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.
Duvekot, R. & Duvekot, R.C.
The process of Validation of Prior Learning (VPL) is at the heart of making the transition beneficial to all stakeholders. VPL is the instrumentation for recognizing and valuing what people have learned so far and linking these learning experiences to further development steps for someone in her own context. The main driver for VPL is embedded in the learning and working processes in which the individual is engaged. So, VPL is more or less anchored in someone’s learning and working history as well as her future.