Im Fokus des Sammelbandes stehen Untersuchungen zur Anerkennung von nonformalem und informellem Wissen. Durch eine Validierung sollen neue Zugänge zum Arbeitsmarkt eröffnet und die Zusammenarbeit und Mobilität innerhalb der EU gestärkt werden. Hier setzt das Erasmus+-Projekt EffectVPL ("Effectiveness of VPL Policies und Programmes for Labour Market Inclusion and Mobility - Individual and Employer Perspectives", 2017-2019) an, dessen Ergebnisse in diesem Band vorgestellt werden. Ausgangspunkt des Projekts zum lebenslangen Lernen war die mangelhafte Anerkennung von Lernerfahrungen, die außerhalb institutioneller Kontexte gewonnen wurden. Im ersten Teil des Bandes werden die theoretischen Grundlagen vorgestellt, bevor die Autor:innen im zweiten Teil empirische Ergebnisse zu Untersuchungen in Polen, Dänemark, der Türkei und Deutschland präsentieren. Abschließend wurde ein Trainingsmodul entwickelt, das die Projektergebnisse für Lehrende in Europa aufbereitet.

This publication focuses on two topics in particular. First, how qualifications that have not been earned through traditional study programs at classical higher education institutions can be recognized, and second, recognition in a global context. In addition, this book gives an overview of the national action plans for recognition submitted by all the members of the Bologna Process prior to the London ministerial conference in May 2007.--Publisher's description.

Recoge: 1. Introduction - 2. National motives for pursuing validation of non-formal and informal learning - 3. Validation in the European policy context - 4. The process of validation non-formal and informal learning and its relation to qualifications systems - 5. The critical role of standards in validation - 6. Validation of non-formal and informal learning in Europe-situation 2007 - 7. Beyond 2010-Elements of a strategy on validation - 8. Conclusion - 9. References - Annex 1. Conceptual basis.

There is an urgent need to address the social dimension of higher education more forcefully and coherently, particularly in view of the economic downturn across Europe. This is the conclusion of the new Eurydice report, which looks at national policies on access to higher education, funding and student support. The report, covering eu Member States, plus Iceland, Liechtenstein, Norway and Turkey, suggests that countries are struggling to adapt their higher education systems to meet the challenges brought about by rapid societal change in recent years. In particular, they need to open up opportunities for more people to benefit from higher education, matching this objective with coherent measures, funding and monitoring to evaluate their impact. European leaders have agreed a headline target that 40% of 30-34 year olds should have a higher education qualification by 2020--an increase from just over 33% today. The study focuses on three key topics: policies to widen participation in higher education; funding trends; and the impact of student fee and support systems. It reveals that approaches to meet shared European objectives vary greatly between countries and have different impacts on the performance of higher education. For example, there seems to be an East-West divide regarding routes to higher education for non-traditional candidates such as adult learners and people entering university on the basis of skills gained in the workplace rather than school qualifications. The report highlights changes in higher education spending in response to the crisis. Over the past academic year (2010/11 compared to 2009/10) budgets were most increased in Lithuania, Liechtenstein, Austria, France, Finland and Malta, while the deepest cuts were made in Greece, Ireland, Iceland, (8-10% decrease), as well as in Spain, Italy, the Czech Republic and Slovakia (up to 3% decrease). A glossary is included. Individual chapters contain footnotes. (Contains 26 figures.).

The Third edition of this well-received and widely used Handbook brings together an entirely new set of chapters, to reflect progress and new themes in the ten years to 2022. Building on the established structure of the first two Handbooks, the four sections focus in turn on: philosophy, history and theory development; fresh perspectives on policy and policy development; emerging programs and new approaches; and re-imagining lifelong learning for future challenges. The Handbook stimulates readers with fresh and timely insights, while exploring anew some enduring themes. New topics and themes introduced in all sections address lifelong learning challenges associated with climate change, the digital world, the rise of populism, migration and precarious living. The Handbook features learning innovations and evolving pedagogies such as intergenerational learning, art as pedagogy to promote public-mindedness, neuroscience enhancing learning effectiveness, and lifelong learning for sustainability. Policy responses to lifelong learning for work and well-being are debated. In state of the art contributions, authors from around the globe focus readers' attention on multifaceted processes, issues and decisions that must be better understood and enacted if inclusive development and fair access to lifelong learning are to become realities for us all.