Home

Recognition, validation and accreditation (RVA) of non-formal and informal learning, or Recognition of Prior Learning (RPL), as it is called in India, aims to guide the skills development strategies and initiatives in line with India’s target of skilling 300 million people by 2022....

In Romania over the last few years, some notable steps have been taken in the area of validation of formal, non-formal and informal learning. Although new legal and institutional frameworks have been created and a set of laws and decrees were adopted, not all the regulations have been put into...

Non-formal and informal learning are an integral and institutionalized part of the education and training system. In addition to recognition procedures in formal education and the labour market, steps are also being undertaken to promote lifelong learning with the long-term aim of providing more...

The development of validation practices in Switzerland can be divided into two main phases. The first phase comprises the 1990’s focus on projects and pilot projects in local areas. The second phase comprises the progressive centralization and institutionalization of validation practices with...

To meet the needs of the knowledge-based economy, the advent of technologies and the rapidly changing world, the government of Hong Kong Special Administrative Region (SAR) of the People's Republic of China established the Qualifications Framework (QF) and the associated Recognition of Prior...

While economic productivity has been growing in the last two decades, the pace is lower compared to other emerging economies. The main indicators of Mexico’s drop in productivity growth rankings are human capital, workforce training and education. Mexico’s innovative potential is hampered by the...

The widening of access to certification processes that recognize and validate individual learning outcomes as a formal qualification was a vital part of the reform of the French vocational education sector, which was part of the Social Modernisation Act of 2002 ( Loi de modernisation social...

Volume 62, Issue 1, pp 11–27

Author: N’Dri Thérèse Assié-Lumumba - Cornell University, Africana Studies and Research Center, Ithaca, United States of America

Abstract

This paper is a reflection that critically examines the dynamics of education and the struggle by African people...

Volume 62, Issue 1, pp 29–44

Author: N’Dri Thérèse Assié-Lumumba

Abstract

This article discusses the concept “ ubuntu ”, an African worldview rooted in the communal character of African life. Some of the same thinking can, however, be found in various Eurasian and Latin-American...