El blog del Observatorio

"El saber profesional" un libro de utilidad para la reflexión académica y la práctica de la formación profesional, se centra en torno al saber profesional como resultado no exclusivo de trayectos formativos, sino como un complejo de saberes que resultan de itinerarios diversos. Refiere a un conjunto de conocimientos necesarios para operar con autonomía en el trabajo y en la vida social, en un marco de tutela de los propios derechos, y en el respeto de principios de solidaridad y dignidad de la persona trabajadora. Reconoce como indispensable el involucramiento de los actores sociales en la discusión de los planes formativos, su diseño, ejecución y evaluación.

Referencia bibliográfica 

Meghnagi, S. (2018). El saber profesional. Competencia, derechos, democracia. Montevideo, Uruguay: OIT/Cinterfor.

Desde el comienzo de la crisis de Siria en 2011, millones de niños y jóvenes sirios han buscado refugio en los países vecinos de Egipto, Iraq, Jordania, el Líbano y Turquía. Se estima que alrededor del 50% no asiste a la escuela. Los gobiernos de los países de acogida y otras partes interesadas consideran que el aprendizaje no formal es una forma alternativa de proporcionarles los conocimientos y las competencias que necesitan para prosperar y sobrevivir después del desplazamiento. Pero también se enfrentan al importante reto de crear sistemas que reconozcan tanto el aprendizaje no formal de los refugiados sirios como el aprendizaje, las cualificaciones y la experiencia vital que han adquirido en su país de origen. 

El manual europeo de CEDEFOP sobre la definición, redacción y aplicación de los resultados de aprendizaje aborda tres objetivos principales. En primer lugar, demuestra el valor añadido de utilizar los resultados de aprendizaje para apoyar las políticas y prácticas de educación y formación. Sin embargo, lograr este valor añadido requiere una comprensión de los puntos fuertes y débiles del enfoque. El manual proporciona un punto de referencia para un intercambio más sistemático de experiencias y cooperación a nivel europeo. 

En segundo lugar, este manual argumenta que la escritura y la articulación de los resultados del aprendizaje deben ser seguidas por la implementación, a través de la enseñanza, el aprendizaje y la evaluación. Los resultados del aprendizaje no pueden ser independientes: su potencial solo puede liberarse cuando interactúa con la práctica, que el manual ilustra con referencia a la enseñanza, el aprendizaje y la evaluación. En tercer lugar, el manual ofrece una visión general y un vínculo directo con la orientación existente y el material de investigación en este ámbito. Este recurso permitirá a las partes interesadas profundizar en cuestiones pertinentes a sus prioridades institucionales o nacionales concretas. Para lograr estos objetivos, el manual se organiza de la siguiente manera. La primera parte (capítulo 2) resume los propósitos para los cuales se utilizan los resultados de aprendizaje y se apoya en ejemplos. Proporciona un análisis más profundo de aspectos concretos relacionados con la definición, la redacción y el uso de los resultados del aprendizaje. La segunda parte (capítulos 3 a 5) discute en cierta profundidad las cuestiones que se confrontan al trabajar con los resultados del aprendizaje. A partir de una discusión sobre el concepto de resultados de aprendizaje y los desafíos terminológicos involucrados en la captura de la profundidad y amplitud de aprendizaje, esta parte concluye con una presentación de las críticas comúnmente planteadas sobre el uso de los resultados de aprendizaje. La tercera parte del manual (capítulos 6 y 7) establece varios pasos básicos-"reglas de oro"-que se deben tener en cuenta al definir y escribir los resultados del aprendizaje. Estas "reglas de oro" se ilustran más detalladamente con ejemplos de cómo se pueden poner en práctica los principios abstractos. Esta parte también describe cómo la cooperación europea en los resultados del aprendizaje puede ser llevada adelante a través de principios comunes para presentarlos, que se utilizarán con fines de comparabilidad.

