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
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.
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/.
More than half of all foreign students worldwide are enrolled in Europe. Over the past nine years, their overall number has risen by over 80%, to more than 1.5 million. The main growth has been with non-European source countries, particularly in Asia. But about one quarter of these students have not been mobile – they lived already in their country of study, even though they held a foreign passport. And numbers of foreign students differ radically between European destinations. They are very high in Cyprus, the UK, Switzerland and Austria – but very low in Poland and Slovenia, for example. Outflows are also unevenly distributed – and go mainly to other European countries. Less than 15% of European study abroad students leave their own continent.
These are some headline findings of the new study Mapping mobility in European higher education, which has now been published electronically by the European Commission, for whom it was produced. It was written by ACA and INCHER (University of Kassel), in cooperation with ACA members DAAD and CampusFrance, as well as HIS (Hannover). Mapping mobility is a sequel to ACA’s landmark EURODATA study of 2006. Like EURODATA, it provides an in-depth and up-to-date account of student mobility into, out of and between 32 European countries. Importantly, it makes a distinction between foreign-nationality and genuinely mobile students, and between study for a whole degree (diploma mobility) and temporary (credit) mobility. The study also tracks the efforts of the international data collectors OECD, UNESCO and EUROSTAT in terms of differentiation and quality of mobility data, and it sums up the globally available knowledge on staff mobility. Next to providing an overview on all of these issues, the study includes in-depth case studies of 11 European countries.
Following on to the electronic publication, Mapping mobility will appear in book form in December of 2011, in the series Dok&Mat of ACA member DAAD. This publication will be available free of charge. We will alert readers of the ACA Newsletter – Education Europe once it appears. See also ACA wins LLP funding for two new projects.