This is the first of two articles which together explore the potential for using portfolios in professional practice. Part 1 appraises the practical use of portfolios for students, practitioners and managers. It suggests that individuals might establish and maintain a professional portfolio as a means of demonstrating learning and professional development. Portfolios might also assist practitioners to achieve academic awards and career goals. Part 2 will examine the theory of experiential learning and the process of documenting and accrediting learning in order to build up a portfolio of professional experience.
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