Promoting, Assessing, Recognizing and Certifying Lifelong Learning: International Perspectives and Practices

In 2009, Cedefop, the European Centre for the Development of Vocational Training, issued European guidelines for the validation of informal learning, which was defined as ‘Learning resulting from daily activities related to work, family or leisure’. Such learning arises through experience and ‘takes…

It is argued that internships have a distinctive contribution to professional education. It is suggested that the confrontation with the workplace triggers learning. Based on the Demand-Control-Support (DCS) model, this chapter aims to investigate the influence of job characteristics such as job dem…

Individuals are permanently exposed to changes in today’s work environments due to strong economic competition and fast technological development. More and more frequently, employees face less job security, a higher need for flexibility, remarkable intensification of work and a strong demand for lif…

An increasingly common means by which learning across working life is being provided is through provisions of continuing education and training (CET) organised and enacted in partnerships between tertiary education organisations and employers. Often, these provisions are seen as an extension or vari…

Learning across adult life and particularly for and through working life has become a key area of concern for most countries with advanced industrial economies. Therefore, given its significance in the contemporary educational discourse and to educational provisions, it is important to have a precis…