Recognition of experiential learning. An international analysis.

Institution	UNESCO
Titel	Recognition of experiential learning. An international analysis. Paralleltitel: Reconnaissance des acquis de l'expérience. Apports d'une réflexion internationale.
Quelle	Paris: Unesco (2005), 89, 91 S.Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch; französisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Kompetenz; Informelles Lernen; Erfahrungslernen; Entwicklungsland; Lebenslanges Lernen; Internationaler Vergleich; Anerkennung; Bewertung; Empfehlung; Entwicklung; Konferenzschrift; Tagungsbericht; Internationale Organisation
Abstract	"Within the framework of the French National Commission for UNESCO's Education and Training Committee, a Working Group on the Recognition of Experiential Learning was set up in January 2003. Its objective was to launch and carry out a study on the Recognition of Experiential Learning in the light of the work already completed on this subject in France, in Europe and in other regions of the world. ... The UNESCO International Institute for Education in Hamburg was requested to carry out this study and it proceeded to set up a survey. ... Taking into account the work carried out by the French Commission for UNESCO and [the] desire to complete the results of the survey by an exchange of experts on the issues at stake, the questions and experiences, it appeared... opportune to organise an international meeting, the object of which is the recognition of experiential learning as a tool for development." This publication is a documentation of the meeting. It contains among others the presentation of the preliminary results of the international comparative study, reports on the roundtable discussions, summaries of the workshops held as well as final recommendations on the recognition of experiential learning on country level or on the level of international institutions. (DIPF/Orig./Kr.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/5