Global Perspectives on Recognising Non-formal and Informal Learning

Abstract

Aims and ScopeThe purpose of the Technical and Vocational Education and Training: Issues, Concerns and Prospects Book Series is to meet the needs of those interested in an in-depth analysis of current developments concerning various aspects of education for the world of work with particular reference to technical and vocational education and training. The Series examines areas that are at the 'cutting edge' of the field and are innovative in nature. It presents best and innovative practice, explores controversial topics and uses case studies as examples.The audience includes policymakers, practitioners, administrators, planners, researchers, teachers, teacher educators, students and colleagues in other fields interested in learning about TVET, in both developed and developing countries, countries in transition and countries in a post-conflict situation. The Series complements the International Handbook of Technical and Vocational Education and Training, with the elaboration of specific topics, themes and case studies in greater breadth and depth than is possible in the Handbook. Topics covered include training for the informal economy in developing countries; education of adolescents and youth for academic and vocational work; financing education for work; lifelong learning in the workplace; women and girls in technical and vocational education and training; effectively harnessing ICTs in support of TVET; planning of education systems to promote education for the world of work; recognition, evaluation and assessment; education and training of demobilized soldiers in post-conflict situations; TVET research; and school to work transition.More information about this series at

The Relationship Between Wbl and Certificated Learning Within Higher Education Institutions: the Ghanaian Experience

“…In some cases, activities of learning and working can be shared. The workplace presents a textbook from which the learner/worker draws their problems and completes exercises and assignments, some prescribed and some not (Singh, 2015).…”

RVA in Asia and the Pacific Region

“…It also contributes to social inclusion and democratic citizenship, as well as to the personal and professional development of individuals. While countries and territories tend to singularly concentrate on one or another purpose depending upon their specific contexts and circumstances, it is important to keep in mind the entire range of social, economic, cultural and personal purposes-particularly those relating to social inclusion, equity and personal self-esteem and self-awareness-as expressed in the integrative goals of lifelong learning and education for sustainable development (Singh 2015). Many countries are committed to developing RVA as a policy tool alongside other measures with the aim of promoting a diversified lifelong learning system and granting flexible access opportunities.…”

Migrants and the Labor Market: The Role and Tasks of Adult Education

“…In addition to the recognition of formal qualifications, a system for the validation of non-formally and informally acquired competencies is of particular importance. Some countries have established systems of providing qualification training for migrants: Recognition, Validation and Accreditation (RVA) or Prior Learning Assessment and Recognition (PLAR) which works in different countries more or less effectively (Singh, 2015). In Germany, for instance, different procedures are currently used to assess non-formal and informal skills, such as “analysis of potentials” (under the name “KomBI career advice”), ProfilPASS, and Competence Pass for Migrants (Döring et al, 2015, p. 25).…”