Global Perspectives on Recognising Non-Formal and Informal Learning : : Why Recognition Matters.

Global Perspectives on Recognising Non-Formal and Informal Learning : : Why Recognition Matters.

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Bibliographic Details
Superior document:Technical and Vocational Education and Training: Issues, Concerns and Prospects Series ; v.21
:
Singh, Madhu.
Place / Publishing House:Cham : : Springer International Publishing AG,, 2015.
Ã2015.
Year of Publication:2015
Edition:1st ed.
Language:English
Series:Technical and Vocational Education and Training: Issues, Concerns and Prospects Series
Online Access:
Physical Description:1 online resource (237 pages)
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Table of Contents:
  • Intro
  • Foreword
  • Acknowledgements
  • Springer Book Series Technical and Vocational Education and Training: Issues, Concerns and Prospects
  • Series Editors Introduction
  • Contents
  • Acronyms
  • 1 Introduction
  • 1.1 Context and Rationale
  • 1.2 Sharing Learning Across Countries
  • 1.3 The High Relevance of RVA in the UNESCO Context
  • 1.4 Addressing the Challenges of a Learning Society
  • 1.5 Human Capabilities and the Social Dimensions of Learning
  • 1.6 Key Areas for Analysis
  • 1.6.1 The Strategic Value of RVA
  • 1.6.2 Best Practice and Quality of RVA Mechanisms and Processes
  • 1.6.3 The Challenges and Future Directions in RVA
  • 1.7 Methodology
  • 1.8 Structure and the Content of the Chapters
  • 2 Key Concepts, Definitions and Assumptions
  • 2.1 Lifelong Learning - The Holistic Approach
  • 2.1.1 Understanding Lifelong Learning from a Multi-level Perspective
  • 2.2 NQFs and the Different Uses of Learning Outcomes
  • 2.2.1 Use of `Intended' Learning Outcomes in Qualifications Frameworks
  • 2.2.2 Learning Outcomes as Objectives of More Restricted Programmes of Learning
  • 2.3 Recognition, Validation and Accreditation
  • 2.3.1 Different Terms Used in Different Countries
  • 2.3.2 Different Interests, Agendas and Directions
  • 2.3.3 Carrying Forward the UNESCO Project
  • 2.3.4 Convergent and Divergent or Parallel Models
  • 2.3.5 What Counts as Knowledge, Skills and Competences in RVA
  • 2.4 Challenges of Sharing Learning Across Developed and Developing Country Contexts
  • 2.4.1 The Line Between Non-formal and Formal Learning
  • 2.4.2 The Nature of Non-formal Learning
  • 2.4.3 Workplace Learning
  • 2.4.4 The Positioning of the Individual in the RVA Debate
  • 2.4.5 Levels of Learning Below Upper Secondary Schooling
  • 2.4.6 Distinctions Between Types of Non-formal Learning.
  • 2.4.7 The Potential for Enhanced Informal Learning in the South Through ICTs
  • 2.5 Summary
  • 3 Policy and Legislative Environment
  • 3.1 Policy and Legislation Relating Specifically to RVA
  • 3.1.1 A Uniform Legal Framework for RVA
  • 3.1.2 RVA Policy and Legislation Set in the Education and Training System
  • 3.1.3 Policies Are Institutional
  • 3.1.4 RVA Legislation in Working Life
  • 3.1.5 Laws to Improve the Recognition of Foreign Professional Qualifications
  • 3.2 RVA Subsumed Under NQFs and Their Regulatory Bodies
  • 3.3 Lifelong Learning Policies and Legislation
  • 3.4 Summary
  • 4 RVA's Role in Education, Working Life and Society
  • 4.1 Paving Pathways to Education, Training and Qualifications
  • 4.1.1 RVA as a Policy Tool Targeting Education and Training Reforms
  • 4.1.2 Further Education and Training: A New Site for RVA Linked to Higher Education
  • 4.2 Working Life
  • 4.2.1 RVA at the Interface of VET and Industry
  • 4.2.2 Interfaces with Social Sectors - Health, Social Services and Adult Education
  • 4.2.3 Skills Recognition and Labour Mobility Across National Borders
  • 4.2.4 Employability and Human Resource Allocation
  • 4.2.5 RVA of Skilled Immigrants and Recognition of Foreign Qualifications
  • 4.2.6 Impacts for Employers and Organisations
  • 4.2.7 Family Skills as a Potential Source of Human Resource Development
  • 4.2.8 Industry-responsive National Competency-Based Frameworks
  • 4.2.9 Development of Competence Standards by Companies
  • 4.2.10 Skills Development for the Informal Sector
  • 4.3 Social Inclusion and Empowerment
  • 4.3.1 Increasing Numbers with Higher Qualifications
  • 4.3.2 RVA Linked to Re-entry into Formal School Education
  • 4.3.3 Increasing Further Learning Opportunities in the Light of Improved Literacy
