Speaker and session details

David Denieffe

David Denieffe is the Vice-President for Student Experience at South East Technological University, Ireland. He has been a leading academic for over 25 years, building on his previous military career as an officer with the Irish Defence Forces.  An engineer by profession, he obtained his Bachelor’s degree in Electronic Engineering from National University of Ireland, Galway before going on to complete his Master’s degree in Telecommunications Engineering from Dublin City University.

Having chaired national and international conferences, he also continues to serve on leading national professional and industry groupings. He has over 40 technical papers published under his name and has examined to Masters level in over ten higher education Institutions globally.

He is a recognised leader in the area of Quality Assurance of Further and Higher Education having chaired over 90 national and international programme, professional and departmental review processes in Ireland, Bahrain, South Africa and the UK.  A strong advocate for Recognition of Prior Learning, he co-convened the National RPL Practitioners’ Network from 2019-2023.

During his time as Vice-President of Institute of Technology Carlow, he has as part of the Senior Management team led in the bid for technological university status.  David has been to the forefront in promoting collaborative and linked provision in the University underpinned by a robust quality assurance system and exemplified by the incorporation of validation of prior learning and work-based learning.

A father of four, he is married to Denise. His passions include all sport where he is recognised as a national expert in club development, governance, planning and support and in particular athletics where he is a leading coach and official.

Eileen Curtis

Eileen Curtis is Chief Executive of Kilkenny and Carlow Education and Training Board. She has a Masters in Management in Education and in Adult and Community Education and has worked in senior roles in the ETB sector throughout her career. She has been involved in the development of many areas of education across schools and further education and training and believes that the educational work that we do has the power to change lives. She has represented the sector on various committees and working groups over the years. Eileen is particularly interested in ensuring that the educational work that we do is of the highest quality and promotes the core values of ETBs of excellence in education, care, respect, equality and community.

Colleen Seymour

Tscwinu’cw-k     It is good you made it through the night.

Weytk xwexwe’ytp     Hello Everyone

Meste’si Llucmetkwe te Qelmucw ren skwekwst     My given name is.

I am also know as Colleen Seymour

Tk’emlups Te Secwe’pemc re st’7e’7kwen     I come from Kamloops.

Kukwste’c-kuc, stse7me’t.s-kt te Secwepemc     Thank you we are called the Shuswap.

Kukwste’c-kuc, te Secwepemctsi’n.     Thank you for the Shuswap Language.

Kukwste’c-kuc, xwexwe’yt te stem ne7e’lye ne Secwepemcu’lecw.    Thank you for our Shuswap Land/Territory.

Dr Ted Fleming

Ted Fleming graduated with a theoretical science degree from Maynooth University in Ireland where he is now Emeritus Professor of Adult Education. He completed his MA and EdD in Adult Education with Jack Mezirow at Teachers College where he is now Adjunct Professor. He received the Jack Mezirow Theory of Transformative Learning Award for ‘original contribution to the theory of learning’ writing on Axel Honneth and delivered the first Mezirow Memorial Lecture at TC. He currently serves as the External Advisor to Greek Municipality of Larissa UNESCO funded Learning City project. He is a member of the International Expert Panel advising the Irish Government’s Further Education and Training Authority (SOLAS) on including student voice in adult education services. Research interests include access for adult students to higher education and critical social theory. He is a member of the Editorial Boards of international journals including American Journal of Transformative Education, the Polish Interdisciplinary Studies in Education & Society;
Teraźniejszość – Człowiek – Edukacj and the Greek Adult Education – Critical Issues. Recent publications are available at www.tedfleming.net

Moderator: Dr Borhene Chakroun

Borhene Chakroun has worked as a trainer, chief trainer, project manager and consultant for organizations such as the European Union and the World Bank before joining the European Training Foundation in 2001 where he was the Senior Human Capital Development specialist. He is now Director of Policies and Lifelong Learning Systems Division at UNESCO-HQ, where much of his recent work has focused on global trends in reforming education and training systems and on developing the global agenda for skills development in the context of the 2030 Sustainable Development Agenda. He is also the coordinator of the Global Education Coalition launched by UNESCO to respond to the COVID-19 crisis. He has authored and co-authored various articles and books in the field of skills development and lifelong learning.

Julie Reddy

Julie Reddy is currently a Professor of Practice in the Centre for Education Rights and Transformation (CERT) at the University of Johannesburg and a Research Associate at the University of the Western Cape.  She was formerly the Chief Executive Officer of the South African Qualifications Authority (SAQA), where she held senior management positions since 2012.  Prior to that, she served in senior management and leadership positions for over 30 years in the international and South African education, skills development and civil society sectors. Since January 2023, she has worked on various education related projects, while still pursuing and advancing her passion and interests in research, writing and sharing her knowledge, experience and views on topics relating to “Whose and what learning and recognition matters?”. 

Internationally, Julie Reddy has participated/worked on various UNESCO and other global initiatives.  She is the current Deputy Chair of the South African National Commission to UNESCO and is also a Director on the Boards of the Groningen Declaration Network and  the World Education Services, based in the USA.

Julie Reddy’s academic qualifications include both an MSc (as a Fulbright Scholar) and a PhD from Cornell University in the USA. 

Pauline Boivin

Pauline Boivin is Project and Policy Manager at the Lifelong Learning Platform. She is in charge of the writing and the management of EU projects, and of making the link between projects and EU policies. At LLLP, she is responsible for monitoring and analysing EU policy developments in the field of skills and validation. Over the years, she has specialised into those topics both in projects and policies. Pauline holds a Master’s degree in European Affairs from the Institute of Political Science in Lille, France.

Diego Piazza-Almudi

Graduated in Economics from the Instituto Tecnológico Autónomo de México (ITAM). He has worked for more than a decade in the National Council for Standardization and Certification of Labour Skills (CONOCER), where he has worked both in the Certification branch, coordinating the training of the CONOCER network of evaluation centres and implementing the first online competency assessment processes, as well as the Standardization branch, monitoring the main indicators of the area. He’s currently Director of Management, Consulting and Training of CONOCER, working on several projects such as the homologation of labour certifications between the countries of the Pacific Alliance and the implementation of skill certification in the Dual Education model. Additionally, he has participated in various international forums on the development of the North American workforce.

Dr Dae Joong Kang

Dae Joong Kang is a professor at Seoul National University, where he teaches and researches adult education and lifelong learning. He began his career as a journalist, reporting extensively on social and educational issues. This experience provided him with unique insights that have greatly enriched his subsequent academic and policy work. He pursued his doctoral degree at the University of Georgia in USA, where he received his Ph.D. in Adult Education in 2006. Upon his return to South Korea, he served as policy advisor to the Minister of Education and Human Resources Development from 2006 to 2008, contributing to the development of the country’s lifelong learning strategies. He is best known for his recent role as President of the National Institute for Lifelong Education (NILE) in South Korea for 2021-2023, where he was instrumental in shaping the country’s lifelong learning policies and initiatives.

He is widely recognized for his active involvement and leadership in academic and professional associations related to lifelong education in South Korea. His research focuses on lifelong learning theories, alternative learning pathways, and life history research methods. His publications in English include “Between ‘shopper’ and ‘owner’: emerging agency of lifelong learner in South Korea’s marketing-driven expansion of lifelong education” (2022, International Journal of Lifelong Education).”Disrupted, ruptured, and in between: Ruins of schooling and utopian learning society” (2021, book chapter in Powering a Learning Society During an Age of Disruption, Springer), “Museum as (de-)colonizing agency and participatory learning space: South Korean experiences” (2019, Canadian Journal for the Study of Adult Education), and “Life and Learning of Korean Artists and Craftsmen: Rhizoactivity” (2015, Routledge).

Charotte Troelsen

Associate professor at VIA University College, works within the unit specializing in youth education, vocational pedagogy, and guidance. I am particularly associated in The Diploma programme in educational and vocational guidance (Diplomuddannelse i uddannelse, erhverv og karrierevejledning). Additionally, I am affiliated with the research program Professions Didactics at the Research Center for Professions Studies. I serve as a Danish representative in the Nordic Network for Adult Learning (NVL) expert network on validation.

Mette Beck

Associate professor Teacher Education, VIA University College Campus Silkeborg VIA, Nattergalevej 1, 8600 Silkeborg

Wendy Cato

Wendy Cato is the Director of CATOHR and RPL Assist. She is recognised nationally and internationally as an RPL specialist. She was awarded second prize at the 3rd VPL Biennale in Germany (2019) for her RPL Assessment Tools. Wendy has worked on a number of large RPL projects over the years involving the development of assessment processes for workers across a number of industries, including those transitioning after being made redundant. Wendy has trained over 2000 assessors in candidate-centred RPL processes across Australia and in 2023 developed and released the “Advanced RPL Assessor” micro-credential, a first for Australia.

Elisabeth Bøe

Elisabeth Bøe is a Senior Adviser within the Division of Labor Market and Skills at the Norwegian Directorate for Higher Education and Skills. Prior to her current role, Elisabeth has primarily worked in the fields of international relations and higher education at the British Council and Oslo Metropolitan University.

Julie Løvseth

Julie Løvseth is a Senior Adviser within the Division of Labor Market and Skills at the Norwegian Directorate for Higher Education and Skills. She is currently in charge of the assignments relating to developing and implementing a national framework for practitioners working with validation of prior learning. She graduated from the University of Oslo in 2021 with a Master’s degree in Organization, Leadership, and Work, complemented by a Bachelor’s degree in Adult Learning.

