Introduction

Abstract

The introduction signals the high relevance of RVA to UNESCO, and how RVA ranks among the possible ways to redress the glaring lack of relevant qualifications in many developing countries by promoting the development of competences and certification procedures which recognise different types of learning, including formal, non-formal and informal learning, everyday knowledge and skills, practical wisdom and indigenous knowledge. The notion of “cognitive justice” is introduced to emphasise this making of other ways of knowing visible, and revising the relationship between authorised and devalued forms of knowledge and knowing by formalising them. The notion of a “learning society” is shown to have far reaching implications not only for the redirection of the formal educational system but also for policies, theories and practices concerned with lifelong learning in which the educative possibilities of informal learning need to be adequately valued and considered as equally worthwhile as formal learning. The distinctive contribution of the study to the RVA discussion is to harness lessons learnt about RVA from many contexts and to share that learning across countries. It is argued that, in a way, the learning systems of “the North” and “the South” face the same general issues of social inequality, and one of the principal consequences of such inequality is a major under-utilisation of existing human potential, talents and human resources, which people may have acquired in non-formal and informal learning settings. Sen’s observations on “individual freedoms” and “choices” are used to suggest that broadening the scope of recognition, validation and accreditation to include all types of learning outside the mainstream mutually reinforces human capabilities in a society and the opportunities that the society offers. These freedoms and choices are also the principal determinants of individual initiative and social effectiveness and are also to be seen in notion of agency which entails the reformulation and renewal of knowledge and competences as well as the capability to mobilise resources (that is, other people/institutions/technologies) in order to address arising challenges. Thus the issue of the balance between human and social capital is an important one facing RVA policy makers and providers, appealing to the pragmatic needs of the employers and learners while retaining the cultural interest and knowledge of those who perceive the value of learning as predominantly a means of personal development and self and community fulfilment.