  • 4.3.4 Targeting Socio-cultural and Educational Inequalities as well as Poverty Directly.
  • 4.3.5 Research on Equity Issues and Equity Groups
  • 4.4 External and Internal Dimensions of Personal Development
  • 4.5 Summary
  • 5 Coordination and Stakeholder Interests and Motives
  • 5.1 Shared Responsibility
  • 5.1.1 The Growing Role of National Bodies, Agencies and Knowledge Centres
  • 5.1.2 Dividing the Recognition Procedures Between Levels of Federal/Provincial/Territorial Authority and Other Stakeholders
  • 5.2 NQFs Coordinating RVA
  • 5.3 The Industry Model of Shared Responsibility
  • 5.3.1 The Role of Industry Bodies and Training Organisations in Designing RVA Processes in the Workplace
  • 5.3.2 The Involvement of Social Partners (Employers, Employees and Trade Unions)
  • 5.4 Stakeholders in the Adult and Community Learning Sector
  • 5.4.1 The Role of Communities of Practice
  • 5.4.2 Role of National Adult Education Associations
  • 5.4.3 The Role of Adult Learners
  • 5.5 Summary
  • 6 Features of Best Practice from Country Examples
  • 6.1 Developed Countries
  • 6.1.1 New Zealand
  • Scope of RVA
  • Standards and Methods of Assessment
  • Delivery of RVA
  • Quality Assurance
  • 6.1.2 Australia
  • Standards and Methods of Assessment
  • Delivery of RVA
  • Quality Assurance
  • 6.1.3 Republic of Korea
  • Standards and Methods of Assessment
  • Quality Assurance
  • 6.1.4 Japan
  • Standards and Methods of Assessment
  • 6.1.5 United States of America
  • Standards and Methods of Assessment
  • Delivery of PLA
  • Quality Assurance
  • 6.1.6 Canada
  • Standards and Methods of Assessment
  • Delivery of PLAR
  • Quality Assurance
  • 6.1.7 South Africa
  • Standards and Methods of Assessment
  • Delivery of RPL
  • Quality Assurance
  • 6.1.8 Austria
  • Standards and Methods of Assessment
  • Quality Assurance
  • 6.1.9 Germany
  • Standards and Methods of Assessment
  • Expanding the Use and Availability of RVA
  • Quality Assurance
  • 6.1.10 Denmark.
  • Standards and Methods of Assessment
  • Delivery of RVA
  • Quality Assurance
  • 6.1.11 Norway
  • Standards and Methods of Assessment
  • Delivery and Quality Assurance
  • 6.1.12 Finland
  • Scope of RVA
  • Standards and Methods of Assessment
  • Delivery of RVA
  • 6.1.13 France
  • Standards and Methods of Assessment
  • Delivery of RVA
  • 6.1.14 Portugal
  • Standards and Methods of Assessment
  • Quality Assurance
  • 6.1.15 Scotland
  • Standards and Methods of Assessment
  • Quality Principles
  • 6.1.16 England
  • Standards and Methods of Assessment
  • Quality Assurance
  • 6.2 Developing Countries
  • 6.2.1 Philippines
  • Standards and Methods of Assessment
  • Delivery of RVA
  • 6.2.2 Thailand
  • Standards and Methods of Assessment
  • Quality Assurance
  • 6.2.3 Bangladesh
  • Standards and Methods of Assessment
  • Delivery of RVA
  • Quality Assurance
  • 6.2.4 Mexico
  • Standards and Methods of Assessment
  • 6.2.5 Mauritius
  • Standards and Methods of Assessment
  • Delivery of RVA
  • Quality Assurance
  • 6.2.6 Namibia
  • Standards and Methods of Assessment
  • Quality Assurance
  • 6.2.7 Benin
  • Standards and Methods of Assessment
  • Delivery of RVA
  • Quality Assurance
  • 6.2.8 Burkina Faso
  • 7 Sharing Learning: Cross-Country Observations
  • 7.1 The Strategic Value of RVA
  • 7.1.1 Multidimensional and Multi-targeted Approaches to RVA
  • RVA as a Means to Achieve an Official Qualification
  • RVA as an Entry Door to Formal Tertiary Education Paths
  • RVA for Making Competences and Learning Visible
  • 7.1.2 Features of Best Practice and Quality RVA Processes
  • Standards and Methods of Assessment
  • Delivering RVA and Strengthening Professionalism
  • Quality Assurance of Policies, Procedures and Processes
  • Outcomes and Impacts
  • 7.1.3 The Challenges and Future Directions in RVA
  • The Unrealised Potential for RVA.
  • Collecting Sufficient Data on RVA Impact and Outcomes
  • Financing RVA
  • Furthering Linkages Between Educational Institutions, Workplaces and Community Life
  • Transcending Cultural Resistance to RVA
  • Communicating Opportunities Presented by RVA to Stakeholders
  • The Demand Side of RVA: Encouraging Companies and Individuals
  • Regional and Sub-regional Cooperation
  • Challenges in the Informal Economy
  • Challenges in Non-formal Education
  • 7.1.4 Lessons and Issues
  • References
  • Author Index
  • Subject Index.

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