Anni Karttunen

Anni Karttunen (MA in linguistics, BA(Hons) European Studies) has worked with VPL, Lifelong Guidance and Quality for over 20 years in different roles (assessor, counsellor, developer) in various sectors, ranging from VET to government organisations. Anni is a certified teacher and VPL assessor. She started working on policy shaping internationally in 2005 and currently is an entrepreneur (Globedu), consulting mainly non-EU countries on VPL systems, guidance and quality in VPL. She is also involved in European research and development projects.

Timo Halttunen

Timo Halttunen (M.Soc.Sc) is working as a Senior Advisor at the Turku University of Applied Sciences in Finland. Currently, he’s involved in a project that investigates conditions for career transition into tourism sector with the help of validation of non-formal and informal learning. In particular, the project explores how learners with different social and cultural backgrounds experience career transitions and what kind of support facilitates learner autonomy, agency and professional identity. Along with his work, he is a PhD student with a research focus on constraints and affordances regulating application of practice-based pedagogy.

Charlotte Nitardy

Charlotte Nitardy has 20+ years of experience in higher education as administrator and faculty. She currently provides and coordinates resources, technical assistance, and related services to support Minnesota State Colleges and Universities campuses in their work with students seeking Credit for Prior Learning (CPL). She develops, coordinates, and promotes CPL internal and external assessment projects and professional development opportunities for campus faculty, advisors, and other CPL stakeholders, such as CBOs (community-based organizations). Charlotte teaches educational psychology at Metro State University and has taught in the University of Wisconsin system. Charlotte earned a PhD. in Education from the University of Minnesota.

Mary Beth Lakin 

Mary Beth Lakin is Executive Director for the Credit for Prior Learning Assessment Network (C-PLAN), a collaborative supporting credit for prior learning (CPL) implementation at Minnesota State Colleges and Universities. Previously at the American Council on Education (ACE), Mary Beth developed technical assistance in assessing workplace and military training, led workshops for faculty and cross-functional teams at individual institutions and state systems, and advocated for equitable CPL pathways. As advisor, faculty, and program director at a number of colleges and universities throughout her career, Mary Beth has fostered CPL acceptance and contributed to research on adult learners and learning recognition.

Per Andersson

Per Andersson is a professor of education at the Department of Behavioural Sciences and Learning at Linköping University, Sweden. His research interests focus on recognition of prior learning, professional development among teachers in vocational and adult education, and marketisation of adult education.

Ruud Duvekot

Prof. Dr. Ruud Duvekot (1960) studied Economic and Social History at Utrecht University, the Netherlands. His thesis ‘Leren Waarderen’ [Valuing Learning] (2016) analyzed the impact of validating prior (formal, non-formal and informal) learning experiences (VPL) on personalised learning, and the worlds of learning and working. At present his functions are: (1) director, Centre for Lifelong Learning Services (CL3S), (2) Professor ‘Validation and Work-based Learning, NCOI University, the Netherlands, (3) Associate professor, Teacher-training Faculty, Utrecht University of A.S., (4) UNESCO Research-Fellow, UNESCO Institute for Lifelong Learning, Hamburg, Germany, (5) Chairperson, European Centre for Valuation of Prior Learning.

Madeleine Farla

Madeleine Farla-Machielsen: In my career, focusing on developing people based on their potential has been a central point. At the Salta Group, I have spent the past 14 years creating and offering accredited education for working individuals who seek further development in their careers or are searching for new challenges. Our approach emphasizes practical experience, allowing individuals to build upon what they already know. My educational background as a bachelor in creative therapy, bachelor in pedagogy (with a secondary teaching qualification), and a Master’s in Culture and Change, Educational Management has been invaluable in this endeavor.

Irma Kolkman

Dr. Irma Kolkman: Over the past three years at Salta Group, I have focused on implementing educational innovations in accredited higher education for working professionals seeking career development or new challenges. One initiative has been the introduction of holistic validation at all courses at EQF levels 5 and 6. Prior to this, I spent 19 years in various roles within Salta Group, gaining extensive experience in areas such as accreditations, quality assurance, policy-making, education management, examination and examination committees. My educational background is in European Studies (Business Management) and Business Sciences (Business Administration.

Andrina Wafer

Andrina Wafer is Head of International Mobility and Prior Learning in Quality and Qualifications Ireland (QQI); focuses on national policy, progress and practices in RPL (validation). She is currently scoping a national approach for RPL, reviewing and refreshing QQI policies, criteria and guidelines. As Head of NARIC Ireland, linking RPL and fair recognition to enhance mobility, inclusion and the realisation of potential for everyone including refugees and migrants are of particular interest. An active member of the national and international RPL community through the work of the EQF Advisory Group to which she reports on national progress, participating in many projects and working groups and in the development of reports, she is a founding active member of the RPL Practitioner Network Ireland. An experienced educator with thirty years’ senior level experience in national policy, Andrina previously worked as a teacher/arts facilitator.

Dr Jim Murray

Dr Jim Murray is Director, Development Directorate, at Quality and Qualifications Ireland (QQI). He has previously held senior executive roles in Institutes of Technology Ireland (IOTI)/Technological Higher Education Association (THEA), 2011-2021; and the National Qualifications Authority of Ireland (NQAI), 2003-2011. A historian by training, Jim began his career as an archivist in the UK’s National Archives in 1990 and moved into education policy and administration in 1995 at Dublin City University, where he served successively in the roles of Senior Faculty Administrator (Science Faculty) and Assistant Registrar (Policy and Planning) until 2003.

Deb Carr

Bringing extensive international experience in TVET policy, quality assurance, and Recognition of Prior Learning (RPL), Deb specialises in driving impactful change in skills recognition. With a track record spanning UNESCO, government engagements, and ISO certifications, Deb has shaped policies and frameworks globally. Her expertise in TVET technical design, professional development, and research underscores a commitment to lifelong learning and inclusion. Adept at bridging academia and practice, Deb has contributed significantly to skills recognition and migration initiatives. Deb’s passionate about leveraging RPL for social justice and labour market efficiency on any scale.

Siobhan Murray

Siobhan brings over two decades of expertise in custom training delivery across various educational settings including Higher Education, Further Education, Post Primary, mental health, youth work, community development, and business sectors. In her role at the Donegal ETB, she leads the VPL Provision, championing the validation of over a thousand applications for formal qualifications at NFQ Levels 5 and 6 since 2020. Her dedication to fostering growth and development underscores her mission to ensure skilled workers in Donegal and beyond are receive the recognition they deserve.

Sylvia Bell

Sylvia Bell is a Prior Learning, Assessment and Recognition (PLAR) Assessor and Trainer, at Thompson Rivers University (TRU) where she also teaches educational leadership for master’s students. She is a former school principal and teacher in the k-12 system. With a strong focus in narrative methodologies, Sylvia is dedicated to helping others achieve their academic goals. Having left formal schooling in Scotland at age 16, she understands the realities of an interrupted education; this gives her a strong affinity with PLAR students. Her current research focuses on ways to improve the student experience of PLAR.

Carolyn Ives

Carolyn Ives (she/her) is a Coordinator, Learning and Faculty Development at Thompson Rivers University (TRU). She is a former faculty member in English at MacEwan University and at TRU, and she has also held previous roles as Academic Integrity Officer, Academic Quality Assurance Manager, Curriculum Planning and Development Coordinator, and Interim Director of the Centre for the Advancement of Faculty Excellence at MacEwan. Her current research focuses on evidencing value of educational development work, decolonizing academic integrity, Prior Learning Assessment and Recognition (PLAR), open pedagogical practices, and humanizing science education.

Iain Pardoe

Iain lives in the mountains of Nelson, British Columbia on the traditional territory of the Ktunaxa, the Syilx, and the Sinixt peoples, where he teaches and writes online statistics and mathematics courses for Thompson Rivers University. He is also an Assessor for Prior Learning Assessment and Recognition and is the Vice Chair of the Academic Integrity Committee. He has written several mathematics Open Education Resources and a statistics textbook, authored multiple journal articles, and given many conference presentations around the world. He is a keen soccer player, mountain biker, and skier, and volunteers as a guide at Whitewater Ski Resort.

Susan Forseille

Susan has been privileged to work for 24-years at the intersections of prior learning, education, and career development. In 2018 she became the Director of PLAR (prior learning assessment and recognition) at Thompson Rivers University, Canada. Her recent research has focussed on PLAR persistence, decolonizing PLAR, micro-credential assessment, and how PLAR impacts career development. She is a passionate PLAR advocate and is proud to serve on both the Canadian Association of Prior Learning Board (CAPLA) and the British Columbia Prior Learning Action Network (BCPLAN). Most recently she was honoured to accept a position on the editorial board of Prior Learning Inside Out (PLAIO).

Serge Ravet

President of Reconnaître—Open Recognition Alliance, Serge Ravet has spent most of his professional life exploring the contribution of digital technologies to the empowerment of individuals and communities, their impact on educational and social innovation. The issue of recognition is at the heart of work that led to his exploration of ePortfolios, Open Badges, identity and trust. Co-author of the Bologna Open Recognition Declaration (2016) which coined the “open recognition” concept, co-creator of Reconnaître-ORA, and Bitoftrust (2018). Serge is actively involved in initiatives promoting “open recognition”, including the development of ORCA, the “Open Recognition Community App.”

