Recognition of Prior Learning

Abstract

This comparative study based on policy documents and statistical data analyses how the implementation of Recognition of Prior Learning policy designs has developed in two contrasting contexts (cases), Denmark and India, using the conceptual formulations of Ehlers’ Box Model (2005), the Integrated Implementation Model (Winter, 2012), and Policy Instruments (Vedung, 1998). As requirements for effective policy implementation, the authors argue for the involvement of all stakeholders, ownership and accountability by stakeholders leading to effectiveness in the short run and policy evolution in the long run, and the use of an appropriate mix of policy instruments.

The Effects of European Recommendations on the Validation of Lifelong Learning: A Quality Assurance Model for VET in Spain

“…The analysis of the validation principles in European recommendations and national regulations has allowed characterizing the validation of the learning obtained by professional experience and in non-formal and informal settings, allowing to set up the development of the accreditation process of competences in Spain. As a result, these works open the door to the deepening of research in the quality management field of the validation procedure in EU and Spain [59,60].…”

Imminence in Refugee and Human Rights Law: A Misplaced Notion for International Protection

“…86 Similarly, in another largely contemporaneous decision, the UNHRC found a claim to be inadmissible, in part because the complainant had failed to adduce sufficient evidence that he would be 'exposed to a real and imminent risk of violations of articles 6 and 7 of the Covenant'. 87 In these admissibility decisions, the UNHRC apparently applied the notion of imminence-from a test for standing-to the substantive consideration of the alleged violations.…”

Challenging the Matthew Effect Through Individual Learning Accounts?

“…Even though ILAs are an evidence-informed, well-elaborated and tested policy instrument to increase participation in learning among adults (and thereby the indicator reflecting resilient education systems), their effective implementation is a major challenge, even for Nordic countries like Denmark which invest abundant resources in education (EC, 2019a; Organisation for Economic Co-operation and Development [OECD], 2019a). This highlights the wide gulf between policy formulation (which is rather generalised) and implementation (more concrete and adapted version which might take decades to fill up; Singh & Ehlers, 2019). Meanwhile, the ineffective or incomplete implementation of policies might lead to several unintended consequences, which in turn may intensify the challenges a particular policy is supposed to address.…”