France

Dec 12, 2017 @ 6:15 pm The French regulatory framework is clear and detailed in the Social Modernization Law of 2002 and the Decree specific to higher education. Individuals have a right to validate all prior learning and experience – formal, non-formal and informal – in order to access training or a degree issued by or on behalf of the State. Universities have the possibility of granting a full degree via the validation of prior...

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Germany

Until now, in Germany no legal framework and overall system of validation of non-formal and informal learning exists; this also has to do with the state of a Federal Republic. Quite some progress has been made since the mid-2000 years particularly with a state funded initiative on the validation of vocational competences on study programmes (ANKOM) that set the tone for a more systematic dealing with this topic and helped to develop...

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United Kingdom

As in other countries the incorporation of informal learning into formal programmes of learning in higher education is not widespread although no data exists on its extent. It would seem there are particular difficulties integrating it within many conventional subject discipline curriculums. The terms ‘non-formal’ and ‘informal learning’ have little currency – the word ‘experiential’ being more commonly used. Experiential learning is...

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Austria

The question of recognition and validation of nonformal and informal learning in Austria in general is tightly linked to the emergence of the concept of „Lifelong Learning“ and the Austrian strategy of Lifelong Learning “LLL:2020”. Even though the national strategy was adopted only quite recently, in 2011, the beginning of its development can be traced back in 2005, when the then Austrian Ministry of Education, Science and...

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