Validation des acquis professionnels et personnels pays en développement du point de vue de l'Amérique latine

par Deisi Yunga Godoy

Projet de thèse en Sciences de l'éducation

Sous la direction de Pascal Lafont.

Thèses en préparation à Paris Est en cotutelle avec l'Universidad de Granada (Espagne) , dans le cadre de CS - Cultures et Sociétés , en partenariat avec LIRTES - Laboratoire interdisciplinaire de recherche sur les transformations des pratiques éducatives et des pratiques sociales (laboratoire) depuis le 10-12-2015 .


  • Résumé

    La thèse sera rédigée en anglais The recognition of non-formal and informal learning outcomes (RNFIL) has become an important asset within lifelong learning strategies and in recent years it has been seeing as an important tool of adult learning policy. Since the presentation of the Faure Report (1972) the concerns on providing adults the opportunity to assess their competences and to keep learning through their lives have risen. Nowadays RPL is an important part of national and international education policy agendas due to the economic and social benefits of its implementation. In paper, the effective implementation of recognition of prior learning systems has positive implications in areas such as: education, social integration, economy and of course individual personal development of citizens; encouraging the creation of a knowledge-based society. Thus a RPL system implementation in developing countries could be especially relevant due to its potentiality; however there is little or no research in the topic since RPL systems have mostly been implemented in countries with developed economies. Ecuador In Ecuador, despite all government efforts, not all citizens have the possibility to access to the formal educational system. Indeed, a considerable amount of children have not access basic education or have not being able to finish elementary education due to early work and posterior excess of responsibilities (Ecuadorian Ministry of Education) 2012. The outcome of educational early leavings and drop outs are the integration of very young people to the labor market through non-formal and informal learning; which nowadays is an important part of the social and economic dynamics in the country. One of the biggest problems of skills acquisition through non-formal and informal ways in developing countries is its lack of recognition which triggers several social problems and perpetuates the already existing social inequity. The ruling government in Ecuador promoted the creation of several laws, a new Constitution in 2008 and two national development plans that aim to favor the “Sumac Causai” also called “Buen vivir” or “Good Living” whose main principle is the citizens' welfare and the country's progress. The opportunity One of the most important reforms in Ecuador's system was the “Educational Reform” which includes the first official implementation of RPL strategies. This could be an excellent opportunity to research about the RPL implementation in a developing country in order to identify its potential benefits and pitfalls.

  • Titre traduit

    Recognition of Prior Learning in Developing Countries. A closer look from the Latin-American Perspective.


  • Résumé

    The recognition of non-formal and informal learning outcomes (RNFIL) has become an important asset within lifelong learning strategies and in recent years it has been seeing as an important tool of adult learning policy. Since the presentation of the Faure Report (1972) the concerns on providing adults the opportunity to assess their competences and to keep learning through their lives have risen. Nowadays RPL is an important part of national and international education policy agendas due to the economic and social benefits of its implementation. In paper, the effective implementation of recognition of prior learning systems has positive implications in areas such as: education, social integration, economy and of course individual personal development of citizens; encouraging the creation of a knowledge-based society. Thus a RPL system implementation in developing countries could be especially relevant due to its potentiality; however there is little or no research in the topic since RPL systems have mostly been implemented in countries with developed economies. Ecuador In Ecuador, despite all government efforts, not all citizens have the possibility to access to the formal educational system. Indeed, a considerable amount of children have not access basic education or have not being able to finish elementary education due to early work and posterior excess of responsibilities (Ecuadorian Ministry of Education) 2012. The outcome of educational early leavings and drop outs are the integration of very young people to the labor market through non-formal and informal learning; which nowadays is an important part of the social and economic dynamics in the country. One of the biggest problems of skills acquisition through non-formal and informal ways in developing countries is its lack of recognition which triggers several social problems and perpetuates the already existing social inequity. The ruling government in Ecuador promoted the creation of several laws, a new Constitution in 2008 and two national development plans that aim to favor the “Sumac Causai” also called “Buen vivir” or “Good Living” whose main principle is the citizens' welfare and the country's progress. The opportunity One of the most important reforms in Ecuador's system was the “Educational Reform” which includes the first official implementation of RPL strategies. This could be an excellent opportunity to research about the RPL implementation in a developing country in order to identify its potential benefits and pitfalls.