Adult Education and Validation 1/2019
Should the full range of knowledge and competences held by an individual be recognised?
Who is qualified to be an adult educator?
While teaching primary school children requires a qualification, in many countries virtually anyone can declare themselves to be an adult educator. The GRETA project in Germany is trying to find structure in a field suffering from systemic deskilling.
Validation in adult education – citizen’s right or a bugbear of achievement society
How do you prove that you have a certain skill? This is the question on everyone’s lips in the field of non-formal or liberal adult education. My question was, do I really have to? The text is an editorial written for issue 1/2019 on Adult Education and Validation.
Improving Portugal’s levels of education at Qualifica Centres
Qualifica centres are state-supported validation and qualification centres for adults. The results are promising, as the example of Azambuja’s Qualifica centre shows.
Validation processes set to gain from 21st-century innovations – Challenges in certification still hampering learners
The modern world of open borders, workforce mobility and ever more digital and non-formal learning opportunities pose a validation challenge: a need to establish up-to-date methods for recognising competences.
A badge for (working) life
Skills-based badges not only recognise a learner’s achievements but also boost their self-esteem and motivation. Merja Kittelä, a teacher responsible for planning at Wellamo Community College, answers three quick questions about her work in the validation of non-formal learning.
The recognition of all learning – not a utopia but a service package!
It is time to update traditional ideas about the recognition of learning, and to adopt a model from the world of children and young people, writes Lauri Tuomi, CEO of the Finnish Lifelong Learning Foundation. The text is a column written for issue 1/2019 on Adult Education and Validation.
The notion of validation dominates the way we recognise learning – and this is why it is a problem
French learning technology expert challenges the monopoly of institutional validation and shares his view on how learning should be recognised.
