First published in 1992, Experiential Learning was written to explore how the assessment and accreditation of prior and current experiential learning was being practised in a range of educational and training settings.
This book looks beyond the current rhetoric about lifelong learning and asks long overdue questions on the motives of institutions, employers and the Government in promoting it, and who says what is or is not lifelong learning.
Originally published in 1985, this book argues that to make sense any attempt to improve the situation must take account of what we now know about adult growth and development, accepting as an operational imperative that it is as problematic and turbulent as childhood.