Comparative perspectives on validation of prior learning: experience from four European countries

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Permanent URL for this page: http://hdl.voced.edu.au/10707/450534.

Author: Haasler, Simone R.; Anslinger, Eva; Laudenbach, Franziska

Abstract:

The validation and recognition of prior non-formal and informal learning (VPL) is a priority of EU educational policies and central to lifelong learning. It is targeted to enhance employability, labor market opportunities and educational pathways and should, above all, enhance the chances of individuals disadvantaged on the labor market such as the low skilled, unemployed and migrant workers. In the past two decades, various European countries have created policy frameworks to implement and promote VPL. In addition, common European principles for VPL have been formulated, including...  [+] Show more

Subjects: Pathways; Equity; Qualifications; Policy

Keywords: European Union; Qualifications framework; Equivalence of qualifications; Recognition of prior learning; Accreditation of prior learning; Informal learning; Nonformal learning; Institutional role; Employability; Social inclusion; Comparative analysis; Policy analysis; Recommendations

Geographic subjects: Europe; Denmark; Germany; Poland; Turkey; Asia

Published: Chiangmai, Thailand: Regional Association for Vocational Teacher Education in East and Southeast Asia, 2018

Physical description: 16 p.

Access item:

http://www.tvet-online.asia/issue10/haasler_etal_tvet10.pdf

Journal title: TVET@Asia

Journal number: 10

Journal date: January 2018

ISSN: 2196-838X

Notes:
Issue theme: 'Informal learning of vocational competences and skills: theoretical and practical perspectives' edited by Kumar Kothandaraman, Jun Li and Matthias Pilz.

Resource type: Article

Peer reviewed: Yes

Document number: TD/TNC 131.530

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