Don Presant

Don Presant wears three professional hats: voluntary advocate for opening up lifewide recognition for the benefit of all, international digital credentialing consultant and the provider of a leading digital badging platform in Canada. Don is former chair of the Manitoba PLA Network (MPLAN) and a current board member of the Canadian Association for PLA (CAPLA). He is also co-author of the Bologna Open Recognition Declaration (2016), a co-founder of the Open Recognition Alliance in 2017, an Open Recognition Ambassador and a key curator of the ePIC conference at epic.openrecognition.org. Learn more in his badge portfolio: bit.ly/DonPresantPortfolio

Anne Bretel

Anne Bretel, is a tourism graduate, who embarked on her career in hospitality. She has over fifteen years experience. Anne has dedicated herself to nurturing her team’s knowledge, skills and experience, notably in hotel within Paris and the French Riviera. For a decade She has also been involved in adult education and career transition support. In 2022, Anne joined the VPL department of the Université du Domicile as a Training and VPL Officer, leveraging her diverse expertise to serve in the home employer sector.

Emilie Burel

Graduated with a master’s degree from the University of Law and a master’s degree in business management from the Essec business school, Emilie Burel spent more than 20 years in the training sector, firstly serving large companies by supporting their development and transformation in their professional training approach to the service of talent management and value creation. Then she headed the training innovation department for 5 years inside a major French publishing and training group with a presence throughout Europe. She joined the Domicile & Compétences group in 2020 as Managing Director of its training subsidiary called “Université Du Domicile”.

Roberto Trainito

Responsible of Intellera Policy & Funds Platform, Expert in education, training and employment policies, project coordinator for the reform of vocational & training systems, employment policies and skills certification as well as national and international study and research projects. Roberto and his team support Italian Regions and National Bodies in the development of VPL services and competencies frameworks.

Carina Ginty

Dr Carina Ginty is the ATU University lead for N-TUTORR and the Technological University (TU) sector co-lead for the Student Empowerment stream in N-TUTORR. Funded by NextGenerationEU (value 40 million euro), the aim of this ambitious programme of work is to transform learning, teaching and assessment across the TU sector in Ireland. Carina is also co-leading My Career Path on the the HigherEd 4.0 project at ATU (Human Capital Initiative 2021-2025), a career guidance and online learning platform (MyCareerPath.ie) and a Recognition of Prior Learning (RPL) assessment ePortfolio tool, that is providing multiple learning pathways into higher education and beyond.

Gavin Clinch

An alumnus of the Bartlett School of Architecture, University College London, Gavin practiced as an architect for 15 years before joining ATU in 2001 as a lecturer in architecture. He was centrally involved in the development and professional accreditation of a number of Degree and Master’s Architecture programmes and has many years online teaching experience. Gavin is Head of Online Learning Innovation at ATU where he leads the ‘Higher Education 4.0’ project’s Innovation Theme and co-leads the Career & Learning Pathways service. His current work focuses on micro-credentials, RPL, and innovation and disruption in HE. Gavin is President of the Irish Learning Technology Association (ILTA).

Raúl Valdés Cotera

Raúl Valdés Cotera is Chief Programme Coordinator a.i. at the UNESCO Institute for Lifelong Learning. He leads the UNESCO Global Network of Learning Cities and the Institute’s ‘Skills Throughout Life’ team. For over twenty years, Raúl has worked in international organizations in the field of public policies, lifelong learning and adult education. He has been a pioneer of education policies in countries worldwide and championed the development of systems to support the recognition, validation and accreditation of prior learning. Raúl holds a master’s degree in Statistics, another in Business Administration and a Ph.D. in Education from the Ibero-American University.

Katie Jones

Katie Jones is a consultant at the UNESCO Institute for Lifelong Learning. She works on areas including the recognition, validation and accreditation of prior learning and Education for Sustainable Development at the local level. Katie collaborates with colleagues to conduct cutting-edge research, foster knowledge exchange and develop capacity-building activities for key stakeholders in UNESCO Member States. Having worked as an educator herself, Katie seeks to promote lifelong learning as a universal human right. She has an MSc in Latin American Studies from the University of Oxford and a BA in History and Politics from the University of Warwick.

Alan Hogan

Alan is an Adult Education Officer with Limerick and Clare Education and Training Board. Alan manages the Innovation, Development and Quality support services, which incorporates Quality Assurance, Curriculum Development, Research, Monitoring and Evaluation, Technology Enhanced Learning, Professional Learning and Development, and the development of new Consortium-Led apprenticeships.

Patsy Hogan

Patsy Hogan is a Quality Assurance Officer in Limerick and Clare Education and Training Board. Patsy has been actively involved in the RPL space for several years. She has been instrumental in placing her ETB at the forefront of RPL practice in Ireland. Patsy has developed a digitally-badged RPL professional development course which is run in her ETB and has also been attended by colleagues from other ETBs. Patsy has taken a lead role in RPL policy development, promotion, support and awareness in her own ETB and in national and European projects.

Caroline Goode

Caroline is the RPL Support Officer for Limerick and Clare Education and Training Board. Caroline joined Limerick and Clare ETB as the first person to be employed in a full-time RPL role in the organisation. She initially acted as RPL Mentor for the National Hairdressing Apprenticeship and successfully mentored eight applicants through RPL for certification of the Level 6 Advanced Certificate in Hairdressing major award. Caroline is now working in a developmental capacity supporting Provision in the ETB in their RPL practice.

Donna Horgan

Donna is a Guidance Counsellor and Teacher with Limerick and Clare Education and Training Board since 2012. Works with part time learners and teaches Career Planning, Work Experience, Communications, Business English and Personal and Professional Development. Provides education and career guidance counselling to individuals and groups of learners. Donna has been involved with RPL since 2018 as a mentor and assessor. She has worked with learners from the Defence Forces, Healthcare Sector and Administration Sector. She has completed many professional development courses in the area of RPL and recently received certification in RPL: Policy, Practice and Pedagogy Level 9.

Megan Buckley

Megan has been an Adult Educator and Tutor with Limerick and Clare Education Training Board since 2019. Her areas of expertise are Childcare and Healthcare and she also teaches modules such as Work Experience and Communications. Megan has been involved in VPL in both Mentoring and Assessing roles in various projects and on an individual basis, for example, the Defence Forces, Ukrainian learners, Childcare and Healthcare learners. She has completed many professional development courses in the area of VPL and recently received certification in RPL: Policy, Practice and Pedagogy, Level 9.

Nic Suapa 

Nic was born, raised, and educated in the Province of Phichit, Thailand. He completed his Ph.D. in Education (Adult Education and Human Resource Development) at the University of Regina, SK. Nic started his career at Thompson Rivers University-Williams Lake campus and held a unique multi-faceted position as Open Learning Centre Facilitator, Sessional Faculty, Career and Education Advisor, Mental Health First Aid Instructor, Learning Strategist-Early Alert, and Learning Commons and Student Support Coordinator. Recently he has focused his efforts toward his passion as the Indigenous PLAR Developer (PLAR: Prior Learning Assessment and Recognition). 

Geraldine Bob

Geraldine is a member of Sugar Cane Band, also known as the Williams Lake First Nation (WLFN), or the T’exelcemc. She holds a Bachelor of General Studies and Master of Education. Her professional career started with Early Childhood Education and Human Services. She worked for school district as Aboriginal Liaison, Shuswap (Secwepemctsín) Language teacher. Geraldine currently works at TRU-Williams Lake as Indigenous Student Services Coordinator. Geraldine has extensive experience with PLAR as it’s a part of her academic credits of BGS. She is also an Indigenous PLAR assessor for TRU-Open Learning. She is also a great contributor to society, for example, she volunteers for organizations such as a board director of Chamber of Commerce and Cariboo Friendship Society, and Spi7uy Squqluts Language and Culture Society. 

Jenny Mincin

Jenny is an Associate Professor and Crisis Prevention and Intervention Program Coordinator at SUNY Empire University, School of Human Services. Her areas of specialty are crisis intervention, disaster human services, humanitarian aid, refugees, vulnerable/special needs populations, resiliency, and community rebuilding and recovery. In addition to her academic experience, Jenny worked in the field for agencies such as for the International Rescue Committee (IRC), Federal Emergency Management Agency, and City of New York. Jenny received her PhD and MPhil in Social Welfare Policy from the Graduate Center/Silberman School of Social Work, City University of New York. She received her MPA from Columbia University School of International and Public Affairs and BA from Barnard College, Columbia University in Religion and Environmental Science.

Clare Walsh

Dr Clare Walsh (EdD) is Head of Staff Development at the RPL in Higher Education Project in Ireland, a Human Capital Initiative (HCI) Pillar 3 project. Clare works with colleagues and RPL stakeholders in the design and development of RPL resources aimed at supporting wider implementation of RPL. Clare subscribes to the philosophy of lifelong learning and has secured a range of qualifications as an adult learner through part-time study. Recent publications include a chapter contribution to the 2022 “International Student Mobility To and From the Middle East: Theorising Public, Institutional, and Self Constructions of Cross Border Students”.

