Displaying 1 - 14 of 14
The initiative of the Global VPL Biennale is about the problem-solving potential of Validation of Prior Learning and is about sharing information, knowledge, ideas and visions on VPL and about the creative process of learning from each other’s successes, problems and solutions in ‘the VPL-world’.
The objective of the project is to support the modernization of Higher Education in Russia, enabling educational institutes to play the role of key-actors in promoting actions of lifelong learning on topics not usually debated in Russian society.
VINCE is specifically working on validation issues for refugees and migrants at higher education level. It links this issue of inclusion to the contribution from NGOs, working in the field with this target group.
Redesigning the existing European Master in Adult Education making higher education more open and accessible by validation (assessment) of relevant kinds of learning outcomes/VNIL, making curricula more flexible, designing modules on VPL, assessment, counselling, self-management of competencies.
Worklife guidance is an answer to the demand and needs for guidance and counselling arising at the workplace, among employees. It is one form of guidance and unites different methods of guidance focused on employees.
DCI-ALA/19.09.01/10/21526/245-361/ALFA III (2010) 37
TRALL sought to strengthen the role of HEIs in offering LLL-opportunities that respond to social, cultural, economic and environmental needs of society; and using tools and strategies that allow for the recognition, validation and accreditation of non-formal and informal learning.
in ALLinHE social and economic mobility is strengthened by developing VPL-approaches to link target groups to European HE-learning opportunities. The project allows learners to use their learning achievements, gained through different life-activities to broaden future learning opportunities.
better understanding on issues of policy and practice surrounding the recognition, validation and accreditation of non-formal and informal learning (RVA), and how they are linked to qualifications Frameworks in different national context.
Demonstrate how Credit-based qualifications will make the transition from being RPLO-neutral to being RPLO-friendly, using best practice from UK and EU projects and research, including the Cedefop study on the Recognition and Validation of Non-formal and Informal Learning for VET Teachers/Trainers.
Together with partner experts from 24 countries of the European Union representing the different educational sectors (higher education, vocational education and training, adult education) the project has produced and collected different materials and documents.
200 case studies in 11 EU-countries:
role models that prove that lifelong learning is always possible in any context, country and culture; and that there are always shared elements that make it possible to make a manageable tool for lifelong learning out of the valuation- and validation-principles.
The underlying principle of lifelong learning is that initial education is no longer enough for a lifelong career. It is more important to develop your competences throughout your life. How? By accepting that your glass is already half filled!