El manual concluye con una extensa reseña del material de orientación ya disponible en toda Europa en diferentes idiomas. Este material es una fuente útil de información para los encargados de formular políticas, los interlocutores sociales y los profesionales; se actualizará periódicamente, ya que la ambición del manual es convertirse en un documento viviente. Esta parte también contiene una extensa lista de material de investigación que se ha desarrollado en los últimos años y actúa como un "punto de entrada" a la investigación que puede inspirar e informar el enfoque de los resultados de aprendizaje.

Throughout history, people have always prepared thoroughly for strengthening and practising their skills in a profession; this has been true from the Middle Ages right through the industrial age. And this is no different in the present learning society. The prevailing systems of professional training and education do require adjustment and even innovation, because they are part of the changing socio-economic and socio-cultural landscape. Where once upon a time, simply completing a qualification was enough to gain and hold onto your place in society and in the labour market, in ever more cases this no longer holds. Nowadays, in the on-going transition to the learning society flexible, continuous and more adaptive learning is required to keep the citizen viable in today's labour market or in other words, productive citizenship. Staying on top of this development is vital for all actors: individuals, labour organizations, schools/universities, social partners and legislative and regulatory bodies are bound together closely in the social and economic structure. These ties
have always been present, but never before in history has the individual – or the citizen – got the chance to gain so much control in steering one's career through learning as is the case in 'the learning society'. It is the systematic process of Validation of Prior Learning (VPL) that offers this 'window of opportunities' with its focus on opening up learning opportunities on – metaphorically speaking - 'my' own demand. And since learning is ever more connected to social success, this focus on individualised control by means of VPL is the main feature of the changing learning
paradigm in the present context; a paradigm that is centred around individual choices and competence-based and outcomes-directed lifelong learning (Duvekot, 2006).

VPL is more and more embedded in the primary processes of learning and working. VPL will be a stimulus and 'guide' for sustainable personal development, in both processes. Moreover, it will be aiming at creating shared ownership by citizens and organisations of their competency-based development.

The mission of the 2nd VPL Biennale is to share information, knowledge, ideas and visions on the practice of VPL: the learner in the centre. The learner is understood as the volunteer, the young one, the older one, the worker, the jobseeker, the teacher/trainer, the employer, the trade unionist, etc.

The central theme of the 2nd VPL Biennale focuses on the alluring perspective of the integration of VPL in running processes and in systems of learning and working. It's time for practising VPL.

The crucial question to be answered in this respect is how to further implement VPL as an effective method in lifelong learning perspectives, being able to integrate all citizens effectively and quality-assured into lifelong learning strategies at all levels and in all environments and contexts?

This question relates to priority areas in the practice of sectors, regions, organisations and citizens, related to enhancing lifelong learning perspectives and
to fostering social and economic progress by: Integrating VPL in all learning levels and environments.

• Offering concrete and real learning opportunities to all citizens, with a special focus on underrepresented groups and non-traditional learners.
• Strengthening the levels of professionalism in VPL-functions to be able to cope with learner-driven and learning outcome-based lifelong learning. The 2nd VPL Biennale was hosted by VIA University College in Aarhus, Denmark on April 25-27, 2017. The aim was strengthening the platform for policy makers, practitioners, users, researchers and other stakeholders that are involved in further developing and implementing VPL-systematics and -processes.

The 2nd VPL Biennale focused on sharing information, knowledge, ideas and visions on VPL and about the creative process of learning from each other's successes, problems and solutions in 'the VPL-world'.

Finally, as a kind of disclaimer the reader should be aware that the English in this publication might have been formulated in UK- or American-English, depending on the origin or orientation of the author(s).

