

Abstract

Why and how did a validation of prior learning (VPL) system emerge and develop in the Netherlands since the 1990s? This question forms the basis for a case study into the ways of working of VPL in the Dutch education sector. This case provides answers to questions about the added value of VPL for Dutch learners, as well as demonstrates the set-up that VPL provides for personalized learning strategies in a new learning culture. The lessons learned are adaptable to any context where the need for lifelong learning arises; and that need goes for everyone on this globe, regardless of someone’s social position.