Recognition, validation and accreditation

Recognition, validation and accreditation

Recognition, validation and accreditation

El Instituto de la UNESCO para el Aprendizaje a lo Largo de Toda la Vida (UIL) ha revisado y actualizado su Observatorio Mundial de Reconocimiento, Validación y Acredit

The UNESCO Institute of Lifelong Learning (UIL) has reviewed and updated its Global Observatory of Recognition, Validation and Accreditation (RVA) of Non-formal

L'Institut de l'UNESCO pour l'apprentissage tout au long de la vie (UIL) a révisé et mis à jour son Observatoire mondial de reconnaissance, de valid

Norway RVA case study in education

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Background

At the upper secondary school level, Validation of Prior Learning (VPL) is related to the requirements of the national curricula (academic and vocational subjects) and results in a certificate called certificate of competence. The assessment process may result in an exemption from parts of the study programme or a shorter training period in preparation for a full examination.

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India RVA case study in education

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Background

Texila Educational Management and Services located in India guides and educates professionals in a variety of fields. One of its services is to the Texila American University (TAU), which is a holding in Hong Kong and  which has branches in several countries such as Guyana and Zambia. Texila American University in Guyana (TAU-G) offers Medicine and Medicine Programs. It also partners with the University of Central Nicaragua (UCN) for the Postgraduate Medicine and Distance & Blended Learning programs.

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France RVA case study in training and the world of work

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Background

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Finland case study in training and the world of work

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Background

In the European Union (EU) countries, public employment services (PES) are the authorities that connect jobseekers with employers. Although these services are structured differently from country to country, all PES help to match supply and demand on the labour market (European Commission).

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Denmark RVA case study in education and training

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Background

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India RVA case study in training and the world of work

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Background

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Afghanistan RVA case study in training and the world of work

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Background

Afghans, especially those excluded from national education and training and skills development, gain their learning and competences primarily through grassroots programs in non-formal settings and through informal apprenticeships. Currently, Afghanistan is aiming to create a long-term vision for the skills development of adults. This is seen to be helpful in encouraging adults who lack a formal education to continue to learn and build on the knowledge, skills and competencies they acquired through non-formal and informal learning.

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