Índice del libro 

1. Organizing RVA at National, Regional and Local Levels by Madhu Singh
   
2. Validation of Non-formal and Informal Learning in Europe by Ernesto Villalba and Jens Bjørnåvold
   
3. The Dawn of a New Era for Learners by James Rickabaugh
   
4. VPL for personalised learning: The added value of integrating the two concepts by Ruud Duvekot
   
5. Quality in Validation of Prior Learning: Experiences in researching the practice of the Nordic Model for Quality in Validation of Prior Learning by Kirsten Aagaard, Per Andersson, Timo Halttunen, Brian Benjamin Hansen and Ulla Nistrup
   
6. Lifelong Learning at the Centre Recognition of Prior Learning in South Africa by Heidi Bolton, Joe Samuels, Takatso Mofokeng, Omotola Akindolani and Yvonne Shapiro
7. Validation as a Learning Process by Per Andersson
   
8. The Spanish Experience: Validating informal and non-formal learning outcomes with a focus on labour market perspectives by Yazid Isli
   
9. Overcoming Language Barriers: Competence Cards help reveal migrants' skills by Martin Noack and Kathrin Ehmann
   
10. Guidance in Validation in the Nordic Region: Challenges and recommendations by Arnheiður Gígja Guðmundsdóttir and Fjóla María Lárusdóttir
    
11. Validation of Workplace Learning: Examples and considerations in the context of national development in VPL by Deirdre Goggin and Irene Sheridan
    
12. Exploratory Analysis for a National Qualifications Framework proposal in Venezuela by Anna Gabriela Pérez and Francklin Rivas Echeverría
    
13. Learning from Volunteering: Recognition and validation of volunteer experiences by Guus Bremer and Jo Peeters
    
14. The Concept of Competence and the Challenge of Competence Assessment by Henning Salling Olesen
    
15. Integrating Non-formal and Informal Learning in Honduras: The educational model of the Universidad Nacional Autonoma de Honduras by Céleo Emilio Arias Moncada
16. How can Effectiveness of VPL Foster Individuals' Benefit? by Bodil Lomholt Husted
    
17. Spanish VET Centres and Validation of Competences: The role of Spanish VET centres as open educational resources by Manuel Carabias and Luis Carro
    
18. Work and Study: Conceptualizing validation of work experience in a Finnish University of Applied Sciences by Marjaana Mäkelä and Anu Moisio
    
19. Building a RPL Practioner Network: Reflections and considerations from the Irish perspective by Deirdre Goggin and Josephine Finn
    
20. Focus on the Student: Recognition of Prior Learning from student's subjective perspectives by Jeanette Leth
    

"El reconocimiento de los resultados del aprendizaje no formal e informal es un requisito previo para la construcción de sociedades del aprendizaje", dice Arne Carlsen, director del Instituto de la UNESCO para el Aprendizaje A Lo Largo de Toda La Vida (UIL).

En un creciente número de países, el RVA se encuentra en la cima del programa de política e investigación. Tiene el potencial para corregir una grave falta de cualificaciones académicas y profesionales pertinentes y promover el desarrollo de competencias y procedimientos de certificación que reconocen diferentes tipos de aprendizajes, incluido el aprendizaje formal, no formal e informal.

La publicación Perspectivas mundiales acerca del reconocimiento del aprendizaje no formal e informal: Por qué es importante el reconocimiento profundiza en la importancia de cumplir con los requisitos institucionales y políticos que le otorgan un valor genuino al reconocimiento del aprendizaje no formal e informal. Además, explica la utilidad del RVA y el papel que desempeña en la educación, la vida laboral y el trabajo voluntario.

El libro de la Dra. Madhu Singh destaca la importancia de reestructurar la educación para el cambio mediante el reconocimiento de todos los tipos de aprendizaje. Esto es crucial, ya que gran parte del aprendizaje más importante que adquieren individuos y grupos, ocurre en contextos no formales e informales - lugares de trabajo, sociedad civil, medios de comunicación, contextos culturales, familia y amigos.

Este libro tiene como objetivo compartir experiencias, conocimientos y lecciones aprendidas con respecto al RVA del aprendizaje no formal e informal.

Índice del libro 

 1 Introduction 

PREFACE: A few years ago, at the end of my presentation on the Validation of Nonformal and Informal Learning in France during a Council for Adult and Experiential Learning conference in Seattle, a woman asked me: 'Why did you decide to work on this issue?' It was an unusual question for me at this kind of event and I had never really thought about it before. But my answer came immediately: 'For personal and professional reasons'. She said: 'Oh sorry!' I replied: 'No, don't be embarrassed, I will answer you.'