Ciara Staunton

Ciara is the Co Project Lead for the National RPL Project at UCC. Ciara’s journey into the RPL space commenced in 2016 when she joined the RPL Practitioner Network. Ciara is actively engaged in the practice, education and research of RPL through numerous initiatives. She led an RPL pilot cohort project n RPL in 2016/17. In 2020, Ciara completed two digital badges on RPL and RPL Facilitation through the National Teaching and Learning Forum. She designed a Special Purpose Level 7 Certificate in Continuing Professional Development in the Recognition of Prior Learning (RPL) for practitioners of adult and community education.

Teresa Francis

Teresa Francis is the Director, Learning and Professional Practice, at the NSCDA. A specialist in the Recognition of Prior Learning, Teresa has delivered programs and trained practitioners across Canada and in the Caribbean. Her work in RPL is informed by her experience as a counsellor, academic advisor, educator, facilitator and manager in post-secondary, not-for-profit and high school settings. She has a passion for supporting learning and work transitions and believes in the power of RPL/VPL to transform lives and communities. Teresa is mom to a 9-month-old golden retriever named Ronan.

Lindsay Guitard

Lindsay joined the NSCDA’s Office of Registrar Team in 2021. With more than 12 years in health care administration focusing on program service delivery, process governance and collaborator engagement. Lindsay is passionate about team collaboration, leadership development, building diverse teams and her continued Indigenous ways of learning. Having a mixed education of College and University she is an advocate for the recognition of prior learning and continuing education. In her personal time, she can be found reading behind a stack of books while adding more books to her online shopping cart.

Kendrah Winters-Pearson

Dr. Winters-Pearson is the Executive Director Of Technical Programs at the Kentucky Community & Technical College System. With a doctoral degree in Career and Technical Education from the University of Wisconsin–Stout and over 15 years in higher education, she champions technical program curriculum, faculty, and credit for prior learning. A first-generation, nontraditional community college alum, she’s passionate about technical education, credit for prior learning, and supporting nontraditional and military-associated students. Outside work, she indulges in brewing beer with her husband, spoiling her pets, and traveling with her adult children.

Dallas F. Kratzer II

Dr. Kratzer is a nationally recognized advisor and lecturer on workforce and educational initiatives associated with the military and veteran ecosystems.  His work integrates workforce opportunities with higher education outcomes on the national, state, and local levels.  He serves as part of the Military Advisory Team for the Council on Adult and Experiential Learners (CAEL), helping educate institutions on military credit. Additionally, he was a faculty advisor for the American Council on Education, evaluating military training for credit recommendations. Dr. Kratzer served 35 years in the US Air Force.

Christina Paulus

Head of the department for lifelong learning at the University of Natural Resources and Life Sciences Vienna. Studies in Vienna and at Kings College London. The focus of her work is on national and international projects in the field of lifelong learning as well as in the field of quality assurance measures in the validation of non-formal and informal learning. She is part of the advisory board of the NQF; member of the steering committee of EUCEN; Member of the Scientific committee of the University of Bolzano IT. Her œuvre includes publications and lectures on issues of lifelong learning.

Siobhan Magee

Siobhan Magee is a member of the Further Education Support Service , www.fess.ie, which supports the SOLAS funded Further Education and Training Sector in implementing their QQI Quality Assured activities, including Programme Development and Assessment.  Siobhan currently acts as a Co-Convenor member of the RPL Practitioner Network (Ireland National) Steering Group.   Siobhan began her career as a FET teacher. She has also held national roles in the co-ordination of language initiatives and European projects.

Carol Lynch

Working at Maynooth University, Carol is the University’s lead for the national HCI funded Recognition of Prior Learning in Higher Education project. Since joining the RPL Practitioner Network Steering Group in 2023, Carol has held the role of co-convener. With a background in programme and education project management, Carol has managed a  number of strategic work programmes which aimed to develop education and research capability in Medicine & Medical Sciences. She has a particular interest in student performance, specifically the predictive validity of learner backgrounds in programme success and student attrition/delayed progression

Tilman Dörr

Tilman Dörr is head of the department of education at German Rectors’ Conference (HRK). Previously, he was responsible for national projects in teaching and learning at HRK, adviser for internationalisation at RWTH Aachen University and, amongst others, head of the Department for European Education Programmes at the University of Marburg. He studied political science and economics in Berlin, Prague and Marburg with a focus on European integration and has manifold experiences with European projects in higher education.

Andy Brown (Moderator)

Andy has been CAPLA’s Chair since 2020 and loves collaborating with the Board to meet CAPLA’s mission. He has also thoroughly enjoyed contributing to the development of the 5th VPL Biennale with his amazing colleagues. Andy coordinated an RPL service at Champlain College in Montreal 2011-2023. After three decades of teaching, he is still fascinated by the teaching/learning interface. He has published on persistence and assessment practices in RPL, and transformative learning as a by-product of the RPL process. He strongly believes the RPL process is a vehicle through which people can realise their own potential and professional goals. 

Marion Marty

Marion Marty holds a Master degree in European affairs of Sciences Po Bordeaux. She is a senior project officer, with ten years of experience in European project engineering and management, in the fields of education and research. She worked as a project assistant within the French Erasmus+ Agency, and then as a project coordinator in a municipality. After several years at France Education international, the institution in charge of the cooperation in education under the custody of the French Ministry of Education, she joined IPERIA as an EU and international project officer and main contact point for the Projects Department in 2021.

Nadège Turco

Nadège Turco graduated from the Universities of Aix-Marseille and Assas in law and political sciences, and recently from HEC Paris. She joined the Senate in 2001 for four years, as a parliamentary assistant on legislative affairs. She worked for the President of a Departmental Council, as an advisor in early childhood and secondary schools issues. In 2008, she became Development Director of a training center for local authorities. She joined IPERIA in 2013 to set up the Institutional Relations Department, then she took over as Head of the development and partnerships division. She was appointed Managing Director in 2020.

Camille Savre

Camille Savre has been working in the field of personal services for 25 years, first as a medical and psychological assistant for disabled and elderly people, and later as a trainer for social workers. She joined IPERIA in 2010 and in 2016 she was appointed Head of the Qualifications Department. Her team is in charge of designing a range of professional qualifications for the homecare sector, on behalf of social partners, the branch of private-sector employers and home-based employment. Skills recognition is at the heart of her work, and validation of prior learning is a major challenge for her department.

Adrienne Galway

Dr. Adrienne Galway is the Executive Director of ONCAT (the Ontario Council on Articulation and Transfer). Prior to joining ONCAT, Adrienne spent over 10 years serving in several senior positions at George Brown College — most recently as the Associate Vice-President of Government and External Relations. Before joining George Brown, she served as the Senior Advisor to the Minister of Training, Colleges, and Universities and as the Education Policy Advisor to the Leader of the Official Opposition of the Government of Ontario. Adrienne has extensive experience working with governance boards in the university, college, and not-for-profit sectors.

Nick Hanson   

Nick Hanson is the Director of Research, Data, and Funding at ONCAT (the Ontario Council on Articulation and Transfer). Nick’s research career spans academic projects related to government policy, practical resources for arts pedagogy, and contributions to public inquests that attracted national media attention and sparked new legislation. During his time as a professor and administrator, Nick launched a series of outreach activities that involved extensive engagement with local communities. Over the last 20 years, Nick has delivered more than 500 storytelling workshops for audiences of all ages and backgrounds — across Canada, the United States, Europe, and Africa.

Heidi Bolton

Dr Heidi Bolton is Senior Manager: Research at the South African Qualifications Authority (SAQA). She leads research and development for National Qualifications Framework (NQF) implementation and development. Recent foci include flexible learning-and-work pathways and provision, Recognition of Prior Learning (RPL), Credit Accumulation and Transfer (CAT), forms of knowledge, national education systems, professional body and professional designation systems, and leading and supporting national policy development. Previously she was Director: Research at SAQA; Senior Researcher at Umalusi, Council for Quality Assurance in General and Further Education and Training; academic textbook publisher and taught adult learners and at school and university levels.

Makhapa Makhafola 

Dr Makhapa Makhafola is the Chief Operating Officer of the South African Qualifications Authority (SAQA) and a keen supporter of RPL. Previously, he served as Director: Management of the Higher Education Qualifications Sub-Framework (HEQSF) at the Council on Higher Education; General Manager: Research and Development at Mintek; member of Umalusi Council; Chair of the Department of Science and Innovation (DSI)/ MINTEK Nanotechnology Innovation Centre Steering Committee; coordinated the Hydrogen South Africa (HySA) programme for DSI; and worked as Director/ Executive Director in quality assurance in HEIs. He has a PhD in Analytical Chemistry from the University of Pretoria, South Africa.

Julie Reddy

Julie Reddy is currently a Professor of Practice in the Centre for Education Rights and Transformation (CERT) at the University of Johannesburg. She was formerly the Chief Executive Officer of the South African Qualifications Authority (SAQA), where she held senior management positions since 2012. She also serves as the Deputy Chair of the South African National Commission to UNESCO and as a Director on the Boards of the Groningen Declaration Network (GDN) and the World Education Services based the USA. Her academic qualifications include both an MSc (as a Fulbright Scholar) and PhD from Cornell University in the USA.

