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'Developmental' and 'credentialist' models of learning occupy important positions in debates about recognition of prior learning (RPL). This chapter argues 'that while it should not be possible, as a general rule, to be awarded a whole qualification through RPL, reflections on prior learning should be an intrinsic part of all qualifications ... because 'graduateness' entails the capacity to make connections between different experiences and different ways of knowing, between theoretical and practical knowledge, codified and embodied knowledge, and explicit and tacit understanding'. The first part of the chapter makes distinctions between RPL and recognition of current competence (RCC) and focuses on the divorce between processes of learning and assessment of outcomes which has given impetus to credentialist models of RPL. The chapter then considers the way qualifications need to evolve to meet the challenges of perpetual change before discussing the relevance of Dewey's notion of vocations for qualifications today. This is used to consider the differences between generic skills and graduate attributes on the one hand, and graduateness on the other. Next, activity theory is used to develop the concept of graduateness and finally, the way in which experts use theory in their everyday practice and its implications for whether qualifications should be granted on the basis of RPL are explored.