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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.

Competence orientation has become a defining element of vocational education in German-speaking countries. In this context, tasks are considered the "transmission belts" to implement the reformed educational standards. In her dissertation the author takes a view on the systematic analysis of task characteristics as a method to inspect the degree of tasks' cognitive requirements. The theoretical-conceptual part of the dissertation gives a psychological and didactical justification of the principles underlying the tasks' cognitive requirement. The effects are analysed in two empirical studies. The first study takes a look on the basis of accounting tasks from Chinese vocational school textbooks, using the structuring content analysis (Mayring, 2008). The second empirical study inspects accounting teachers' perceptions and judgments by interviews.Based on the results, the author develops suggestions for the use of the concept of tasks' cognitive requirement in the didactic training of (prospective) teachers at commercial schools.

The Talents empirical research had an unexpected finding: many companies in the research project regions are open to giving the best possible support to immigrants and refugees - not only because they are looking for new hires but also because they see it as their social duty to help the newcomers to find a job. Especially the staff members are motivated to support the new colleagues, contribute to their development and be mentors to them. However, public funding is urgently needed to implement industrial and language trainings.The book addresses employers interested in employing refugees but also practitioners from education and other facilitators of integration working immigrants. It provides them with a great number of best practices and ideas for effective pathways to create and manage learning processes for workplace language and professional learning for new international staff. The research study should inspire decision makers on the political and the system level to embed fast track labour market integration schemes in other existing programmes.