Educational policy

The validation of non-formal and informal learning is a part of the national education and training system of Reconhecimento, validação e certificação de competências (Portuguese for recognition, validation and certification of competences (RVCC)) in Portugal. The goal of validation is to increase the levels of school and professional certification among the employed and unemployed adult population in Portugal. The policy aims to prepare human resources for economic development and to support the labour market. Centros Qualifica (Portuguese for local adult education centres) offer validation of non-formal and informal learning in the whole country and Madeira Island and increase access to recognition, validation and competence certification processes for adult learners (Guimarães, 2019).

Curriculum GobALE (CG) is a modularized and competency-based framework curriculum for the training of adult educators worldwide. It is initially aimed at institutions and organizations in the area of adult education that wish to ensure that the qualification level of their educators satisfies professional standards. As a quality-assuring reference framework, Curriculum GlobALE provides an international standard that also addresses other interested specialist audiences and education policy decision-makers beyond the level of adult education institutions (DVV International, 2015). The curriculum is built on three general principles: competency orientation; action and participant orientation; and sustainability of learning.

In Uruguay, Plan Ceibal (Educational Connectivity in Basic Computing for Online Learning) was first implemented in 2007. Its underlying principles trace back to the non-profit organization One Laptop per Child (OLPC) but have been adapted and developed by Uruguayan stakeholders to complement the national context.

The Austrian Lifelong Learning Strategy (LLL:2020) was adopted on 5 July 2011 by the Council of Ministers. LLL:2020 implements a holistic approach to learning, from early childhood education and care to school and higher education, adult education and post-professional training and education. The strategy incorporates different policy areas of education, integration, labour market, economy, social and financial issues (Eurydice, 2018).

The Constitution of the Republic of Korea acknowledges that all citizens ‘shall have an equal right to receive an education corresponding to their abilities’ and gives the state a duty to ‘promote lifelong education’. Lifelong learning (LLL) is implemented across national and local levels. The 1999 Lifelong Education Act establishes that all levels of government are responsible for promoting lifelong education policies that provide all citizens with opportunities to participate in lifelong education. The Act also requires the Ministry of Education to develop a comprehensive lifelong education promotion plan every five years at the national level, setting mid- and long-term policy objectives and the basic direction of lifelong learning promotion.