My father was a farmer with no formal qualifications – nevertheless, he became leader of a trade union at a regional level. For years he was deputy mayor of the city where he lived, he made many speeches, wrote articles and negotiated with authorities. Later, when I was in charge of continuing education at my university, I met a lot of people with no or low qualifications. But they had all gained a level of learning through their professional and life experience that more than likely met university requirements for access or part-degree awards. These experiences oriented my engagement with Validation des Acquis de l'Expérience, first in my own university, then in French universities generally, and later at a European level. I think that all actors engaged in the Recognition of Prior Learning (RPL) have had similar experiences and that these at a more general level have reinforced their conviction that everyone learns at work and in other settings, and that this learning can be recognised in relation to formal learning.

Since the early 1980s, with the help of pioneers, RPL has grown in importance with reference to educational policies and has moved higher up policy makers' agendas. Nowadays, an increasing number of countries have developed or are elaborating policies likely to facilitate the recognition of learning gained outside classrooms or lecture halls. The European Union, after the publication of the Memorandum on Lifelong Learning in 2000, has incrementally built policy, through the adoption of Common Principles in 2004, then Guidelines in 2009, and most recently the publication of a Recommendation in 2012 obliging member states to develop arrangements for the validation of nonformal and informal learning by 2018. The publication, every two or three years, of the European Inventory on the Validation of Non-formal and Informal Learning measures developments and progress in this regard across all European countries. On a larger scale, a recent OECD (Organisation for Economic Co-operation and Development) research initiative on the recognition of non-formal and informal learning involved 23 countries on five continents. This activity demonstrated that many countries around the world are placing the recognition of non-formal and informal learning at the top of their educational policy agendas and linking the latter with the national qualifications frameworks that are considered essential for making lifelong learning for all a reality.

As RPL has become more important and more integrated within educational policies and practices, pioneers and promoters have found it increasingly necessary to support their often voluntary initiatives with research in order to find answers to particular questions, and to provide firm bases for implementation strategies. At the outset, RPL research was of little interest to academic researchers. As a result, supporters, with the help of some institutions, developed their own research agendas and, over time, RPL has emerged as a distinct area of academic research. In PLIRC (the Prior Learning International Research Centre) we have a good example of this 'bottom up' approach. This virtual centre aims to stimulate innovative and provocative research in RPL and to disseminate research findings to practitioners, policy makers and the research community. PLIRC involves actors engaged in concrete RPL activity at institutional and policy levels, who are also willing to develop research to deepen the discourse on RPL and encourage research relationships. Recently, a PLIRC database has been created, offering open access to most international research articles and publications.
NIACE (the National Institute of Adult Continuing Education), a leading publisher of adult learning resources, has agreed to publish this book, the third in a series which attempts to establish a fertile link between practice and research (Re-theorising the Recognition of Prior Learning in 2006 and Researching the Recognition of Prior Learning: International Perspectives in 2011). This new book – The Handbook of RPL: Research into practice – illustrates perfectly the orientation chosen by a group of experienced and recognised RPL researchers in relation to this emergent field of research. The objective is clearly to link research and practice through a critical review and synthesis of international research and scholarly literature. After a first section presenting foundations, three further sections explore different dimensions of 'research into practice' at policy level, in relation to emerging issues, and in particular contexts. 

Without doubt this publication is not only useful, but necessary, at this stage of rapid development of RPL. It is relevant for a large audience at an international level: policy makers, practitioners interested in deepening their reflection on their practice, and academic researchers from different disciplines.

It is my pleasure to recommend this book to all readers. 

Michel Feutrie

Índice del libro 

Section One: Overview

All across the globe, countries face big challenges in their learning and working systems, both qualitatively (reducing poverty and illiteracy, the need for lifelong learning and the upskilling and updating of competences) as well as quantitatively (division of labour, demographic challenges, drop-outs, (im)migration, retention).

