Recognising and accrediting informal and non-formal learning in higher education. An analysis of the issues emerging from a study of France and Scotland.

Autor/inn/en	Gallacher, Jim; Feutrie, Michel
Titel	Recognising and accrediting informal and non-formal learning in higher education. An analysis of the issues emerging from a study of France and Scotland.
Quelle	In: European journal of education, 38 (2003) 1, S. 71-83Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 29
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0141-8211; 1465-3435
Schlagwörter	Empirische Untersuchung; Non-formale Bildung; Informelles Lernen; Lernerfahrung; Vorbildung; Äquivalenz; Akkreditierung; Qualifikation; Internationaler Vergleich; Anerkennung; Student; Frankreich; Schottland
Abstract	"The importance of establishing systems for the recognition and accreditation of various forms of prior learning, and in particular informal and non-formal learning, has been recognised as a key issue in lifelong learning policy within Europe in recent years. This article explores issues associated with attempting to introduce systems of this kind within higher education institutions. It focuses on France and Scotland and compares developments in these two countries, analysing both similarities and differences. It identifies some issues which must be addressed in developing policy in this field." The analysis mainly draws on two studies about the French "Validation des acquis professionels (VAP)" and the Scottish "Accreditation of prior experiential learning (APEL)". (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)