Challenges in implementing national systems of competency validation with regard to adult learning professionals: Perspectives from Romania and India

Sava, Simona; Shah, Shreyas

doi:10.1007/s11159-015-9501-1

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…The study, based on implementation in several European countries and in Indonesia and India, confirmed that the validation tool can potentially be used in and adapted to different national and regional contexts, both for countries with advanced systems and practices for validation of competencies, and for countries where such systems and practices are more limited. The study indicates that core competences exist across national borders (Sava & Shah, 2015).…”

Section: Differences Between Culturesmentioning

confidence: 85%

Adult educators’ core competences

Wahlgren

2016

Int Rev Educ

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Which competences do professional adult educators require? The article discusses this topic in a comparative perspective, finding that adult educators' required competences are wide-ranging, heterogeneous, and complex. However, it seems that certain competence requirements can be identified which transcend national, cultural and functional boundaries. The article summarises these requirements in four themes: communicating subject knowledge, taking students' prior learning into account, supporting a learning environment, and reflecting on one's own performance. The ability to train students to use what they have learned in practice (knowledge transfer) seems to be overlooked in the different competence profiles analysed.

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Section: Differences Between Culturesmentioning

confidence: 85%

Adult educators’ core competences

Wahlgren

2016

Int Rev Educ

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“…Occupational standards need to align with competencies needed for an occupation. The broad participation of all the stakeholders in preparing the RPL system and the adequate number of well-prepared professionals supporting the assessment process is critical for ensuring RPL programs' quality and acceptance (Sava and Shah 2015). In some countries, RPL programs provide supplementary skills training opportunities to fill identified skills gaps.…”

Section: Literature Review On Rplmentioning

confidence: 99%

Effects of Recognition of Prior Learning on Job Market Outcomes: Impact Evaluation in Bangladesh

Nakata¹,

Sharma²,

Rahman³

et al. 2021

Policy Research Working Papers

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The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

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Challenges in implementing national systems of competency validation with regard to adult learning professionals: Perspectives from Romania and India

Cited by 2 publications

References 2 publications

Adult educators’ core competences

Adult educators’ core competences

Effects of Recognition of Prior Learning on Job Market Outcomes: Impact Evaluation in Bangladesh

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