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Titlebook: Global Perspectives on Recognising Non-formal and Informal Learning; Why Recognition Matt Madhu Singh Book‘‘‘‘‘‘‘‘ 2015 The Editor(s) (if a

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發(fā)表于 2025-3-21 18:44:45 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書目名稱Global Perspectives on Recognising Non-formal and Informal Learning
副標(biāo)題Why Recognition Matt
編輯Madhu Singh
視頻videohttp://file.papertrans.cn/387/386483/386483.mp4
概述Explains why recognition is important and of value to individuals and groups across countries through a variety of approaches.Emphasises the multiplicity of forms of recognition, addressing a broad ra
叢書名稱Technical and Vocational Education and Training: Issues, Concerns and Prospects
圖書封面Titlebook: Global Perspectives on Recognising Non-formal and Informal Learning; Why Recognition Matt Madhu Singh Book‘‘‘‘‘‘‘‘ 2015 The Editor(s) (if a
描述This book deals with the relevance of recognition and validation of non-formal and informal learning education and training, the workplace and society. In an increasing number of countries, it is at the top of the policy and research agenda ranking among the possible ways to redress the glaring lack of relevant academic and vocational qualifications and to promote the development of competences and certification procedures which recognise different types of learning, including formal, non-formal and informal learning. The aim of the book is therefore to present and share experience, expertise and lessons in such a way that enables its effective and immediate use across the full spectrum of country contexts, whether in the developing or developed world. It examines the importance of meeting institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; it shows why recognition is important and clarifies its usefulness and the role it serves in education, working life and voluntary work; it emphasises the importance of the coordination, interests, motivations, trust and acceptance by all stakeholders. The volume is also premis
出版日期Book‘‘‘‘‘‘‘‘ 2015
關(guān)鍵詞Accreditation of informal learning; Accreditation of non-formal learning; Adult education; Continuing e
版次1
doihttps://doi.org/10.1007/978-3-319-15278-3
isbn_softcover978-3-319-38549-5
isbn_ebook978-3-319-15278-3Series ISSN 1871-3041 Series E-ISSN 2213-221X
issn_series 1871-3041
copyrightThe Editor(s) (if applicable) and the Author(s) 2015
The information of publication is updating

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發(fā)表于 2025-3-21 23:42:36 | 只看該作者
Key Concepts, Definitions and Assumptions,also points to the several challenges in the implementation of lifelong learning at both a systemic and an individual level..The definition of non-formal and informal learning remains a subject of discussion in the field of RVA. For many it is more helpful to speak of a formal-non-formal-informal co
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發(fā)表于 2025-3-22 03:18:07 | 只看該作者
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發(fā)表于 2025-3-22 04:49:11 | 只看該作者
,RVA’s Role in Education, Working Life and Society,ses depending upon the contexts and circumstances, country practice actually show the need to link the different contexts, keeping in mind the entire range of social, economic, cultural and personal purposes..Besides providers in the formal context, non-formal and individual education and training p
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發(fā)表于 2025-3-22 10:45:30 | 只看該作者
Coordination and Stakeholder Interests and Motives,sector can be advantageous; however, there are issues that the capacities promoted will often be narrowly focused around market sector skills..Public authorities have an important role to play through a broad range of activities including the development of goal-oriented public policies on RVA, the
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發(fā)表于 2025-3-23 05:40:14 | 只看該作者
https://doi.org/10.1007/978-3-322-93612-7or RVA, and others that have a range of relevant legal acts and regulations set in the formal education and training systems. But not all RVA activity is necessarily linked to governmental policy and legislative activity as in the US..Countries with NQFs have institutionalised RVA as a requirement o
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