Welcome to this special issue of PLAIO, dedicated to the 5th Validation of Prior Learning (VPL) Biennale —a landmark event that continues to shape the global dialogue on recognizing and valuing learning from all walks of life. This Biennale brought together an extraordinary array of policymakers, practitioners, researchers, and learners to explore innovative pathways for enhancing the inclusivity and impact of VPL systems worldwide. As the world navigates the complexities of a rapidly evolving labor market, educational systems, and societal expectations, the VPL Biennale stands as a beacon for advancing equity and lifelong learning. We are honored to gather materials from this VPL for our PLAIO readers.

The 5th VPL Biennale, held on 6-8, May, 2024 in Kilkenny, Ireland, built on the momentum of previous events while charting new territory in addressing contemporary challenges. Under the theme People, validation, and power: democracy in action?, 370 participants from 31 nations engaged in rich discussions and collaborative workshops (there were 90 sessions) that highlighted the critical role of VPL in fostering social mobility, workforce adaptability, and personal empowerment. To view the full program, please visit: https://vplbiennale.org/.        

This special issue seeks to capture the essence of these discussions and offers a collection of edited essays and other materials that reflect the diverse perspectives and groundbreaking ideas shared at the event.

Key topics from the Biennale include:

• Innovative VPL Practices: exploring cutting-edge methodologies and technologies that make the recognition of prior learning more accessible, transparent, and scalable.
• Policy and Governance: examining how national and international frameworks can better support VPL systems to ensure their sustainability and alignment with broader educational and economic goals.
• Equity and Inclusion: addressing systemic barriers and promoting VPL initiatives that reach marginalized and underrepresented groups.
• Impact Assessment: understanding the short- and long-term impacts of VPL on individuals, organizations, and society at large.

The contributions in this issue not only underscore the transformative potential of VPL but also challenge us to think critically about its implementation. By sharing insights from case studies, research findings, and thought leaders in the field, this special issue of PLAIO aims to inspire new approaches and collaborations that will propel VPL systems into the future and continue to push us to think about the question that animated the biennale: People, validation, and power: democracy in action?

We invite you to delve into the articles and reflections in this special issue, which we hope will spark ideas, foster dialogue, and contribute to the collective advancement of VPL practices around the world. Together, our goal is to continue to champion the principles of equity, opportunity, and recognition—and the spirit of democracy-- that lies at the heart of the VPL movement.

Since its inception in 2012, PLA Inside Out (PLAIO) has established itself as a pioneering scholarly online journal dedicated to the recognition and assessment of prior experiential learning. Born from the need to provide a space for robust conversations and critical thought in the field, PLAIO has emerged as a central platform for educators, researchers, and practitioners to explore the transformative potential of recognizing learning acquired outside traditional academic pathways.

The mission of PLAIO is deeply rooted in the belief that the work of assessing prior learning is central to the broader discourse on teaching and learning. By anchoring the principles of Prior Learning Assessment (PLA) within an academic framework, the journal seeks not only to elevate the practice but also to ensure its relevance and accessibility across diverse educational landscapes. PLAIO has worked to provoke new ideas, document innovative practices, and serve as a repository of knowledge for those seeking to understand and implement PLA effectively.

From the beginning, PLAIO set out to provide a historical context for PLA while simultaneously embracing its evolution. It has sought to bridge the gap between theory and practice by publishing essays, research studies, and case studies that address a broad spectrum of issues, from outreach and participation to policies and assessment standards. The journal has consistently highlighted the ways in which PLA intersects with emerging educational paradigms, including competency-based education, open learning, and workplace learning.

One of PLAIO’s defining characteristics is its international perspective. The journal has published special issues that extend the conversation beyond borders, exploring how PLA is practiced and valued in diverse cultural, social, and economic contexts. This global approach underscores PLAIO’s commitment to inclusivity and its recognition of the diverse ways in which learning is experienced and validated.

Over the years, we hope that PLAIO has also played a pivotal role in fostering community among its readers and, too, has provided a platform for sharing not only academic insights but also personal narratives and practitioner reflections, creating a tapestry of voices that enrich the understanding of prior learning assessment. Through its editorial leadership, first under the guidance of Nan Travers and Alan Mandell, joined by Ruud Duvekot, Susan Forseille, and associate editor Carl Burkart, we want the journal to remain a dynamic and evolving resource.

PLAIO’s legacy is one of innovation and collaboration. It continues to challenge traditional notions of learning and knowledge by advocating for systems that value all forms of learning—formal, non-formal, and informal. As it looks to the future, PLAIO remains committed to its role as a catalyst for change, ensuring that the principles of equity, access, and recognition remain at the forefront of educational and workforce development discussions.