Sandra Joyce

Dr Sandra Joyce is Executive Dean of the Faculty of Arts, Humanities and Social Sciences at the University of Limerick since July 2022. She is responsible for 7 academic units, including the Irish World Academy of Music and Dance, which she was Director of for over 9 years. Together with Helen Lawlor, she is editor of Harp Studies I and II, with the most recent volume, World Harp Traditions, published in 2024 by Four Courts Press, Dublin. A traditional singer and bodhrán player, she performs regularly, and her solo CD, entitled Since You and I have Been: Songs of Love and Loss from the Irish Tradition, was released in January 2023.

Caoimhe Ní Riain 

Caoimhe Ní Riain is a research assistant with Dr. Sandra Joyce, UL RPL Project lead. She is also a pianist, singer, and composer from Limerick, Ireland. She has performed nationally and internationally both as a soloist as with groups. Her compositions appear in the current (2024) and upcoming (2025) Royal Irish Academy of Music piano syllabus. She is currently in the final stages of her PhD at the Irish World Academy of Music and Dance, University of Limerick. Her doctoral research focuses on what staff notation contributes and does not contribute, to contemporary performances of Western art music.

Cormac Byrne

Cormac Byrne is a bodhrán player, drummer, percussionist, composer, producer, educator and researcher from Waterford. He trained as a percussionist at the Royal Northern College of Music in Manchester and has received multiple awards for his work including The John Wray Percussion Prize, The BBC Young Folk Award 2002, the BBC Fame Academy Arts Bursary in 2006, and was awarded FATEA Magazine’s Instrumentalist of the Year in 2019. He featured as a percussion soloist at the BBC Proms in 2019. Cormac completed his PhD at the University of Limerick in 2023. Bodhrán performance was the subject of his research.

Geraldine Brassil

Dr Geraldine Brassil is a Research Assistant with the RPL project lead by Dr. Sandra Joyce, Dean of AHSS at University of Limerick. She also holds a position as a Teaching Fellow in the Department of English, Mary Immaculate College, Limerick. As a PhD student she was awarded an IRC 2020 Government of Ireland Postgraduate Scholarship. Her published articles include, ‘Women’s Collaborative Literary Processes and Networks: Mary and Matilda Banims’ Ireland’, English Studies, published online: 20 November 2023 and ‘Feminist Networks Connecting Dublin and London: Sarah Atkinson, Bessie Rayner Parkes, and the Power of the Nineteenth-Century Periodical Press’, Victorian Periodicals Review (Spring 2022).

David P. Burns

David P. Burns is Associate Vice-President, Academic, at Kwantlen Polytechnic University in Vancouver Canada, and is a scholar of education policy. He has published articles on character education, university admissions, social justice, philosophy of education, technology education, governance and leadership.

Francesco Sanasi   

Francesco Sanasi is Project Manager in CIMEA, Italian ENIC-NARIC centre. He has experience in studies and research on geopolitics and international security, with focus on the Indo-Pacific region. He works on projects on automatic recognition and micro-credentials (MARTe – A technological approach to micro-credentials, etc.); on capacity building projects as “RecoASIA- Regional Cooperation in the field of recognition among Asian countries” and “MICROCASA – Micro-credentials for lifelong learning and employability: building Capacities for developing Agile educational interventions in Southeast Asian universities”; and on projects focusing on recognition of refugee-qualifications in case of partial or missing documentation (EQPR – European Qualifications Passport for Refugees).

Martha Bolger

A Kilkenny woman, Martha Bolger is a Director of Further Education and Training with Kilkenny and Carlow ETB. During Martha’s time in FET (Nearly 30 years) Martha has worked with adults and young people through Community and Adult Education initiatives, all the while facilitating inclusion for the marginalized cohorts in society. Martha holds a MA in Adult and Community Education, as well as additional qualifications in Education Management, and Education Law. Martha is passionate about education and believes that everyone can learn; that everyone learns differently and that it is never too late to learn.

Fergus Craddock

Fergus has worked in adult and community education and social inclusion for over twenty years, as formerly the Education Programmes Coordinator in the Dublin Northwest Partnership to his current role as Inclusion Manager with ETBI. Fergus holds an MA in Adult and Community Education, Postgraduate Diploma in Criminological Studies, and Postgraduate Certificate in Innovation in Social Enterprise. Fergus has particular interest in the opportunities that Recognition of Prior Learning has for marginalised learners in enabling them to access, progress and flourish in their learning journey.

Peter Pahlman

I work as an advisor in a Non-Governmental Organization (NGO), Ammattiosaamisen kehittämisyhdistys AMKE ry. AMKE is the advocacy organization for Finnish vocational education providers. Our members educate 98 % of those graduating into professions in Finland. My responsibilities include education policy, advocacy, membership services, working groups (representations), and international affairs. Previously, I worked for 10 years as a vocational education provider, followed by 5 years focusing on youth work development and Validation of Prior Learning (VPL). Additionally, I have served on qualification and work-life committees. Outside of my professional commitments, I enjoy tennis, exploring Nordic Noir literature, listening to heavy metal music and traveling.

Sarah Barron

Sarah is an Adult Education Officer in Kilkenny and Carlow Education and Training Board. Her key areas of responsibility include VPL, Quality Assurance, Data Management, Learner Pathways, Music Generation and Youth Provision. Sarah has over 20 years of experience in Further Education and Training, Higher Education, and the Community Sector. She believes that education has the potential to transform lives and has witnessed this transformation firsthand throughout the many roles she has held during her career. Sarah has a Masters in Regional and Local Development and a Post Graduate Diploma in Teaching and Learning in Higher and Further Education.

Amanda Butler

Amanda Butler is a quality assurance coordinator in the Further Education and Training (FET) division of Kilkenny and Carlow Education and Training Board (KCETB). Her work activities include policy development and review, programme development and implementation and supporting KCETB centres in relation to quality assurance. Overseeing the Recognition of Prior Learning (RPL) activities is another key focus area. Prior to working with KCETB, she delivered QQI programmes in both community and contracted training (FET) and taught at second level. Previously, Amanda has worked in the pharmaceutical industry with roles in quality control, quality assurance, validation, and regulatory compliance.

Olten Lionel van Genderen

Olten Lionel van Genderen, MSc from Surinam. Current Position is Development Coordinator for the Interior of Suriname, in the program Consolidating Access to Inclusive Quality Education in Suriname (CAIQES) of the Ministry of Education, Science and Culture in Surinam. This program is focused on improving the quality of education in Suriname. Main activities are setting up of project activities focused on (1) curriculum development, (2) identifying the need of training programs for teachers in pedagogical & didactical methods, (3) improving the school infrastructure through school maintenance programs and renovation, and (4) the promotion of multilingual programs and inclusive education.

Ruud Duvekot

Prof. Dr. Ruud Duvekot (1960) studied Economic and Social History at Utrecht University, the Netherlands. His thesis ‘Leren Waarderen’ [Valuing Learning] (2016) analyzed the impact of validating prior (formal, non-formal and informal) learning experiences (VPL) on personalised learning, and the worlds of learning and working. At present his functions are: (1) director, Centre for Lifelong Learning Services (CL3S), (2) Professor ‘Validation and Work-based Learning, NCOI University, the Netherlands, (3) Associate professor, Teacher-training Faculty, Utrecht University of A.S., (4) UNESCO Research-Fellow, UNESCO Institute for Lifelong Learning, Hamburg, Germany, (5) Chairperson, European Centre for Valuation of Prior Learning.

Nan Travers

Dr. Nan Travers, Director, Center for Leadership in Credentialing Learning at SUNY Empire State University, focuses on research, policies and practices of the recognition, validation, and credentialing of learning. Currently, she is the PI for a U.S. Department of Education grant Credential As You Go: Transforming the Credentialing System of the U.S., and is co-lead for the Credential As You Go national initiative. She has been the PI for multiple grants/projects focused on innovative strategies for prior learning assessment and credentialing. Travers serves as founding co-editor for the journal: PLA Inside Out (www.plaio.org).

Carolyn Ives

Carolyn Ives (she/her) is a Coordinator, Learning and Faculty Development at Thompson Rivers University (TRU). She is a former faculty member in English at MacEwan University and at TRU, and she has also held previous roles as Academic Integrity Officer, Academic Quality Assurance Manager, Curriculum Planning and Development Coordinator, and Interim Director of the Centre for the Advancement of Faculty Excellence at MacEwan. Her current research focuses on evidencing value of educational development work, decolonizing academic integrity, Prior Learning Assessment and Recognition (PLAR), open pedagogical practices, and humanizing science education.

Sylvia Bell

Sylvia Bell is a Prior Learning, Assessment and Recognition (PLAR) Assessor and Trainer, at Thompson Rivers University (TRU) where she also teaches educational leadership for master’s students. She is a former school principal and teacher in the k-12 system. With a strong focus in narrative methodologies, Sylvia is dedicated to helping others achieve their academic goals. Having left formal schooling in Scotland at age 16, she understands the realities of an interrupted education; this gives her a strong affinity with PLAR students. Her current research focuses on ways to improve the student experience of PLAR.

Lorraine Clarke-Bishop

Lorraine Clarke is a Professional Officer in the Education, Policy, and Standards Department of NMBI. Lorraine has over 30 years of front-line and leadership experience in nursing and was a part-time lecturer/teacher with over 19 years’ experience in nurse education. Lorraine has a master’s degree in healthcare ethics and law and a professional certificate in Governance. Lorraine embraces the challenge of modernising nurse education in consultation with education bodies and colleagues across various clinical and academic settings. Lorraine developed the first regulatory framework to optimise consistency in the implementation of RPL across education bodies providing graduate nursing programmes in Ireland. Lorraine regularly facilitates the delivery of presentations on matters relating to regulation and is currently revising the Code of Professional Conduct and Ethics for Registered Nurses and Registered Midwives.

