Policies of Adult Education in Portugal and France: The European Agenda of Validation of Non-Formal and Informal Learning

Autor/inn/en	Cavaco, C.; Lafont, P.; Pariat, M.
Titel	Policies of Adult Education in Portugal and France: The European Agenda of Validation of Non-Formal and Informal Learning
Quelle	In: International Journal of Lifelong Education, 33 (2014) 3, S.343-361 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2014.896086
Schlagwörter	Foreign Countries; Adult Education; Informal Education; Educational Policy; Public Policy; Lifelong Learning; Hypothesis Testing; Qualitative Research; Semi Structured Interviews; Documentation; Content Analysis; European Union; France; Portugal + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Informelle Bildung; Nichtformale Bildung; Politics of education; Bildungspolitik; Öffentliche Ordnung; Life-long learning; Lebenslanges Lernen; Hypothesenprüfung; Hypothesentest; Qualitative Forschung; Dokumentation; Inhaltsanalyse; Frankreich
Abstract	This article analyses the influence of the European Union's educational policies on the implementation of devices for the recognition and the validation of informal and non-formal learning within public policies on education and training for adults in European Union Member States. Portugal and France are taken as examples. The European Union's statements have influenced the development of devices for recognizing adult competences, regardless of the social, cultural and economic specificities of each country. However, sociocultural and sociopolitical characteristics influence the conditions under which recognition devices and the methods of their experimentation and generalization emerge, and are the vector of conflicts of interests between macro- and micro-sociological levels. There is at the same time a "culture of convergence" impelled by the European Commission, and a process of adaptation in matters of cultural and territorialised practices, which aim to avoid marginalization. Data are drawn from official documents and interviews with people in charge of training institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10