Global perspectives on recognising non-formal and informal learning: why recognition matters

This book examines the importance of re-engineering education for change by moving away from the limited notion of 'education' for all, to that of 'learning' for all, and to placing an increasing emphasis on non-formal and informal learning, rather than largely focusing on learning that occurs in the formal education system in institutions such as schools and colleges. The overall aim of the study presented in this book is to share experience, expertise and lessons concerning the importance of recognition, validation and accreditation of non-formal and informal learning (RVA) by...  [+] Show more

This book examines the importance of re-engineering education for change by moving away from the limited notion of 'education' for all, to that of 'learning' for all, and to placing an increasing emphasis on non-formal and informal learning, rather than largely focusing on learning that occurs in the formal education system in institutions such as schools and colleges. The overall aim of the study presented in this book is to share experience, expertise and lessons concerning the importance of recognition, validation and accreditation of non-formal and informal learning (RVA) by establishing mechanisms and frameworks to enable this to happen. RVA is defined as 'a practice that renders visible and gives value to the hidden and unrecognised competences that individuals have obtained in various contexts, through various means in different phases of their lives'.

The author identifies global best and innovative practices in the belief that what works in one country can, with suitable adjustments to take account of different national contexts, also work elsewhere. The book examines the changing nature of lifelong and shared learning across countries, both developed and developing; the importance of adopting a holistic approach to lifelong learning; the role of the recognition, validation and accreditation of non-formal and informal learning (RVA) in education, working life and society; importance of the coordination and stakeholder interests and motivations; and, features of best practices drawn from country examples. Developed countries examined are: New Zealand, Australia, Republic of Korea, Japan, US, Canada, South Africa, Austria, Germany, Denmark, Norway, Finland, France, Portugal, Scotland, and England. Developing countries featured are: Philippines, Thailand, Bangladesh, Mexico, Mauritius, Namibia, Benin, and Burkina Faso.

The contents are as follows: Introduction; Key concepts, definitions and assumptions; Policy and legislative environment; RVA's role in education, working life and society; Coordination and stakeholder interests and motives; Features of best practice from country examples; Sharing learning: cross-country observations.

Edited excerpts from publication.