Policies of adult education in Portugal and France: the European Agenda of validation of non-formal and informal learning

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.

Keywords:

• adult education
• educational policies
• European Union
• validation of non-formal and informal learning

Notes

1. The validation is based on the process of granting official status to competences, either through the award of certificates or through the grant of equivalence, credit units and validation of gained competences. Social validation is measured through acknowledgement of the value of competences by economic and social stakeholders.

2. The validation of a wide range of knowledge, know-how, skills and competences which people develop throughout their lives, in different contexts.

3. The article length does not enable us to approach the characterization of non-formal and informal learning systems in France and in Portugal. On the other hand, to look further into the analyses on this subject, we suggest consulting the links: http://observal.eucen.eu/, https://www.jugendpolitikineuropa.de/downloads/4-20-2198/european_inventory_2005_final_report.pdf.

4. Non-formal learning is defined by Learning which is embedded in planned activities not necessarily explicitly designated as learning (in terms of learning objectives, learning time or learning support), but which contains an important learning element, it’s intentional from the ‘learner’s’ point of view.

5. Informal learning is learning resulting from daily work-related, family or leisure activities. It is not organized and structured (in terms of objectives, time and support). Informal learning is in most cases unintentional from the ‘learner’s’ perspective.

6. ‘Journal Officiel’ dated 28 April 2002, decree nr. 2002-615 (26.04.2002) taken for the enforcement of article 900-1 of the work chart and articles L.335-6 of the education chart.

7. M. Gérard Lindeberg, socialist deputy, speaking in a first reading at the National Assembly.

8. New Center of Opportunities.

Additional information

Notes on contributors

C. Cavaco

Carmen Cavaco has been a teacher/researcher at the Institute of Education, University of Lisbon, since 1999. She has a PhD in Sciences of Education/Adult Education and conducts research in areas of public policy adult education, experiential learning, validation of prior learning, unschooled adults and low-schooled adults and biographical approach. She has published various books and articles in journals. She is also a member of Network Recognition of Prior Learning at ADMEE-Europe and of REDFORD International Network (International Development of Education and Training Network).

P. Lafont

Pascal Lafont is a teacher/researcher at the Faculty of Educational and Sciences, Paris-Est Créteil University. At the REV CIRCEFT EA 4384, his research work deals, on the one hand, with the effects of training and recognition and validation of prior learning, and on the other, with the representations and relationships of economic social and political actors with work, employment and training policies, on both local and international levels. He is in charge of the development of international relations at the same university. He is responsible for an international degree course for the ‘Expertise, Engineering and Organizational Management’ Masters Degree. He is also a member of REDFORD International Network (International Development of Education and Training Network).

M. Pariat

Marcel Pariat is a teacher/research at the Faculty of Educational and Social Sciences, Paris-Est Créteil University. At the LIRTES EA 7313, his research work deals, on the one hand, with the effects of training and recognition and validation of prior learning, and on the other, with the representations and relationships of economic social and political actors with work, employment and training policies, on both local and international levels. He assumes various responsibilities, including Head of the Doctoral Studies Department at Paris-Est University, Head of ‘international development, and President of the REDFORD International Network (International Development of Education and Training Network).