Validation of non‐formal and informal learning to support disadvantaged learners: Alternative assessments

Janet Looney (1, 2) , Barbara Santibañez (3, 2)

1 (EIESP) - European Institute of Education and Social Policy
2 CNAM Paris - Centre d'enseignement Cnam Paris
3 (EIESP) - European Institute of Education and Social Policy

The European Union has set the goal to make lifelong learning a reality for more people through the creation of flexible pathways to improve access to higher levels of education and employment. Validation of non-formal and informal learning (VNFIL), which is intended to make learning from everyday work and life visible, is an important means to this goal. Nevertheless, in many countries take-up of VNFIL remains low among disadvantaged groups. While a variety of factors, such as outreach and accessibility of VNFIL, may affect take-up, the VNFIL approach and quality of assessment are important factors. This article describes alternative VNFIL assessment approaches identified in Innoval (2016–2018), an Erasmus+ project focused on supporting and empowering disadvantaged learners as they pursue further education, employment and/or certification.

Domains: Humanities and Social Sciences; Humanities and Social Sciences; Education

Janet Looney, Barbara Santibañez. Validation of non‐formal and informal learning to support disadvantaged learners: Alternative assessments. European Journal of Education, 2021, 56 (3), pp.439-453. ⟨10.1111/ejed.12469⟩. ⟨hal-03944557⟩