Scholarlink

<p>Pathway profiles in the recognition, validation and accreditation (RVA) of non-formal and informal learning outcomes according to duration: A social justice perspective – Systems for the recognition, validation and accreditation (RVA) of non-formal and informal learning outcomes are promoted as a means of contributing to social justice in access to a qualification, with particular attention paid to so-called disadvantaged populations. It is argued that these schemes can reduce the time taken to gain a qualification. However, initial work on RVA indicates that the duration of this pathway and its various sequences can be long and that it seems to be associated with certain common characteristics of adults without always documenting those of disadvantaged populations. The aim of this study is to identify pathway profiles according to the length of sequences in an RVA approach from a social justice perspective. The analytical framework is based on the stages of the Québécois approach to RVA in vocational training in order to understand the pathway in terms of the duration of the sequences, and on Amartya Sen’s capability approach (CA) for the social justice perspective. An analysis of latent profiles within a sample of 502 candidates who had graduated through the RVA process enabled the authors to identify three profiles associated with three personal characteristics and one related to the organisation of the process. The discussion highlights the potential for transforming the right to RVA into a real opportunity for adults from one or more disadvantaged groups to obtain a qualifying certificate. The conclusion sets out some of the limitations of this study.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Profils de parcours en reconnaissance, validation et accréditation (RVA) des acquis de l’apprentissage non formel et informel selon la durée : une perspective de justice sociale

  • 期刊论文

  • 发表日期：

    2025年4月11日

查看全文
  • Évelyne Mottais,
  • Sabruna Dorceus,
  • Rachel Bélisle

摘要

Pathway profiles in the recognition, validation and accreditation (RVA) of non-formal and informal learning outcomes according to duration: A social justice perspective – Systems for the recognition, validation and accreditation (RVA) of non-formal and informal learning outcomes are promoted as a means of contributing to social justice in access to a qualification, with particular attention paid to so-called disadvantaged populations. It is argued that these schemes can reduce the time taken to gain a qualification. However, initial work on RVA indicates that the duration of this pathway and its various sequences can be long and that it seems to be associated with certain common characteristics of adults without always documenting those of disadvantaged populations. The aim of this study is to identify pathway profiles according to the length of sequences in an RVA approach from a social justice perspective. The analytical framework is based on the stages of the Québécois approach to RVA in vocational training in order to understand the pathway in terms of the duration of the sequences, and on Amartya Sen’s capability approach (CA) for the social justice perspective. An analysis of latent profiles within a sample of 502 candidates who had graduated through the RVA process enabled the authors to identify three profiles associated with three personal characteristics and one related to the organisation of the process. The discussion highlights the potential for transforming the right to RVA into a real opportunity for adults from one or more disadvantaged groups to obtain a qualifying certificate. The conclusion sets out some of the limitations of this study.