Key concepts, definitions and assumptions

Abstract

This chapter builds on the concept of lifelong learning describing lifelong learning as a standard that promotes learning on a holistic basis. But it also points to the several challenges in the implementation of lifelong learning at both a systemic and an individual level. The definition of non-formal and informal learning remains a subject of discussion in the field of RVA. For many it is more helpful to speak of a formal-non-formal-informal continuum, for many others, drawing a firm line is seen as a way to rectify the distorted balance between formal learning vis-à-vis non-formal and informal learning. World-wide the adoption of the lifelong learning approach has given rise to the need for a more flexible and integrated system of qualifications. In a number of countries National Qualifications Frameworks have been developed in response to the growing need to recognise learning and knowledge that has been achieved outside the formal education. Two models of RVA are presented – the convergent and the parallel models. It is argues that both of these models overlap. On the one hand, RVA interacts by necessity with predefined categories. On the other hand, it challenges normative classifications of knowledge. While there is a clear distinction between formative and summative assessment, and convergent and parallel models, they are linked and evolving processes. Finally, sharing learning across North and South has brought to the fore the disparate issues relating to RVA in the North and South.