Much research has been done (and is going on) on the added value of the learning outcomes approach in National Qualification Frameworks (NQFs), the effectiveness of Human Resources Management systems (HRM) and on the methods for Validation of Prior Learning (VPL). The 1^st VPL Biennale that was held in Rotterdam, the Netherlands on April 9-11, 2014, intended to discuss and debate these challenges from the perspective of 'the citizen';

so from a bottom-up perspective. The mission of The 1^st VPL Biennale was to share information, knowledge, ideas and visions on VPL and about the creative process of learning from each other's successes, problems and solutions in 'the VPL-world'. This entailed a focus on the systematics of Validation of Prior Learning as the motor of more effective learning and working processes; all-inclusive for every citizen, regardless of status, gender, age, philosophy, special need, heritage or any other personal feature.

The crucial questionfor The 1^st VPL Biennale was how to further develop and implement VPL as an effective method in lifelong learning perspectives, able to integrate all citizens effectively and quality-assured within lifelong learning strategies at all levels and in all environments and contexts? This question relates to priority areas in policy and practices, to enhancing lifelong learning perspectives and to fostering social and economic progress by:

1. further developing and implementing existing national legislation on VPL-enhanced lifelong learning;
2. moving towards integrating VPL in all learning levels and environments;
3. strengthening the levels of professionalism in VPL-functions to be able to cope with customer-steered and competence-based lifelong learning, such as functions of guidance, individualised and flexible teaching/learning, managing flexible programmes;
4. opening up learning opportunities for all citizens with a special focus on underrepresented groups and non-traditional learners.

In general, the state of the art in VPL-policy, development and implementation presented at the Biennale, demonstrated 'The Power of VPL': policies, methodologies and (to a certain extent) funding opportunities are all around; what is lacking is sustainable implementation. This is the next step to take for VPL.

The Dutch ministry of Education, Culture and Sciences presented a realistic look at filling in this next stage for implementing VPL:

"We are now 'moving to the next level' of VPL, in which there will be a binary or dual approach. The new system will be implemented by 2016 and we are now working towards it, making arrangements for implementation. This dual approach consists of two tracks: (1) VPL for direct use in the labour market (internal and external mobility), and (2) VPL in formal education. VPL procedures for those who want to obtain a diploma or degree in formal education will be integrated in the educational system. By organizing VPL procedures close to the exam committees, problems regarding the acceptance of the outcomes of VPL will be diminished. And the educational institutes will get more sense of urgency, feel the need to provide flexible learning opportunities, tailor made to the capabilities and needs of learners."

More specifically, the keynotes and the parallel sessions pointed out that VPL already is active in all lifelong learning-perspectives (qualification-oriented, function-oriented and person-oriented) on the labour market and in education. This notion was highlighted in the concluding forum:

VPL needs to move from fragmentation to integration.In the coming years, VPL is explicitly going to be (further) embedded in the primary processes of learning (vocational, university) and working (HR systems, collective agreements, training funds). VPL will be – within these two main systems as well as between them – a matchmaker and 'guide' for sustainable personal development, shared ownership citizens-organisations of competency-based development and flexibility of the system.

The book 'Linkages of VPL' is both a result of the project ALLinHE as well as an agenda for further exploring and paving the way for VPL, not only in higher education but also in other qualification-levels and – even better – in contexts of work, volunteering, citizenship, inclusion activities and leisure. With this book, the aim is to show that lifelong learning is possible in any context, country and culture, and that there are always shared elements that make it possible to make a manageable tool for lifelong learning out of the methodology of VPL.

The reasons why this is so relevant and of value to the citizens and their organisations across the globe is explained in the variety of approaches, practices and visions, presented in this book.