Tricia Bonner

Tricia Bonner is the Flexible Learning and Open Education Strategist in the Centre for Leadership Learning and Academic Excellence at Loyalist College. She prides herself in being an advocate for reducing barriers in post secondary education. This includes supporting recognition of prior learning within the college as well as throughout the community. She sits on various committees that focus on RPL and facilitates workshops at Loyalist College.

Sarah Hopper

Sarah Hopper is the Coordinator of the Child and Youth Care (CYC) program at Loyalist College. With 16 years of experience facilitating learning in the program, and over 20 years of front line child and youth care practice in schools and mental health settings, Sarah brings a wealth of knowledge to her role. The Loyalist CYC program incorporates portfolio development throughout its curriculum, providing students with guidance to connect their learning with industry-valued CYC competencies.

Christine McCabe

Christine has twenty years’ experience in further and higher education. She is currently the RPL Coordinator for Atlantic Technological University Donegal, acts as Project Lead on the National RPL in Higher Education project as well as providing RPL support to the Higher Ed 4.0 project and a member of the steering group for the RPL Practitioner Network. As well as experience working with individual RPL applicants, Christine is experienced in facilitating cohorts of enterprise learners, successfully utilising RPL to allow access to higher education. Christine enjoys working with higher education colleagues to increase awareness, and capacity to allow greater RPL opportunities at ATU.

Myra Feely

Recognised Prior Learning Co-Ordinator at Atlantic Technological University Myra is a passionate higher education professional who is dedicated to supporting lifelong learners to meet their professional, educational and personal goals through the offerings of Recognised Prior Learning (RPL). She wholeheartedly believes in the opportunities that RPL offers mature students and the wider community, having gone through the RPL process herself as a student. Qualifications include: Master of Arts in Teaching and Learning and Bachelor of Education (Hons)

Olive Kelly

Olive is RPL Co-ordinator for ATU Galway-Mayo and Project Lead on the National RPL in Higher Education project. She has 20 years’ experience in education and training that includes time spent in City of Dublin Education and Training Board (ETB), University of Galway and Galway Roscommon ETB. Having obtained many of her qualifications as a mature student at a busy time in her life – being a mother of two young boys and working full time, Olive is passionate about lifelong learning and understands what it takes to re-engage higher education.

Jannie Lensen-Botter

Jannie Lensen-Botter, Headlecturer and coördinator of the assessment center in Windesheim, University of Applied Sciences in Zwolle, the Netherlands.

Lyndsey El Amoud

Lyndsey El Amoud is Deputy Director of Adult Continuing Education (ACE) at University College Cork, Ireland. She is an elected member of the Steering Committee of eucen; a member of the VET4EU2 network; a member of the Irish national lifelong learning network, HELLIN; and a network lead of the inter-governmental ASEM Education and Research Hub for Lifelong Learning. Lyndsey is also University College Cork’s co-lead on the National Recognition of Prior Learning in Higher Education Project, which aims to mainstream RPL within the Irish higher education sector in Ireland. She leads UCC’s involvement in Springboard+, the Irish national skills programme.

Christina Paulus

Christina Paulus – head of the Department for Lifelong Learning at the University of Natural Resources and Life Sciences Vienna. Graduate of Vienna and Kings College London. The focus of her work is on national and international projects in the field of lifelong learning as well as in the field of quality assurance measures in the validation of non-formal and informal learning. She is part of the advisory board of the NQF; member of the steering committee of EUCEN; Member of the Scientific committee of the University of Bolzano IT. Her work includes publications and lectures on issues of lifelong learning.

Dr Ernesto Villalba Garcia

Ernesto Villalba works at the European Center for the Development of Vocational Training (Cedefop) since 2011. Currently, he is responsible for Cedefop’s work on validation of non-formal and informal learning. He has worked, together with the European Commission, on the monitoring, implementation and evaluation of the 2012 Council Recommendation on validation as well as in the European Inventory and European Guidelines updates.  He has served in different committees and working groups of the European Commission, ILO, OECD, and UNESCO and published several articles on validation of non-formal and informal learning, including guest editing a special issue at the European Journal of Education.

Before joining Cedefop he worked at the Center for Research on Lifelong Learning (CRELL) at the Joint Research Center of the European Commission, contributing to the Education and Training Monitoring (former, progress report towards Lisbon objectives) and carrying research in the area of transversal skills and its measurement. He holds a Ph.D. in International and Comparative Education from Stockholm University.

Brikena Xhomaqi

Brikena Xhomaqi is the Director of the Lifelong Learning Platform – European Civil Society for Education (former EUCIS-LLL) since 2016. LLLPlatform represents over 40 European wide civil society networks in the field of education from early childhood to adult education, including formal, non-formal and informal learning providers and learners. She is the co-chair of the European Economic and Social Committee Liaison Group of Civil Society since January 2020. She is the former member of the Civil Society Europe Steering Committee, Head of Office of the European Students’ Union (ESU) and Director of the Erasmus Student Network (ESN). She was active in civil society from early ages as an elected representative of different school and university student bodies. She has an experience of more than 10 years in the education and non-profit sector at local, national and international level from a volunteer to a management perspective. Passionate about education, institutional cooperation, civil society and mobility. 

Raúl Valdés Cotera

Raúl Valdés Cotera is Chief Programme Coordinator a.i. at the UNESCO Institute for Lifelong Learning (UIL). He leads the UNESCO Global Network of Learning Cities and the Institute’s ‘Skills Throughout Life’ team. For more than twenty years, Raúl has been working in international organizations in the field of public policies, lifelong learning and adult education. He has been a pioneer of youth and adult learning and education policies in several countries around the world and has championed systems established to support the recognition, validation and accreditation of prior learning outcomes. He has led various research and advocacy projects such as the Regional Report of Adult Education in Latin America (2007), the Conceptual Evolution and Policy Developments in Lifelong Learning (2011), the Glossary for Adult Education (2013), Unlocking the Potential of Urban Communities (2015 & 2017) and Making lifelong learning a reality: A handbook (2020). Raúl holds a master’s degree in Statistics, another in Business Administration and a Ph.D. in Education from the Ibero-American University.

Christine Hofmann

Christine works as the Team Lead on Skills for Social Inclusion in the ILO’s Skills and Employability Branch in Geneva. She leads research and knowledge products and builds capacity on skills and lifelong learning approaches that include persons with disabilities, informal economy workers, migrant workers, forcibly displaced people, LGBTI people and other vulnerable groups, including in fragile contexts. She supports ILO constituents in making skills development and recognition systems more inclusive and works with the ILO’s network of skills specialists around the world. Christine published papers, articles, guides and policy briefs, including the ILO’s Making TVET and skills development inclusive for all guide, and the NORRAG special issue on Education-Training-work continuums among others.

Katie Jones

Katie Jones is a consultant at the UNESCO Institute for Lifelong Learning. She works on areas including the recognition, validation and accreditation of prior learning and Education for Sustainable Development at the local level. Katie collaborates with colleagues to conduct cutting-edge research, foster knowledge exchange and develop capacity-building activities for key stakeholders in UNESCO Member States. Having worked as an educator herself, Katie seeks to promote lifelong learning as a universal human right. She has an MSc in Latin American Studies from the University of Oxford and a BA in History and Politics from the University of Warwick. 

Susan Forseille

Susan has been privileged to work for 24-years at the intersections of prior learning, education, and career development. In 2018 she became the Director of PLAR (prior learning assessment and recognition) at Thompson Rivers University, Canada. Her recent research has focussed on PLAR persistence, decolonizing PLAR, micro-credential assessment, and how PLAR impacts career development. She is a passionate PLAR advocate and is proud to serve on both the Canadian Association of Prior Learning Board (CAPLA) and the British Columbia Prior Learning Action Network (BCPLAN). Most recently she was honoured to accept a position on the editorial board of Prior Learning Inside Out (PLAIO).

Anna Kahlson

Anna Kahlson, Senior Advisor/Coordinator NCP EQF at the Swedish National Agency for Higher Vocational Education (MYH), has extensive expertise in lifelong learning, VET, adult education, and validation of prior learning. Leading initiatives within MYH, she spearheads projects like a 3-year Higher Vocational Education (YH-flex) validation pilot and the NOVA-Nordic Erasmus+ project exploring VPL, National Qualifications Frameworks, and non-formal learning. Previously, Anna served as committee secretary for the Swedish National Delegation for Validation (2017-2018) and worked as a qualifications expert at the European Training Foundation (2012-2016). Prior to that she worked as a national coordinator for VPL and Anna also has worked with VPL at municipal level, mainly working with refugees.

Aline Juerges

Aline Jürges has been working at the European Commission since 2001. She is currently working as Policy Officer in the ”Skills Agenda” Unit within DG Employment, which is devoted to co-ordinating the European Skills Agenda, working across the Commission to make sure its 12 flagship actions deliver on the ground. Aline has been focusing in the past years on policies to empower individuals to learn, notably on career guidance and more recently on validation. Her work on validation is closely linked to the Unit’s work of making people’s skills and qualifications more easily understood across borders, notably through the European Qualifications Framework (EQF).

