Bøger i Berufsbildung, Arbeit und Innovation serien

The validation and recognition of prior non-formal and informal learning (VPL) is a priority of EUeducational policies and central to lifelong and life-wide learning. The aim is to strengthen theflexibility of learning pathways to increase labour market transition and mobility across Europe.Key objective is to enhance employability and labour market opportunities for disadvantagedindividuals such as the low skilled, unemployed, migrant workers, refugees and individuals withrestricted labour market and learning opportunities. This edited volume summarizes the mainfindings of the ERASMUS plus project "Effectiveness of VPL Policies and Programmes - Individualand Employer Perspectives" (Effect VPL), which was funded from 2016 to 2019. The contributions,which focus on the four participating countries Denmark, Germany, Poland and Turkey, providean overview of current topics in the field of VPL. They comprise theoretical as well as empiricalperspectives on VPL focusing, inter alia, on the socio-economic context, adult education andlifelong learning in Europe. Likewise, perspectives of those involved into VPL processes -individuals, employers, counsellors and trade unions - are presented and analysed. Hereby, thebook not only contributes to the scholarly debate on VPL in Europe, it furthermore offers handsonapproaches for VPL processes putting the individual at the centre of the validation process.

This publication addresses the pressing issues of vocational teacher education (VTE), focusing on institutional, organizational and governance aspects. Firstly, it summarizes the results of the four-year Erasmus+ capacity-building project "New Mechanisms of Partnership-based Governance and Standardization of Vocational Teacher Education in Ukraine" (PAGOSTE), funded by the European Education and Culture Executive Agency. The project's focus has been governance in VTE in Ukraine. Secondly, it goes beyond the narrow project context and explores challenges as well as good practices in VTE systems of other countries in and outside of Europe.Therefore, contributions from England, New Zealand, Australia, Italy, Germany, Austria and Switzerland complement the Ukrainian context and provide readers with a more comprehensive understanding of VTE systems.