Índice del libro 

1. Adopting practical strategies to enhance quality in Validation of Prior Learning by Joy Van Kleef
   
2. The invention of a new language of competence – a necessary tool for a lifelong learning policy by Henning Salling Olesen
   
3. Training the assessors and guides for validation of prior learning by Ruud Duvekot
   
4. From valuation to validation: competence-based approaches for career planning by The perspective of a bottom-up stakeholder in Switzerland by Anita Calonder Gerster
5. Developing a training program for RPL-professionals in South Korea by Dae Joong Kang, Jung Hyun Kim & Hyeryung Jung
   
6. Meeting points in the VPL process – a key challenge for VPL activities by Ellen Enggaard and Kirsten Aagaard
   
7. Increasing employability of low qualified workers through the development of a skills recognition system in adult education: An IPA-funded project in Iceland, 2012-2015 by Fjóla Maria Lárusdóttir
   
8. Validation of prior learning as a possible empowering instrument for North Korean refugees in South Korea by Dae Joong Kang
   
9. VPL for more inclusive higher education in Honduras: Content analysis based on literature review on the Validation of Prior Learning by Céleo Emilio Arias
   
10. VPL in Italy. A case from the University of Genoa by Mauro Palumbo, Nicoletta Piccardo and Sonia Startari
    
11. Validation of Prior Learning (VPL) in the context of Slovenian higher education – a case study by Metka Uršič and Sergij Gabršček
    
12. The Korean Approach to Validation for Lifelong Learning by Kim Shinil
    
13. The Experience of the Cités des Métiers in the French context of Validation of Prior Learning by Bernadette Thomas
    
14. An academic path to recognize experiential learning - the case of Padua University by Anna Serbati, Daniela Frison and Sabrina Maniero
    
15. The Quality Code on Validation of Prior Learning in The Netherlands: past, present and near future by Patrick Leushuis​

Learning is more than ever important and valuable, people are encouraged to invest in their potential throughout their lives, taking into account their prior learning. According to policy papers all across the globe, this should concern all citizens, including the underrepresented groups and non-traditional learners with regard to higher education because everywhere the knowledge-economy needs more higher-educated participation from all.

The European agenda on 'the Social Dimension of Education and Training' states that:

recognising prior learning and providing individualised support enhances participation of underrepresented groups and non-traditional learners in higher education (HE).

The strategic framework for European cooperation in education and training (ET2020) supports this. However, HE-institutions are still considering how to offer/support lifelong learning perspectives and making use of the added value of methods for Validation of Prior Learning (VPL).

Some universities develop VPL-practices as an answer to economic and labour market needs; others use VPL as a way to widen access and participation of target groups which are obstructed in getting access to HE. Reality therefore calls for action on making HE more accessible for underrepresented groups and non-traditional learners by focusing on flexible lifelong learning-strategies, opened up by tailor-made VPL-approaches.

The crucial question for the consortium ALLinHE was how to further develop and implement VPL as an effective method in higher education, being able to integrate the selected target groups effectively and quality-assured into lifelong learning at HE-levels? This question related to several national priority areas linked to VPL and the question of accessibility of HE:

a) further developing and implementing existing national legislation on VPL-enhanced lifelong learning in the learning domain, especially of HE.

b) shifting from national projects on integrating VPL in tertiary education-levels to practical implementation.

c) organising the levels of professionalism in HE to be able to cope with customer-steered and competence-based lifelong learning, like functions of guidance, individualised and flexible teaching/learning, managing flexibilised programmes.

d) opening up HE for all citizens with a special focus on underrepresented groups and non-traditional learners for the sake of opening learning chances for all. With this question in mind, the consortium ALLinHE linked the issues of underre­pre­sen­tation of specific target groups and the lack of practical VPL-approaches to a focus on widening access to HE and/or recognition at HE-levels within the sub-action "ERASMUS social inclusion in higher education". Investigating these issues

In Europe and Asia (South Korea) resulted in an overview showing the diversity of target groups to work on for creating solutions for social inclusion, more specifically migrants, refugees, elderly (50+), ethnic minorities and special needs groups.

