Making Policy Work
2020 | VPLBIENNALE | Book | English
This seventh volume of the Series VPL Biennale reports on relevant experiences as well as good practices and good policies presented at the 3rd VPL Biennale. It provides more insight in the many ways learners have at their disposal when it comes to making use of their personal learning experiences.
Policy-brief VPL for Newcomers
2018 | VINCE | Other | English
This Policy Brief 2018-1 looks at the systematics of Validating Prior Learning (VPL), its importance to the recognition and utilization of human capital and – especially – how higher education institutes (HEIs) can strengthen the participation of the human capital of refugees and migrants ('newcomers') in their new country.
Validation of Non-formal and Informal Learning for higher educated refugees and migrants. A VINCE case study analysis.
2018 | VINCE | Paper | English
This paper looks at the impact of Validation of Non-formal and Informal Learning (VNIL) [= VPL] when implemented by higher education institutes (HEIs) for the sake of inclusion of refugees and migrants in their new country. The basis for this paper is a case-study analysis for the Erasmus+ project VINCE on the transition of refugees and migrants to new careers in their new country. This analysis takes two forms: a country-analysis of the prevailing VNIL-process in HEIs and a qualitative analysis of 43 in-depth case studies of ‘newcomers’ or migrants and refugees.
Berlin Declaration 2019 on VPL
2019 | VPLBIENNALE | Other | English
Validation of Prior Learning is the process of identifying, documenting, assessing and certifying the learning outcomes of individuals acquired within and outside formal education and training. It gives visibility and value to all forms of learning and seeks to uncover and unlock latent talent in the workforce and in society. Globalization, digitalization and migration are changing the way we work and learn. Where it is already established, we can see that VPL performs an invaluable bridging function between the individual and society, between learning and working. To empower VPL further, the VPL community, set out the a set of overarching principles for achieving a robust and effective VPL-system. These principles are listed in the Berlin Declaration 2019 on VPL.
Building Personalized Learning – Handbook
2014 | ALLMEET | Book | English
Learning is more than ever important and valuable; people are encouraged to invest in their potential throughout their lives, taking into account their prior learning. In this respect, it is vital to dynamize ‘the learning ground’ by transmitting both learningresponsibilities as well as learning opportunities to all people. These learning needs not only focus on qualifications and certification but also on valuing of all learning in itself as a motor for personal development and empowerment. This brings about a need for personalizing learning since all learning in the context of the present ‘learning society’ always starts with the learner.
Researches in Adult Learning
2017 | ESRALE | Book | English
"Researches in Adult Learning" is a book about the growing importance of adult lifelong learning. This book represents several European contributions that guide the reader in the comprehension of the paradigm shift towards adult (lifelong) learning.
The learner at the centre
2017 | VPLBIENNALE | Book | English
The Validation of Prior Learning (VPL) is more and more embedded in the primary processes of learning and working. VPL is a stimulus and ‘guide’ for sustainable personal development, in both processes. Moreover, it is aiming at creating shared ownership of citizens and organisations concerning their competency-based development.
Linking Recognition Practices and National Qualifications Frameworks
2013 | RVA-BE | Book | English
If learning involves all of one’s life, in the sense of both time-span and diversity, and all of society, including its social and economic as well as its educational resources, then we must go even further than the necessary overhaul of educational systems until we reach the stage of a learning society. For these are the challenges education will be facing in the future. (Faure et al., 1972)
My unfinished story of VPL
2005 | VPL1 | Workbook | English
In this booklet, a general process model in 10 steps is proposed for the use of VPL by individuals, in spite of their characteristics or objectives. It is the intention to initiate a discussion and develop a consciousness at the level of the individual. It is crucial to understand that this model indicates a way to adapt the VPL-process to the goals and needs of the individual, in spite of the area (private life, voluntary work, paid work, education) where the competences have been developed or will be applied and irrespectively the way the learning and the recognition takes place (formal, non-formal and informal).