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|a 9783319152783
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|z 9783319152776
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|a LC1051-1072
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|a 374
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|a Singh, Madhu.
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|a Global Perspectives on Recognising Non-Formal and Informal Learning :
|b Why Recognition Matters.
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|a 1st ed.
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|a Cham :
|b Springer International Publishing AG,
|c 2015.
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|c Ã2015.
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|a 1 online resource (237 pages)
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|a text
|b txt
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|a online resource
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|a Technical and Vocational Education and Training: Issues, Concerns and Prospects Series ;
|v v.21
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|a 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.
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|a 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.
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|a 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.
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|a 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.
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|a 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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|a Description based on publisher supplied metadata and other sources.
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| 590 |
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|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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|a Electronic books.
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|i Print version:
|a Singh, Madhu
|t Global Perspectives on Recognising Non-Formal and Informal Learning
|d Cham : Springer International Publishing AG,c2015
|z 9783319152776
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| 797 |
2 |
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|a ProQuest (Firm)
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| 830 |
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|a Technical and Vocational Education and Training: Issues, Concerns and Prospects Series
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| 856 |
4 |
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|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=6422876
|z Click to View
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