The consortium established that there is within existing VPL-methodology a need for a more multi-targeted approach based on the diversity of learner's needs and social-economic opportunities on education-levels across the globe. In the project it became clear that VPL isn't yet fully operational as a multi-targeted approach for:

1. personalised VPL, with divergent use of qualification-standards, based on all learning outcomes of the individual; for personal diagnostics, guidance and career-advice,
2. summative VPL, with convergent use of various standards within qualification-related contexts, showing the most efficient way to a (HE-)qualification for the target groups.
3. formative VPL, with convergent use of qualification-standards within job-specific contexts, especially showing the HE-level of prior learning outcomes and the possibilities for updating/upgrading within HE,

The book 'The Power of VPL' is both result of the project ALLinHE as well as an agenda for further exploring and paving the way for VPL, not only in higher education but also in other qualification-levels and – even better – in contexts of work, volunteering, citizenship, inclusion-activities and leisure.

With this book, the aim is to show that lifelong learning is possible in any context, country and culture, and that there are always shared elements that make it possible to make a manageable tool for lifelong learning out of the methodology of VPL. Why this is so relevant and of value to the citizens and their organisations across the globe is explained in the variety of approaches, practices and visions, presented in this book. 

Índice del libro 

1. Breaking ground for Validation of Prior Learning in lifelong learning strategies by Ruud Duvekot
   
2. Experience as the basis of eligibility for higher education by Per Andersson
   
3. RPL/VPL Practices in the Academic Credit Bank System of South Korea by Hae Young Lee & Young Sang Ko
   
4. Integrated solutions for adult learning professionals to access master level by Simona Sava, Claudia Borca & Elena Danciu
   
5. The Nordic Network for Adult Learning (NVL) and the promotion of VPL: The role of networks in enhancing VPL as an access tool to learning opportunities and addressing challenges in the Nordic region by Antra Carlsen
   
6. Validation for empowerment and participation in 'the learning society' The potential of the UNESCO Guidelines for the recognition, validation and accreditation of the outcomes of non-formal and informal learning by Madhu Singh
   
7. A UK Perspective on Validated Prior Learning Validated Prior Learning as an instrument for access to higher education by two marginalised groups by Jane Murray
   
8. Multidimensional and multi-target approach to VPL in Switzerland Valuing learning and competences of qualified immigrant women: three case studies by Furio Bednarz & Giovanna Bednarz
   
9. From Confusion to Clarity: Personal perspectives on Validation of Prior Learning (VPL) in the context of Finnish higher education by Aino Lepänjuuri and Eila Burns
   
10. Meeting points in the VPL process – a key challenge for VPL activities by Ellen Enggaard and Kirsten Aagaard
    
11. Supporting migrants in the process of Validation of Prior learning: A French perspective by Bénédicte Halba
    
12. The case of VPL and industry focused programmes in Cork Institute of Technology by Deirdre Goggin, Irene Sheridan and Tim Horgan
    
13. Experiences with Validation of Prior Learning in higher education in Norway: Developing guidelines for VPL towards exemptions in higher education by Camilla Alfsen
    
14. Still hiding for the bottom-up approach: The Netherlands: a case of VPL in itself by Ruud Duvekot
    

Qualification systems across the globe are generally well equipped to deal with learning acquired in institutional settings. However, one of the greatest challenges is how to recognise learning that occurs outside the formal education sector.

UIL's new book, Linking Recognition Practices and National Qualifications Frameworks, edited by Madhu Singh and Ruud Duvekot, tackles this challenge. The recognition, validation and accreditation (RVA) of learning in formal, non-formal, and informal settings is examined within a variety of national and regional contexts.

It contains 23 country specific reports on the linkages between national qualifications frameworks (NQFs) and the practices of RVA from all five UNESCO regions.

The book's reports are based on the outcomes of an international conference organised by UIL in Hamburg in March 2010. The conference explored how UNESCO Member States are promoting lifelong learning by establishing RVA policies and mechanisms. It also asked what challenges are associated with establishing linkages between RVA and NQFs.