東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Global perspectives on recognising n...

Singh, Madhu.

Linked to FindBook

Google Book

Amazon

博客來

Global perspectives on recognising non-formal and informal learning = why recognition matters /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Global perspectives on recognising non-formal and informal learning/ by Madhu Singh.
Reminder of title:	why recognition matters /
Author:	Singh, Madhu.
Published:	Cham :Springer International Publishing : : 2015.,
Description:	xix, 220 p. :ill., digital ;24 cm.
[NT 15003449]:	Foreword -- Acknowledgements -- Acronyms -- Chapter 1. Introduction -- Chapter 2. Key concepts, definitions and assumptions -- Chapter 3. Policy and legislative environment -- Chapter 4. RVA's role in education, working life and society -- Chapter 5. Coordination and stakeholder interests and motives -- Chapter 6. Features of best practice from country examples. Chapter 7. Sharing learning: cross-country observations.
Contained By:	Springer eBooks
Subject:	Non-formal education. -
Online resource:	http://dx.doi.org/10.1007/978-3-319-15278-3
ISBN:	9783319152783 (electronic bk.)

Global perspectives on recognising non-formal and informal learning = why recognition matters /
Singh, Madhu.

Global perspectives on recognising non-formal and informal learningwhy recognition matters /[electronic resource] :by Madhu Singh. - Cham :Springer International Publishing :2015. - xix, 220 p. :ill., digital ;24 cm. - Technical and vocational education and training: issues, concerns and prospects,v.211871-3041 ;. - Technical and vocational education and training: issues, concerns and prospects ;v.20..

Foreword -- Acknowledgements -- Acronyms -- Chapter 1. Introduction -- Chapter 2. Key concepts, definitions and assumptions -- Chapter 3. Policy and legislative environment -- Chapter 4. RVA's role in education, working life and society -- Chapter 5. Coordination and stakeholder interests and motives -- Chapter 6. Features of best practice from country examples. Chapter 7. Sharing learning: cross-country observations.

This book deals with the relevance of recognition and validation of non-formal and informal learning in education and training, the workplace and society. In an increasing number of countries, it is at the top of the policy and research agenda ranking among the possible ways to redress the glaring lack of relevant academic and vocational qualifications and to promote the development of competences and certification procedures which recognise different types of learning, including formal, non-formal and informal learning. The aim of the book is therefore to present and share experience, expertise and lessons in such a way that enables its effective and immediate use across the full spectrum of country contexts, whether in the developing or developed world. It examines the importance of meeting institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; it shows why recognition is important and clarifies its usefulness and the role it serves in education, working life and voluntary work; it emphasises the importance of the coordination, interests, motivations, trust and acceptance by all stakeholders. The volume is also premised on an understanding of a learning society, in which all social and cultural groups, irrespective of gender, race, social class, ethnicity, mental health difficulties are entitled to quality learning throughout their lives. Overall the thrust is to see the importance of recognising non-formal and informal learning as part of the larger movement for re-directing education and training for change. This change is one that builds on an equitable society and economy and on sustainable development principles and values such as respect for others, respect for difference and diversity, exploration and dialogue.

ISBN: 9783319152783 (electronic bk.)

Standard No.: 10.1007/978-3-319-15278-3doiSubjects--Topical Terms:

579899
Non-formal education.

LC Class. No.: LC45.3

Dewey Class. No.: 370.11

Global perspectives on recognising non-formal and informal learning = why recognition matters /
LDR:03367nam a2200337 a 4500 001 2007714
003 DE-He213
005 20160201114148.0
006 m d
007 cr nn 008maaau
008 160219s2015 gw s 0 eng d
020 $a 9783319152783 (electronic bk.)
020 $a 9783319152776 (paper)
024 7 $a 10.1007/978-3-319-15278-3 $2 doi
035 $a 978-3-319-15278-3
040 $a GP $c GP
041 0 $a eng
050 4 $a LC45.3
072 7 $a JNRV $2 bicssc
072 7 $a EDU031000 $2 bisacsh
072 7 $a EDU046000 $2 bisacsh
082 0 4 $a 370.11 $2 23
090 $a LC45.3 $b .S617 2015
100 1 $a Singh, Madhu. $3 615945
245 1 0 $a Global perspectives on recognising non-formal and informal learning $h [electronic resource] : $b why recognition matters / $c by Madhu Singh.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2015.
300 $a xix, 220 p. : $b ill., digital ; $c 24 cm.
490 1 $a Technical and vocational education and training: issues, concerns and prospects, $x 1871-3041 ; $v v.21
505 0 $a Foreword -- Acknowledgements -- Acronyms -- Chapter 1. Introduction -- Chapter 2. Key concepts, definitions and assumptions -- Chapter 3. Policy and legislative environment -- Chapter 4. RVA's role in education, working life and society -- Chapter 5. Coordination and stakeholder interests and motives -- Chapter 6. Features of best practice from country examples. Chapter 7. Sharing learning: cross-country observations.
520 $a This book deals with the relevance of recognition and validation of non-formal and informal learning in education and training, the workplace and society. In an increasing number of countries, it is at the top of the policy and research agenda ranking among the possible ways to redress the glaring lack of relevant academic and vocational qualifications and to promote the development of competences and certification procedures which recognise different types of learning, including formal, non-formal and informal learning. The aim of the book is therefore to present and share experience, expertise and lessons in such a way that enables its effective and immediate use across the full spectrum of country contexts, whether in the developing or developed world. It examines the importance of meeting institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; it shows why recognition is important and clarifies its usefulness and the role it serves in education, working life and voluntary work; it emphasises the importance of the coordination, interests, motivations, trust and acceptance by all stakeholders. The volume is also premised on an understanding of a learning society, in which all social and cultural groups, irrespective of gender, race, social class, ethnicity, mental health difficulties are entitled to quality learning throughout their lives. Overall the thrust is to see the importance of recognising non-formal and informal learning as part of the larger movement for re-directing education and training for change. This change is one that builds on an equitable society and economy and on sustainable development principles and values such as respect for others, respect for difference and diversity, exploration and dialogue.
650 0 $a Non-formal education. $3 579899
650 1 4 $a Education. $3 516579
650 2 4 $a Professional & Vocational Education. $3 897040
650 2 4 $a Lifelong Learning/Adult Education. $3 1086439
650 2 4 $a Educational Policy and Politics. $3 927935
650 2 4 $a Assessment, Testing and Evaluation. $3 897018
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
830 0 $a Technical and vocational education and training: issues, concerns and prospects ; $v v.20. $3 2134146
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-15278-3
950 $a Humanities, Social Sciences and Law (Springer-11648)