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Validation of non‐formal and informal learning to support disadvantaged learners: Alternative assessments
Author(s) -
Looney Janet,
Santibañez Barbara
Publication year - 2021
Publication title -
european journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.577
H-Index - 45
eISSN - 1465-3435
pISSN - 0141-8211
DOI - 10.1111/ejed.12469
Subject(s) - disadvantaged , lifelong learning , outreach , certification , variety (cybernetics) , european union , informal learning , erasmus+ , set (abstract data type) , pedagogy , psychology , political science , computer science , business , economic growth , economics , art , programming language , artificial intelligence , the renaissance , law , economic policy , art history
Abstract The European Union has set the goal to make lifelong learning a reality for more people through the creation of flexible pathways to improve access to higher levels of education and employment. Validation of non‐formal and informal learning (VNFIL), which is intended to make learning from everyday work and life visible, is an important means to this goal. Nevertheless, in many countries take‐up of VNFIL remains low among disadvantaged groups. While a variety of factors, such as outreach and accessibility of VNFIL, may affect take‐up, the VNFIL approach and quality of assessment are important factors. This article describes alternative VNFIL assessment approaches identified in Innoval (2016–2018), an Erasmus+ project focused on supporting and empowering disadvantaged learners as they pursue further education, employment and/or certification.