Dr. Rhianna C. Rogers

Dr. Rhianna C. Rogers is the Chief Diversity Equity Inclusion and Accessibility (DEIA) Officer at the U.S. Department of the Treasury, where she leads the implementation of the department’s DEIA strategy and policies. Prior to her work at the Treasury, Rogers was the Director of the Center to Advance Racial Equity Policy and Senior Policy Researcher at the RAND Corporation. She has held multiple teaching and research appointments in her career, including roles at California’s Command College, Pardee RAND Graduate School, SUNY Empire State University, the Rockefeller Institute of Government, and a visiting professorship at the American University of Technology in Kaslik, Lebanon.

Over the past decade, Dr. Rogers successfully built and implemented DEIA programming in higher education, private/public corporations, and NGOs. From 2010 to 2021, she created and led the Buffalo Project, a longitudinal participatory action research project that used cultural data as the baseline for programmatic development and implementation. This initiative gained national and international recognition, forming the Sustainable Progress and Equality Collective (SPEC) in 2020 and the National Coalition for Equity Impact (NCEI) at RAND in 2022 in collaboration with advocates across the US. As a result of this research, Dr. Rogers was featured as an expert on participatory action research in the Geneva Forum at the United Nations in Geneva, Switzerland, in 2020, 2021, and 2022.

She holds a Ph.D. in Comparative Studies, an M.A. in History, a B.A. in Social Sciences, and a certificate in Ethnic Studies from Florida Atlantic University and is a registered professional archaeologist. She has over 20 years of experience in cultural studies, policy research, historical studies, intercultural competency and diversity education, and democratic dialogue. She is passionate about using evidence-based and participatory approaches to advance DEIA initiatives, equity research, and social justice in various sectors and communities.

Orla Lynch

Orla Lynch is Principal Officer and Head of Strategic Policy in the Department of Further and Higher Education, Research Innovation and Science. Orla joined the Department in 2019 as an adviser on strategic policy. At present she is leading projects for the creation of a more unified tertiary system and DFHERIS strategic policy.  For over 20 years, working in various state bodies and agencies, she has led a range of projects and initiatives for the development of national policy for quality assurance and qualifications in higher education and further education and training.   She has been a Board member of INQAAHE, a discussant on higher education for OECD accession, an ENQA QA Expert and a member of the EHEA Global Policy Dialogue Forum. 

Dr Borhene Chakroun

Borhene Chakroun has worked as a trainer, chief trainer, project manager and consultant for organizations such as the European Union and the World Bank before joining the European Training Foundation in 2001 where he was the Senior Human Capital Development specialist. He is now Director of Policies and Lifelong Learning Systems Division at UNESCO-HQ, where much of his recent work has focused on global trends in reforming education and training systems and on developing the global agenda for skills development in the context of the 2030 Sustainable Development Agenda. He is also the coordinator of the Global Education Coalition launched by UNESCO to respond to the COVID-19 crisis. He has authored and co-authored various articles and books in the field of skills development and lifelong learning.

Gary McNeely

Gary McNeely holds a PhD in Philosophy from York University and a master’s in philosophy from the University of Guelph. Gary serves as the Prior Learning Assessment and Recognition (PLAR) Coordinator at Brandon University facilitating credit recognition for adult learners. Working closely with the Rural Development Institute since 2009, Gary works as the RDI PLAR Researcher, exploring the intersections of PLAR, community capacity building, rural community and economic development, rural immigration, and Rural Policy. His interest is to explore how PLAR principles and practices can be a driver for recognizing the vital potential and achievements of rural communities.

Wayne Kelly 

Wayne Kelly holds a Master of Rural Development from Brandon University and a Ph.D. from the National University of Ireland, Galway. As Director of the Rural Development Institute (RDI), Wayne applies innovative research to help rural Canada adapt to societal, economic, and technological changes. Wayne strongly believes in the importance of rural Canada for the nation’s economic success and people’s well-being. His extensive experiences across Canada and beyond have highlighted the vast opportunities for rural development in our changing world. A visionary leader, Wayne explores new avenues to empower rural Canada, leaving a lasting legacy of hope and prosperity.

Alan Mandell

Alan Mandell is Professor of Adult Learning and Mentoring at SUNY Empire State University and SUNY Distinguished Service Professor. Mandell has served as mentor, administrator, faculty, and consultant on adult learning. With L. Herman he has written about mentoring, including, From Teaching to Mentoring: Principles and Practice, Dialogue and Life in Adult Education. With E. Michelson, he has written about experiential learning, including, “Adult Learning in the Age of Trump and Brexit,” and with X. Coulter, he writes about higher education, including, “Adult Educators on Dewey.” Recognitions: the Sullivan Award for Leadership, SUNY Chancellor’s award for Excellence in Teaching, Turben Chair, and CAEL’s Morris Keeton award. With Nan Travers, Ruud Duvekot, and Susan Forseille, he edits PLA InsideOut.

Ruud Duvekot

Prof. Dr. Ruud Duvekot (1960) studied Economic and Social History at Utrecht University, the Netherlands. His thesis ‘Leren Waarderen’ [Valuing Learning] (2016) analyzed the impact of validating prior (formal, non-formal and informal) learning experiences (VPL) on personalised learning, and the worlds of learning and working. At present his functions are: (1) director, Centre for Lifelong Learning Services (CL3S), (2) Professor ‘Validation and Work-based Learning, NCOI University, the Netherlands, (3) Associate professor, Teacher-training Faculty, Utrecht University of A.S., (4) UNESCO Research-Fellow, UNESCO Institute for Lifelong Learning, Hamburg, Germany, (5) Chairperson, European Centre for Valuation of Prior Learning.

Maida Pieper

Maida has been a project technician at PVE since 2019, leading programs like VOL+ to promote validation and certification of competences through volunteering. Her recent publications include ‘Learning beyond the classroom: the role of volunteering in competence development’ (2022) and ‘Volunteering, competence certification and employability: Evaluation of the VOL+ Program’ (2021). With over 12 years in the Third Sector, she previously coordinated the Centre for Social Innovation at the University of San Andrés and the Social Enterprise Knowledge Network. She holds a Master’s degree in Governance and Human Rights, a Postgraduate degree in Non-Profit Organisations, and a Bachelor’s degree in Psychology.

Anna Magnea Hreinsdóttir

Anna Magnea Hreinsdóttir Ph.D. (amh@hi.is) completed her degree in leisure studies at Göteborgs folkhögskola, Sweden, in 1980, a B.Ed. in preschool studies at the Icelandic University of Education in 1999, and a master’s degree at the same university in 2003. She completed her PhD in democratic school evaluation at the University of Iceland School of Education in 2009. She has worked as a preschool and primary school officer for many years and as a director of education and welfare. She is an assistant professor at the University of Iceland’s School of Education.

Meg Benke 

Meg Benke is Professor in the EdD program in Higher Education Leadership and Change, Coordinator of the Master of Arts in Adult Learning and former  Provost and Executive Vice President for Academic Affairs at SUNY Empire State University in the United States.  Dr. Benke was inducted into the International Adult and Continuing Education Hall of Fame https://www.halloffame.outreach.ou.edu/ for her leadership contributions to adult and online learning. Dr. Benke was recognized for the Most Outstanding Achievement in Online Learning by an Individual, by the Online Learning Consortium in 2007. Dr. Benke was a Fulbright Research Scholar at Southeastern Technological University in Ireland in 2015 and continues to work with SETU as a visiting instructor and collaborator.  Benke’s presentations and publications focus on adult learning, online learning, recognition of prior learning and progressive education.  Meg Benke | Online Directory (sunyempire.edu) 

Sergio Botelho Junior  

With extensive experience in research, teaching, project delivery and project management, Dr Sergio Botelho Junior works as the Education Research Officer in the School of Education and Lifelong Learning. He supports the School’s research strategy by working in collaboration with the School management team and academic researchers in the implementation of the School’s research strategy, particularly in identifying regional, national and European funding opportunities, contributing to research proposals, research reports and research project deliverables and outcomes as well as assisting in the development and roll out of the relevant School research support and knowledge sharing initiatives. 

Laura Widger

Helen Pokorny

The Recognition of Prior Learning (RPL) has been a feature of my career across three decades. Most recently this work included designing RPL routes into accelerated degrees awarded by the University of Hertfordshire, through a joint venture. In addition to working as a prior learning practitioner and advocate I have researched, critiqued and published in relation to the potential of RPL to promote access and attainment for mature learners and the conditions that can facilitate this. My current role includes academic professional development in all aspects of learning and teaching combined with a specific focus on curriculum development and RPL.

Anette Lund Follestad

Anette currently holds a position as assistant professor at the Faculty of Teacher Education and International Studies, Institute of Vocational Teacher Education at Oslo Metropolitan University in Norway. She is responsible for the “Assessment Prior Learning” – study programme and “Practical Pedagogy for Tertiary Education”. She is a qualified nurse, having graduated from the College of Diaconia and Nursing in Oslo, and holds a Master’s degree in Vocational Pedagogy from Oslo Metropolitan University. Her background and experience include teaching in nurse education and serving as a professional leader at the Centre for Adult Learning in the Hamar region in Norway, linked to career guidance and adult learning. She has worked with assessment prior learning and workplace-based education for healthcare workers. Anette has amassed a total of 23 years of experience in the educational sector.