For those engaged in the work of recognizing and valuing prior learning, we want PLAIO to serve as both a beacon and a guide, illuminating pathways for new discoveries and offering tools to transform those discoveries into impactful practices. It is more than a journal; it is a testament to the power of learning in all its forms.

The concept of the VPL-Biennale was designed in 2011 by Ruud Duvekot, chair of the European Centre Valuation Prior Learning (EC-VPL, the Netherlands), for the international project Access to Lifelong Learning in Higher Education (ALLinHE).

The ALLinHE project linked the issues of underrepresentation of specific target groups and the lack of practical VPL approaches, with a proposal for widening access to higher education (HE) and for validation at HE levels with a focus on social inclusion in higher education. Investigating this linkage in the period 2011-2014 resulted in an overview of VPL practices across the globe, which emphasized the need for creating solutions for the inclusion of diverse social groups in learning and working domains.

ALLinHE allowed learners to use the learning outcomes of their prior learning gained through different life activities to engage in new learning opportunities. This focus was also at the heart of the VPL-Biennale concept: the learner at the center of all kinds of learning opportunities by gaining tools and practice that help to reflect on one’s own learning experiences. The learner can then leverage this self-appreciation by initiating further — or new — learning that adds value to what already exists.

The concept of the VPL Biennale is organized around international biennial meetings focused on the state of the art in VPL’s knowledge base, new instruments and methodologies, presentations of best practices, master classes, and implementation strategies for target groups. The history of the VPL Biennale offers a unique perspective on the evolution of validation practices worldwide. It highlights changes in themes and approaches, demonstrating the growing importance of integrating validation into lifelong learning systems and its role in societal change and progress. Since 2014 there have been five VPL Biennales:

1. The 1st VPL Biennale (2014, Rotterdam, The Netherlands)
   Focused on "The Power of VPL," this inaugural Biennale emphasized validation as a driving force for social and economic change. It explored the systematic potential of VPL to make learning and working processes more effective and inclusive for all citizens.
2. The 2nd VPL Biennale (2017, Aarhus, Denmark)
   Themed "The Learner in the Centre," this event prioritized the individual learner's role in validation processes. Discussions revolved around tailoring VPL practices to the needs of learners, workers, volunteers, and employers.
3. The 3rd VPL Biennale (2019, Berlin, Germany)
   Under the theme "Making Policy Work," this Biennale strengthened the connection between policy and practice. It brought together stakeholders to address the integration of validation into education and labor market frameworks.
4. The 4th VPL Biennale (2022, Reykjavik, Iceland) Titled "Building a Common Ground," this Biennale explored the holistic integration of validation into lifelong learning policies and services. It highlighted global examples of validation enhancing education, work, and active citizenship.
5. The 5th VPL Biennale (2024, Kilkenny, Ireland)
   With the theme, “People, validation, and power: democracy in action? The latest Biennale focused on how validation practices can reflect and reinforce democratic principles. Discussions addressed critical questions such as how validation empowers individuals, fosters inclusion, and supports mobility in a rapidly changing world. The event also emphasized the transformative impact of validation on societal structures and global citizenship.

This trajectory illustrates the growing recognition of validation's role in shaping equitable and inclusive education and workforce systems. Each Biennale has built upon the achievements of its predecessors, contributing to a richer understanding of VPL and its potential to drive personal, professional, and societal growth.

We extend our heartfelt thanks to all contributors, reviewers, and participants in the 5th VPL Biennale who have made this issue of PLAIO possible. Our heartfelt thank you to all contributors, reviewers, and participants in the 5th VPL Biennale who have made this issue possible. Their dedication and vision have created what we hope will be a valuable resource for anyone committed to lifelong learning and the recognition of diverse forms of knowledge and experience.

Enormous thanks to members of the 5^th VPL Committee, Andy Brown, Fergus Craddock, Grace Edge, Deirdre Harkin, Alan Hogan, Janet Morris-Reade, Siobhan Murray, Ernesto Villalba, and Andrina Wafer. Deirdre Goggin and Martina Needham were significant contributors to this undertaking. Also, special thanks to Joshua Nelson and Alexa Collesides, whose work was crucial to the preparation of this edition of our journal.

Ruud Duvekot, Susan Forseille, Alan Mandell, Nan Travers (editors), Deirdre Goggin, and Martina Needham (guest editors), Carl Burkart (associate editor)