http://www.voced.edu.au/sites/all/themes/waffles_voced/images/voced_logo.jpgVOCEDplus is a free research database for tertiary education, especially as it relates to workforce needs, skills development, and social inclusion.
It encompasses vocational education and training (VET), higher education, adult and community education, informal learning, and VET in Schools. It is international in scope and contains over 44,000 English language records, many with links to full text documents. VOCEDplus is produced by the National Centre for Vocational Education Research (NCVER), based in Adelaide, Australia. VOCEDplus is funded by Australian Commonwealth, State and Territory Governments and is endorsed by the UNESCO-UNEVOC International Centre in Bonn, Germany.

Exemple de recherche par Keywords: Recognition of prior learning. Voici les premiers résultats:

Recognition is deserved, qualifications are merited: where does that leave fairness in accreditation?

This article contextualises the use of accreditation for prior experiential learning (APEL) in European higher education by analysing the notions of desert and merit. We propose that the credentialising of certain types of knowledge can lead to a narrow definition of education which merely endeavours to serve consumer imperatives so as to market the individual in the work place rather than develop the essence of their being. The article advocates judgement not rules, codes or descriptors in making assessments of the worth of the personal and professional knowledge, experience and practices of claimants. We then argue that without such mechanistic criteria desert rather than merit should hold sway in the making of assessments. Moreover, we propose that desert more fairly represents an individual's achievements for the purposes of the owner of the achievement and for those who would wish to make decisions based upon them. Authors: Gibbs, Paul; Armsby, Pauline
Date: 2011
Geographic subjects: Europe
Journal title: European journal of education
Resource type: Article
Subjects: Higher education; Pathways; Assessment;
show more.
EU initiatives in cross-national recognition of skills and qualifications.
Recognition of prior learning in promoting lifelong learning: a pedagogy of hope or a shattering of dreams?
Australia: an overview of 20 years of research into the recognition of prior learning (RPL).
Canada: a typology of Prior Learning Assessment and Recognition (PLAR) research in context.
Researching the recognition of prior learning: international perspectives.
Recognition of prior learning in the curriculum: a TAFE perspective.
Challenges in the work of recognition: validation of prior learning.

Case study on 'VAE' implementation procedure and practice in higher education
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Author: Dif, M'hamed ; Heraud, Jean-Alain; Nkeng, Paul.
Validation of acquired experiences (VAE) is a process for the transparent recognition of vocational qualifications. It establishes individuals' rights to have an individualised access to guidance, identification, assessment and accreditation of their prior experiential learning. As it leads to commonly accepted certifications within the national qualification system, the VAE is observed to contribute effectively to the development of learning fluidity and complementarity within and between the formal, informal and non-formal learning components of the whole educational and training system in connection with the professional world. As a result, it also contributes to the promotion of its beneficiaries' lifelong learning, professionalisation, employability, mobility in particular and their socio-professional promotion in general. In this context and within the framework of CREDIVOC investigation (2007-2009) objectives, this paper concentrates on exploring VAE implementation procedure and practices through a case study in higher education with specific reference to the example of technicians' access to VAE regime and certification in 'sciences and techniques' (basically in 'electro-mechanical industrial processes, engineering and technology') at the university level. The method of investigation is based on focus group interviews with experts in VAE (including those connected with the implementing silent partners) and with involved individuals from the jury and the beneficiaries. The paper consists of two basic sections and a concluding part. The first section provides an overview of VAE development in France, within the national qualification and certification system. The second section examines the VAE approach through its implementation in higher education. The last part of the paper is a concluding section on the impact and role of VAE as promoter of lifelong learning (LLL), professionalisation, employability, mobility and socio-professional promotion of its beneficiaries. Access item: http://vetnet/.