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首页> 外文期刊>Baltic Journal of Management >The need of validation and recognition of learning outcomes acquired non-formally and informally: A comparative study
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The need of validation and recognition of learning outcomes acquired non-formally and informally: A comparative study

机译：验证和认可非正式和非正式获得的学习成果的需求：一项比较研究

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Purpose – This paper aims to examine and summarize the findings of a comparative survey carried out to assess how learning outcomes acquired non-formally or informally are validated and recognized. Owing to limitations of the study, this paper just seeks to consider the challenges that higher education faces, and the new possibilities that might emerge. Design/methodology/approach – The methodology of the study includes critical and systemic analysis of references, also quantitative and qualitative research, which was completed as a three-stage survey. The following methods were used: analysis of recent legal and political educational documents, structured interviews of experts, and a questionnaire comprising open and closed type questions. Findings – The EU is committed to the principles of transferable learning but, until the principles and processes of recognition and validation of learning are integrated within national policy, this is unlikely to happen in any meaningful way. The current situation of autonomous HE management militates against consistency and equity of access for students wishing to have learning recognised and accredited. Research limitations/implications – A total of 55.3 per cent of questionnaires were returned (as 600 questionnaires have been sent out to NGOs in the countries mentioned), so this must be seen as a limitation of the study. Practical implications – Findings can be used in designing and implementing procedures of validation and recognition in higher education (of learning outcomes acquired non-formally and informally, e.g. in work place). Originality/value – A targeted study enables one to make an informed comparison of practices (in the field of validation and recognition) among different countries, and to identify elements of the process that are successful in a variety of contexts.
机译：目的–本文旨在检查和总结一项比较调查的结果，该调查旨在评估如何确认和认可非正式或非正式获得的学习成果。由于研究的局限性，本文仅试图考虑高等教育面临的挑战以及可能出现的新可能性。设计/方法/方法–研究的方法包括对参考文献进行批判性和系统性分析，以及定量和定性研究，该研究以三阶段调查的形式完成。使用了以下方法：最近的法律和政治教育文件的分析，专家的结构化访谈以及包括开放式和封闭式问题的问卷。调查结果–欧盟致力于可转移学习的原则，但是，除非将承认和确认学习的原则和过程纳入国家政策，否则这不可能以任何有意义的方式发生。自主HE管理的当前状况妨碍了希望获得学习认可和认可的学生的访问一致性和公平性。研究的局限性/意义–总共退回了55.3％的调查表（因为已经向上述国家的非政府组织发送了600份调查表），因此必须将其视为研究的局限性。实际意义–研究结果可用于设计和实施高等教育中的确认和认可程序（非正规和非正式获得的学习成果，例如在工作场所）。原创性/价值–一项有针对性的研究可以使人们对不同国家之间的实践（在验证和认可领域中）进行明智的比较，并确定在各种情况下成功的过程要素。

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