Validation of non-formal and informal learning in Europe: research, policies, legitimacy and survival.

Souto-Otero, Manuel ORCID: https://orcid.org/0000-0002-8768-514X 2016. Validation of non-formal and informal learning in Europe: research, policies, legitimacy and survival. Bohlinger, Sandra, Dang, Thi Kim Anh and Klatt, Malgorzata, eds. Education Policy: Mapping the Landscape and Scope, Peter Lang, [n/a]. (10.3726/978-3-653-05044-8)

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Abstract

This chapter analyses European research and policy-making in the area of validation of non-formal and informal learning. It explicates the importance of validation for EU-policy making and the consequences of validation systems in particular in terms of exclusion and inclusion. It argues that this needs to be done in a context sensitive –both politically and socially- manner. The chapter raises questions regarding the way in which the Directorate General Education and Culture (DG EAC) is presented as a purely neo-liberal agent in much of the education literature, and validation practices as radically exclusionary practices. It also argues that the EU’s future actions in validation will need to take a more prescriptive dimension than they have done so far, and this in turn will require the generation of greater national reporting and evidence on those issues where the EU can have greater influence.

Item Type:	Book Section
Date Type:	Publication
Status:	Published
Schools:	Social Sciences (Includes Criminology and Education)
Subjects:	L Education > L Education (General)
Publisher:	Peter Lang
ISBN:	9783631693711
Date of First Compliant Deposit:	30 March 2016
Last Modified:	14 Jun 2024 13:39
URI:	https://orca.cardiff.ac.uk/id/eprint/82474

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