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showing shared strenghts (cost reduction and rethinking HR), weaknesses (access for sme’s and lack of VPL-support), opportunities (co-makership and motivation) and threats (fear of failure and lack of responsibility). So, a very general result of this Final Enquiry was the prove that VPL functions in many and different ways for a big variety of problems or issues to be solved. Being able to show and describe this diversity of the VPL2-project therefore can be regarded as one of the main results of this project. It shows that we can communicate and exchange knowledge and experiences more on questions relating to make a better use of VPL in the different European learning cultures; it also shows that it is possible to find a common ground for describing the different issues VPL could be the answer for; and therefore, the case-load of this project shows the opportunities that lay ahead to learn from each other in Europe despite of the many cultural and lingual differences. But the rich material of this project surely calls for a more in-depth analysis.
4PVSDFT Bjørnåvold J, (2000) Making Learning Visible, Cedefop, Thessaloniki. Duvekot, R., Schuur, C.C.M. and Paulusse, J. (eds.) (2005) The unfinished story of VPL: Valuation and validation of prior learning in Europe’s learning cultures, Vught, Foundation EC-VPL.
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