Challenges in Implementing National Systems of Competency Validation with Regard to Adult Learning Professionals: Perspectives from Romania and India

Autor/inn/en	Sava, Simona Lidia; Shah, S. Y.
Titel	Challenges in Implementing National Systems of Competency Validation with Regard to Adult Learning Professionals: Perspectives from Romania and India
Quelle	In: International Review of Education, 61 (2015) 4, S.547-562 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-015-9501-1
Schlagwörter	Prior Learning; Adult Educators; Guidelines; Quality Assurance; Policy Formation; Educational Policy; Portfolios (Background Materials); Comparative Analysis; Feedback (Response); Foreign Countries; Adult Learning; Informal Education; Accreditation (Institutions); India; Romania + Suchen Sie Ihr Suchwort? Vorkenntnisse; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Richtlinien; Qualitätssicherung; Politische Betätigung; Politics of education; Bildungspolitik; Ausland; Adulte education; Informelle Bildung; Nichtformale Bildung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Indien; Rumänien
Abstract	Validation of prior learning (VPL), also referred to as recognition, validation and accreditation of prior learning (RVA), is becoming an increasingly important political issue at both European and international levels. In 2012, the European Council, the UNESCO Institute for Lifelong Learning (UIL) and the Organisation for Economic Co-operation and Development (OECD) launched strategic documents and guidelines for supporting its wide implementation. A wide range of resources and experiences to learn from are already available for improving policy making and the quality and credibility of VPL practices. An intrinsic part of quality assurance concerns the level of training of practitioners accompanying the VPL process. Addressing the need for improved practices of adult educators' continuing professional development as well as improved validation processes, this paper presents and analyses practitioners' experiences with a piloted portfolio tool designed to support the validation of pedagogic competencies of trainers in adult education. While the pilot study was carried out in 20 European and 2 non-European countries, this article picks out and compares feedback from participants in Romania and India, which are both striving to catch up in terms of accreditation of non-formal and informal learning. Based on their findings, the authors' reflections focus in particular on evident challenges for educational policy making in these two very different countries. They also consider related policy measures needed for improving the educational contexts in both countries, both in terms of validation practices and in terms of the professional development of practitioners applying such practices, in line with international trends. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01