Anna Kahlson

Anna Kahlson, Senior Advisor/Coordinator NCP EQF at the Swedish National Agency for Higher Vocational Education (MYH), has extensive expertise in lifelong learning, VET, adult education, and validation of prior learning. Leading initiatives within MYH, she spearheads projects like a 3-year Higher Vocational Education (YH-flex) validation pilot and the NOVA-Nordic Erasmus+ project exploring VPL, National Qualifications Frameworks, and non-formal learning. Previously, Anna served as committee secretary for the Swedish National Delegation for Validation (2017-2018) and worked as a qualifications expert at the European Training Foundation (2012-2016). Prior to that she worked as a national coordinator for VPL and Anna also has worked with VPL at municipal level, mainly working with refugees.

Marcus Karlsson

Marcus Karlsson, Advisor, Swedish National Agency for Higher Vocational Education (Myndigheten för yrkeshögskolan – MYH) Marcus has experience working with lifelong learning, qualifications, HVET, and validation of prior learning. At MYH his main area of responsibility is validation. Marcus currently heads a project, together with the Swedish National Agency for Education (Skolverket), developing e-learning for validation practitioners. He has been involved in several projects at MYH, for example the 3-year pilot developing a validation pathway within Higher Vocational Education (YH-flex) and the NOVA-Nordic Erasmus+ project looking at links between VPL, National Qualifications Frameworks and non-formal learning/qualifications. Prior to his work at MYH, Marcus worked at the Swedish Public Employment Services.

Grace Edge 

Grace Edge is Director of the National Recognition of Prior Learning (RPL) in Higher Education Project. Funded by the Human Capital Initiative, Pillar 3 (Innovation & Agility), this is a collaborative initiative across fourteen higher education institutions, including the Technological Universities, the previously established Universities and the Institutes of Technology. The project aims to streamline and strengthen RPL, to enhance staff’s capacity to do RPL and to engage with employers to explore RPL opportunities for upskilling/reskilling workers. Grace has almost 20 years’ experience in higher education as a student, administrator and researcher. She is specialised in multi-institutional projects, with a proven track record of initiating and delivering reform to support institutional and national strategy, and effective higher education management.

Aishling O’Toole

As the Academic Administration and Student Affairs Manager in SETU Aishling is dedicated to fostering an inclusive and supportive environment for all. She has 19 years experience in the HE sector, playing a pivotal role in shaping policy and procedure that uphold the university’s values. She is passionate about creating and fostering partnerships, collaborations, and opportunities underpinned by a deep-seated commitment to integrity and fairness. A firm believer in the transformative power of education she strives to ensure that every student has access to the resources and support they need to thrive academically and personally. She actively promotes a culture of accountability and responsibility, where decisions are guided by data and informed by a deep understanding of the needs and aspirations of the university community.

Christine McCabe

Christine has twenty years’ experience in further and higher education. She is currently the RPL Coordinator for Atlantic Technological University Donegal, acts as Project Lead on the National RPL in Higher Education project as well as providing RPL support to the Higher Ed 4.0 project and a member of the steering group for the RPL Practitioner Network. As well as experience working with individual RPL applicants, Christine is experienced in facilitating cohorts of enterprise learners, successfully utilising RPL to allow access to higher education. Christine enjoys working with higher education colleagues to increase awareness, and capacity to allow greater RPL opportunities at ATU.

Michelle Chisholm

Michelle Chisholm provides learning design for special offerings at New Brunswick Community College such as Prior Learning Assessment and Recognition (PLAR) and microcredentials. She brings a knowledge of evidence-based strategies in assessment, Universal Design for Learning and other inclusionary or accessible practices to the project, which aims to diminish barriers to incoming and current students. Michelle has an MEd in Exceptional Learners from the University of New Brunswick along with a BA and BEd from St. Thomas University. She is on the board of directors for the Canadian Association for Prior Learning Assessment (CAPLA).

Patrick Reinartz

Patrick Reinartz is a consultant for Recognition of Prior Learning at New Brunswick Community College (NBCC). Since 2020 he has been working on projects at the college aimed at reducing barriers to education and improving the accessibility of PLAR/RPL offerings. Previously, Patrick worked in the private sector as a training administrator for a US health services provider, supporting learners preparing for certifications as BCBAs and RBTs. He is on the board of directors for the Canadian Association for Prior Learning Assessment (CAPLA).

Hazel Richardson

Hazel Richardson is the Director of Academic Planning and Evaluation at New Brunswick Community College. A former geneticist, international best-selling author, and award-winning instructional designer, she has led education and training departments in public, private and non-profit organizations in the UK, the US and Canada.

Paula Willemse

Paula Willemse has more than 25 years experience in providing training, lectures and workshops, especially for vocational schools. Research was carried out on behalf of the Ministry of Education, Culture and Science into Different Accounting of the Diplom Decision; https://onderwijsenexaminering.nl/app/uploads/IVA-onderwijs-Anders-verantwoorden-van-de-diplomabeslissing-in-het-mbo.pdf Research was carried out on behalf of the Education Inspectorate into examinations in the real professional context; Carrying out audits of MBO institutions in collaboration with the MBO quality network, Carrying out training assignments aimed at strengthening the safeguarding task of MBO examination boards. Challenge: Life Long Learning: validation evidence vocational education.

Deirdre Goggin

Deirdre has worked in higher education since 2000. In that time, she has been actively engaged in many aspects of RPL which have been instrumental in informing practice and policy in MTU and has contributed to scholarship, policy, practice, procedures and professional development at national, European and international levels.

Phil O’Leary

My role is Mentor for the Recognition of Prior Learning for MTU in Cork Ireland, a role that I have enjoyed since 1999. My focus is to provide clear guidelines on how to apply for RPL, whether the RPL candidate is seeking access, advanced entry, or credits. I am very much part of a network of support that exists in the university for the non-standard, mature learner, the person who is returning to college, re-positioning, and the lifelong learner. Reflecting on this role, my personal highlight is that today RPL is embedded in the Munster Technological University

Nan Travers

Dr. Nan Travers, Director, Center for Leadership in Credentialing Learning at SUNY Empire State University, focuses on research, policies and practices of the recognition, validation, and credentialing of learning. Currently, she is the PI for a U.S. Department of Education grant Credential As You Go: Transforming the Credentialing System of the U.S., and is co-lead for the Credential As You Go national initiative. She has been the PI for multiple grants/projects focused on innovative strategies for prior learning assessment and credentialing. Travers serves as founding co-editor for the journal: PLA Inside Out (www.plaio.org) with Alan Mandell, Susan Forseille, and Rudd Duvekot.

Professor Alan Mandell

Alan Mandell is SUNY Distinguished Service Professor and College Professor of Adult Learning and Mentoring at SUNY Empire State University. Over more than four decades, he has served as administrator, mentor in the social sciences and director of the university’s Mentoring Institute. Mandell edits the journal, All About Mentoring and co-edits (with Nan Travers, Ruud Duvekot, and Susan Forseille) a journal on prior learning assessment, PLA InsideOut. He has authored and co-authored books and essays with Elana Michelson, Lee Herman, Katherine Jelly, Shantih Clemans, and Xenia Coulter. Recognition of his work includes the Eugene Sullivan Award for Leadership given by the Adult Higher Education Alliance (2009), the SUNY Chancellor’s award for Excellence in Teaching (2001) and for Professional Services (1991), the Empire State College Foundation Award in Mentoring (2000), and the Susan Turben Chair in Adult Learning and Mentoring (2008-2009). In 2023, he received the Morris Keeton Award by the Council on Adult and Experiential Learning (CAEL).

Professor Irene Sheridan

Having worked with national and multinational electronics companies before joining CIT (now Munster Technological University), Professor Sheridan was appointed Head of Department of Electronic Engineering in 2004.

In 2011 she proposed and was appointed head of the MTU Extended Campus, a unique facility established to stimulate and support all forms of engagement with enterprise, including graduate formation, workforce development, and research and innovation.  She has pioneered the application of customer relationship management principles within higher education and is committed to the formation and stewarding of long term, mutually-beneficial two-way partnerships between academia and employers.  While the focus for technological universities is on responsiveness, Irene is committed to responsibility in relationships and interactions.

Prof Sheridan has authored and co-authored a number book chapters and Journal and Conference publications, mainly on recognition of prior learning and work-integrated learning, is a partner in a number of European-funded collaborative projects and leads the Enterprise Engagement and Experiential Learning Research Group in MTU. 

She is a Council member of the Accreditation Council for Engaged and Entrepreneurial Universities (ACEEU) and has acted as expert assessor for the EACEA on Erasmus+ actions over a number of years.  Irene is currently Chair of the Board of the Quality and Qualifications Authority in Ireland (QQI).

Gina Ebner

Gina Ebner has been Secretary General of the European Association for the Education of Adults since 2007. Before, she worked as a language trainer in adult education and as a pedagogical manager for a vocational training institute in her native Austria. She moved to Brussels in 2002 where she was a project manager at EUROCADRES (Council for European professional and managerial staff) before she started at EAEA. She also served as president of the Lifelong Learning Platform. She has worked on issues such as gender equality, outreach, validation, life skills, benefits of lifelong learning and many more. She believes in adult learning and education as a central instrument to shape Europe’s future in a positive way and is enthusiastic in advocating for strong adult education communities, structures, policies and civil society.