Titlebook: Global Perspectives on Recognising Non-formal and Informal Learning; Why Recognition Matt Madhu Singh Book‘‘‘‘‘‘‘‘ 2015 The Editor(s) (if a

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https://doi.org/10.1007/978-90-368-0881-1ses depending upon the contexts and circumstances, country practice actually show the need to link the different contexts, keeping in mind the entire range of social, economic, cultural and personal purposes..Besides providers in the formal context, non-formal and individual education and training p

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Nierfunctievervangende therapiesector can be advantageous; however, there are issues that the capacities promoted will often be narrowly focused around market sector skills..Public authorities have an important role to play through a broad range of activities including the development of goal-oriented public policies on RVA, the

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https://doi.org/10.1007/978-90-368-0855-2ctors conducive to the implementation of RVA. The aim is to arrive at common benchmarks which policy makers and practitioners could use to ensure that policies and practice articulate more purposefully with the holistic principles of lifelong learning and sustainable development..Looking at some of

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Policy and Legislative Environment,n RVA are more likely to develop systems of RVA than is the case where such legislation is absent..Legislation is an important aspect of RVA in European countries and is linked to the notion of individual rights and wide involvement of several stakeholders.

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Book‘‘‘‘‘‘‘‘ 2015. 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 differe

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978-3-319-38549-5The Editor(s) (if applicable) and the Author(s) 2015

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