Add to ORKGDAMESIN Renaud, et al. Challenges, actors and practices of non-formal and informal learning and its validation in Europe. Bruxelles : Etui, 2014, 270 p. For over ten years, the dynamic management of people’s vocational pathways and transitions has been attracting the close attention of European social and political players. In this context, non-formal and informal learning (NFIL) practices, as well as the possibility of NFIL recognition and validation, can benefit a wide range of social group..
The present publication is one of the outcomes of the OBSERVAL-NET project (follow-up of the OBSERVA...
In recent years a number of strategic documents (Lisbon Convention (1997), European Strategy for Emp...
The need to recognise and validate informal and non-formal learning has been recognised as part of E...
The validation of formal and informal learning has been practiced in French-speaking Belgium for sev...
Th is paper sets out to provide an overview of European policies concerning validation of non-formal...
In Europe the topic recognition of informal learning becomes more and more important [1]. At the sam...
In 2012, European Union Member States committed to implement policies for the Validation of Nonforma...
The social-institutional endorsement towards the perspective of recognising and enhancing learning a...
The validation of prior non-formal and informal learning (VPL) is central to the EU's approach of li...
peer reviewedThe validation of formal and informal learning has been practiced in French-speaking Be...
The European Inventory is a tool produced under the auspices of the European Commission and has bee...
For a long time, Informal learning suffered a mechanical and simplified defi- nition, as a category...
This paper summarises the results of research commissioned by the Learning and Skills Development Ag...
This article addresses the gradual introduction of arrangements for validation of nonformal and info...
Validation of informal learning has been a hot topic in the European Union the past few years. A num...
The present publication is one of the outcomes of the OBSERVAL-NET project (follow-up of the OBSERVA...
In recent years a number of strategic documents (Lisbon Convention (1997), European Strategy for Emp...
The need to recognise and validate informal and non-formal learning has been recognised as part of E...
The validation of formal and informal learning has been practiced in French-speaking Belgium for sev...
Th is paper sets out to provide an overview of European policies concerning validation of non-formal...
In Europe the topic recognition of informal learning becomes more and more important [1]. At the sam...
In 2012, European Union Member States committed to implement policies for the Validation of Nonforma...
The social-institutional endorsement towards the perspective of recognising and enhancing learning a...
The validation of prior non-formal and informal learning (VPL) is central to the EU's approach of li...
peer reviewedThe validation of formal and informal learning has been practiced in French-speaking Be...
The European Inventory is a tool produced under the auspices of the European Commission and has bee...
For a long time, Informal learning suffered a mechanical and simplified defi- nition, as a category...
This paper summarises the results of research commissioned by the Learning and Skills Development Ag...
This article addresses the gradual introduction of arrangements for validation of nonformal and info...
Validation of informal learning has been a hot topic in the European Union the past few years. A num...
The present publication is one of the outcomes of the OBSERVAL-NET project (follow-up of the OBSERVA...
In recent years a number of strategic documents (Lisbon Convention (1997), European Strategy for Emp...
The need to recognise and validate informal and non-formal learning has been recognised as part of E...