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Global Perspectives on Recognising Non-Formal and Informal Learning Technical and Vocational Education and Training: Issues, Concerns and Prospects 21 Madhu Singh Global Perspectives on Recognising Non-formal and Informal Learning Why Recognition Matters Technical and Vocational Education and Training: Issues, Concerns and Prospects Volum e 21 Series Editor-in-Chief Professor Rupert Maclean, Centre for Lifelong Research and Development, the Hong Kong Institute of Education, China. Associate Editors Professor Felix Rauner, TVET Research Group, University of Bremen, Germany Professor Karen Evans, Institute of Education, University of London, United Kingdom Editorial Advisory Board Professor Bob Adamson, Team Leader, UNESCO-UNEVOC Centre, The Hong Kong Institute of Education, China Dr David Atchoarena, Division for Education Strategies and Capacity Building, UNESCO, Paris, France Dr András Benedek, Ministry of Employment and Labour, Budapest, Hungary Dr Paul Benteler, Stahlwerke Bremen, Germany Professor Michel Carton, NORRAG c/o Graduate Institute of International and Development Studies, Geneva, Switzerland Dr Chris Chinien, Workforce Development Consulting, Montreal, Canada Dr Claudio De Moura Castro, Faculade Pitágoras, Belo Horizonte, Brazil Dr Michael Frearson, SQW Consulting, Cambridge, United Kingdom Dr Lavinia Gasperini, Natural Resources Management and Environment Department, Food and Agriculture Organization, Rome, Italy Dr Philipp Grollmann, Federal Institute for Vocational Education and Training (BiBB), Bonn, Germany Professor W. Norton Grubb, Graduate School of Education, University of California, Berkeley, United States of America Dr Dennis R. Herschbach, Faculty of Education Policy and Leadership, University of Maryland, College Park, United States of America Dr Oriol Homs, Centre for European Investigation and Research in the Mediterranean Region, Barcelona, Spain Professor Moo-Sub Kang, Korea Research Institute for Vocational Education and Training, Seoul, Republic of Korea Dr Bonaventure W. Kerre, School of Education, Moi University, Eldoret, Kenya Dr Günter Klein, German Aerospace Centre, Bonn, Germany Dr Wilfried Kruse, Sozialforschungsstelle Dortmund, Dortmund Technical University, Germany Professor Jon Lauglo, Department of Educational Research, Faculty of Education, University of Oslo, Norway Dr Alexander Leibovich, Institute for Vocational Education and Training Development, Moscow, Russian Federation Professor Robert Lerman, Urban Institute, Washington, United States of America Ms Naing Yee Mar, UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, Bonn, Germany Professor Munther Wassef Masri, National Centre for Human Resources Development, Amman, Jordan Dr Phillip McKenzie, Australian Council for Educational Research, Melbourne, Australia Margarita Pavlova, Hong Kong Institute of Education, New Territories, Hong Kong Dr Theo Raubsaet, Centre for Work, Training and Social Policy, Nijmegen, Netherlands Professor Barry Sheehan, Melbourne University, Australia Dr Madhu Singh, UNESCO Institute for Lifelong Learning, Hamburg, Germany Dr Jandhyala Tilak, National Institute of Educational Planning and Administration, New Delhi, India Dr Pedro Daniel Weinberg, formerly Inter-American Centre for Knowledge Development in Vocational Training (ILO/CINTERFOR), Montevideo, Uruguay Professor Adrian Ziderman, Bar-llan University, Ramat Gan, Israel Aims and Scope The purpose of the Technical and Vocational Education and Training: Issues, Concerns and Prospects Book Series is to meet the needs of those interested in an in-depth analysis of current developments concerning various aspects of education for the world of work with particular reference to technical and vocational education and training. The Series examines areas that are at the ‘cutting edge’ of the field and are innovative in nature. It presents best and innovative practice, explores controversial topics and uses case studies as examples. The audience includes policymakers, practitioners, administrators, planners, researchers, teachers, teacher educators, students and colleagues in other fields interested in learning about TVET, in both developed and developing countries, countries in transition and countries in a post-conflict situation. The Series complements the International Handbook of Technical and Vocational Education and Training, with the elaboration of specific topics, themes and case studies in greater breadth and depth than is possible in the Handbook. Topics covered include training for the informal economy in developing countries; education of adolescents and youth for academic and vocational work; financing education for work; lifelong learning in the workplace; women and girls in technical and vocational education and training; effectively harnessing ICTs in support of TVET; planning of education systems to promote education for the world of work; recognition, evaluation and assessment; education and training of demobilized soldiers in post-conflict situations; TVET research; and school to work transition. More information about this series at http://www.springer.com/series/6969 Madhu Singh Global Perspectives on Recognising Non-formal and Informal Learning Why Recognition Matters Madhu Singh UNESCO Institute for Lifelong Learning Hamburg, Germany ISSN 1871-3041 ISSN 2213-221X (electronic) Technical and Vocational Education and Training: Issues, Concerns and Prospects ISBN 978-3-319-15277-6 ISBN 978-3-319-15278-3 (eBook) DOI 10.1007/978-3-319-15278-3 Library of Congress Control Number: 2015937732 Springer Cham Heidelberg New York Dordrecht London © UNESCO Institute for Lifelong Learning 2015. The book is published with open access at SpringerLink.com. Open Access This book is distributed under the terms of the Creative Commons Attribution Noncom- mercial License, which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited. All commercial rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www. springer.com) Foreword The United Nations Educational, Scientific and Cultural Organization (UNESCO) continues to play a central role in the international vision of developing and extending lifelong learning across the globe. Since 1972 and the release of the path- breaking Learning to Be report by UNESCO, the Organization has provided detailed and timely research into lifelong learning with a strong focus on promoting equality and meaningful development around the world. In UNESCO, the importance of recognition, validation and accreditation of non- formal and informal learning (RVA) has been discussed since the UNESCO General Conference in 2005.1 In this context, the UNESCO Institute for Lifelong Learning located in Hamburg, Germany, conducted analyses of national policies and practice of RVA drawing on data from Member States. More recently, the Belém Framework for Action highlighted UNESCO’s role by developing guidelines on all learning outcomes including those acquired through non-formal and informal learning so that these may be recognised and validated. At the same time, it called on member states to develop or improve structures and mechanisms for the recognition of all forms of learning by establishing equivalency frameworks. Launching from this broad research base, the publication presented here on Global perspectives on recognising non-formal and informal Learning: Why recog- nition matters provides a thorough, wide-ranging and accessible analysis of Member States’ experiences with RVA. It approaches the recognition of lifelong learning pathways by investigating critical factors conducive for RVA’s implementation, its strategic policy objectives, best practice features and the challenges and the ways forward as reported by Member States and perhaps most importantly RVA’s role in promoting equality and inclusiveness both in education and across society more generally. The overall aim of the study is to advance a body of knowledge that allows us to share experience, expertise and lessons that concern in-country RVApractices across Member States. It is presented in such a way that enables its effective and immediate 133C/Resolution 10 of the 33rd session of the General Conference (2005). v vi Foreword use across the full spectrum of country contexts whether in the developing or developed world. It is our hope that Global perspectives on non-formal and informal Learning will promote a proper
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